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A Critical Pedagogy for Native American Education Policy

Habermas, Freire, and Emancipatory Education

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  • © 2015

Overview

Authors:
  1. F. E. Knowles
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  2. Lavonna L. Lovern
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Table of contents (11 chapters)

  1. Front Matter

    Pages i-viii
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  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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Keywords

About this book

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.

About the authors

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

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