A Critical Pedagogy for Native American Education Policy

1. Front Matter

   Pages i-viii

   PDF

2. An Introduction to the Problem

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 1-10

3. The Functionalist and Conflict Perspectives and the Historical Timeline

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 11-17

4. Discourse and Critical Pedagogy

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 19-41

5. Habermasian Pedagogy

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 43-51

6. The Timeline

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 53-85

7. Termination and Self-Determination

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 87-98

8. The United Nations Declaration on the Rights of Indigenous Peoples

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 99-116

9. Classic and Alternative Epistemologies

   • F. E. Knowles Jr., Lavonna L. Lovern

   Pages 117-131

10. Native American Epistemology and Pedagogy

    • F. E. Knowles Jr., Lavonna L. Lovern

    Pages 133-155

11. Implications of Theory

    • F. E. Knowles Jr., Lavonna L. Lovern

    Pages 157-166

12. Conclusion

    • F. E. Knowles Jr., Lavonna L. Lovern

    Pages 167-172

13. Back Matter

    Pages 173-191

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A Critical Pedagogy for Native American Education Policy is an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), the authors provide a detailed historic timeline that is tied to the functionalist view of sociology as it is reflected in the institution of education in general. Knowles and Lovern examine the policy from the critical perspective with the application of Habermas and Freire. They argue that the functionalist mode of education has furthered the cause of colonization and its attendant cultural destruction. The emancipatory possibilities presented by the work of Habermas and Freire are mined for their application to the deficits created by the historical and continued colonization of Native Americans.

• conflict
• education
• education policy
• Self
• United Nations

Author Lavonna L. Lovern: Lavonna L. Lovern is an assistant professor of Philosophy & Religious Studies at Valdosta State University

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