Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model

by Cornel Pewewardy (Editor), Anna Lees (Editor), Robin Zape-tah-hol-ah Minthorn (Editor), Tiffany S. Lee (Foreword by), Michael Yellow Bird (Afterword)

Overview

This book presents the Transformational Indigenous Praxis Model (TIPM), an innovative framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well-intentioned educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. Drawing from decades of collaboration with teachers and school leaders serving Indigenous children and communities, this volume will help educators better support the development of their students’ critical thinking skills. Representing a holistic balance, the text is organized in four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership. Unsettling Settler-Colonial Education centers the needs of teachers, children, families, and communities that are currently engaged in public education and who deserve an improved experience today, while also committing to more positive Indigenous futurities.

Book Features:

• Introduces the TIPM as a structure that supports educators in decolonizing and indigenizing their practices.
• Provides examples of how pathway-making across a variety of settings takes shape on the TIPM continuum.
• Highlights a diverse group of authors who are making major contributions to the transformation agendas of Indigenous knowledge and ways of knowing.
• Includes a brief summary of the TIPM dimensions with examples of the challenges that educators face as they expand their critical consciousness toward decolonization.
• Follows Native oral traditions by sharing lessons, research, and personal lived experience.
• Identifies the deficit-based ideological underpinnings that frame Indigenous students’ school experiences.
• Employs a metaphor of wave jumping to illustrate how educators working to decolonize their practice can gain forward momentum with time and energy even while facing resistance.
• Provides a methodology to promote healing and cultural restoration of Indigenous peoples.

Product Details

ISBN-13:	9780807766811
Publisher:	Teachers College Press
Publication date:	04/01/2022
Series:	Multicultural Education Series
Pages:	240
Product dimensions:	6.38(w) x 9.25(h) x (d)

About the Author

Cornel Pewewardy (Comanche/Kiowa) is the vice-chairman of the Comanche Nation and professor emeritus, Indigenous Nations Studies, at Portland State University. He received the 2022 NIEA Lifetime Achievement Award.

Anna Lees (Waganakasing Odawa, descendant) is an associate professor of early childhood education at Western Washington University.

Robin Zape-tah-hol-ah Minthorn (Kiowa/Apache/Nez Perce/Umatilla/Assiniboine) is an associate professor and director of educational leadership and Indigenous education initiatives at the University of Washington Tacoma. She received the 2022 AERA Exemplary Contributions to Practice-Engaged Research Award.

Table of Contents

Series Foreword James A. Banks ix

Foreword Tiffany S.Lee xiv

Acknowledgments and Dedication xviii

Introduction 1

Part I Birth-Grade-12 Education

1 Native American Language Teachers Going Beyond Their Classrooms Genera Becenti 15

2 Indigenous Knowledges to Transform Public Education Anthony B. Craig Chelsea M. Craig 26

3 Exploring, Leading, and Managing Indigenous K-12 Education yahnesuaru mohatsi 37

Part II Teacher Education

4 Examining Teacher Education and Practice Through the Transformational Indigenous Praxis Model (TIPM) Dolores Calderón 47

5 Early Childhood Teacher Education for Transformation Anna Lees Verónica Nelly Vélez 57

6 White, Christian, Male Privilege and Colonialism: Contending With Chief Wahoo in the Multicultural Education Classroom Jeanette Haynes Writer 68

7 Indigenous Teacher Education: Reflections of Pathway-Making Through Primarily White Institutions Toward Indigenous Futures Tahlia Natachu Cornel Pewewardy Anna Lees 77

Part III Higher Education

8 Tribal College and University (TCU) Faculty as Native Nation Builders Natalie Rose Youngbull 89

9 Learning On and From the Land: Indigenous Perspectives on University Land-Based Learning Pedagogies Virginia Drywater-Whitekiller Jeff Corntassel 99

10 Facilitating Wayfinding in Social Work Education: A Pinay Scholar Warrior of Kapu Aloha and Mahalaya's Roles and Responsibilities Alma M. Ouanesisouk Trinidad Brenda Cruz Jaimes Brandon Join Alik Ann Jeline Manabat Austin Delos Santos Sherry Gobaleza 112

11 Transformational Praxis in Higher Education Hyuny Clark-Shim 122

Part IV Educational Leadership

12 Learning With Each Other: A Relational Indigenous Leadership Philosophy Dawn Hardison-Stevens 135

13 Resistance and Survivance for Indigenous Educational Leadership: Applying the Transformational Indigenous Praxis Model to Support Educational Self-Determination Hollie J. Mackey Sashay Schettler Melissa Cournia 146

14 Set the Prairie on Fire: Confronting Colonial Entanglements Through Autoethnographic Ribbon Work Alex RedCorn 156

15 Native Educational Sovereignty in Teaching and Leadership (NESTL): The Transformation of Leadership Utilizing a Holistic Corn Pollen Model to Serve All Students at a Research University Shawn Secatero 167

16 Indigenizing Doctoral Programs; Embodying Indigenous Community Ways of Being Robin Zape-tah-hol-ah Minthorn 180

17 Intergenerational Connections Through Cheyenne and Arapaho Female Leadership Experiences Carrie F. Whitlow 191

Our Collective Closing 201

Afterword Michael Yellow Bird 207

About the Contributors 211

Index 214

What People are Saying About This

From the Publisher

“The work represented here is especially important now in the face of several state legislatures’ challenges to teaching related theories such as critical race theory (CRT)….The timeliness of this book is imperative to confronting these challenges and bringing critical consciousness to the public in order to provide a more thoughtful, caring, just, and inclusive society.”
—From the Foreword by Tiffany S. Lee (Diné and Lakota), professor and the chair of Native American Studies, University of New Mexico

“This brilliant collection of essays by prominent K–12 Indigenous educators provides a cohesive, paradigm-shifting framework and theory for decolonizing the ongoing settler-colonial education model in the United States. A must-read for every K–12 teacher and librarian, but also for parents and school board members.”
—Roxanne Dunbar-Ortiz, historian; professor emerita, California State University, East Bay; author of An Indigenous Peoples’ History of the United States

“The coeditors are highly respected and prolific scholars. Their personal experience as well as their professional and scholarly reach ensures that this book offers readers critical, timely, and multiperspective insights on the complexity of decolonization and the process toward transformation and Indigenizing teaching and learning across contexts.”
—Caroline Sotello Viernes Turner, professor, California State University, Sacramento