Global Pedagogies of Self-Determination: Indigeneity as a Response to Structural Violence Within Schools

Session Type: Symposium

Abstract

This symposium explores the relationship between critical pedagogies and self-determination. As a response to “settler colonial” schooling models, we draw upon de-colonial models of education (Miranda, 2013; Smith, 2013; Milne 2013), critical pedagogies (Freire, 2000; Duncan Andrade & Morrell, 2008), cultural relevance (Delpit, 1995; Akom, 2003; Howard, 2001; Ladson-Billings, 1994) and personal experience to argue that education for high school students must better understand and engage the indigenous traditions of students and communities to best facilitate processes of self-actualization. Essentially, educational practices must pay closer attention to the research on indigenous methodologies, social determinants of health, and culturally & community responsive pedagogies if we are going to prepare students to become self-determined warrior scholars (Milne, 2013).

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Sharim Hannegan-Martinez, University of Michigan

Papers

• Toward an Indigenous Holistic Pedagogy in Service of Urban Native, Xicanx, and Underrepresented Youth - Dani Ahuicapahtzin Cornejo-Warner, Diablo Valley College

• Creative Spaces for Healing and Transformation Through Youth Participatory Action Research! - Aaron Nakai, Project VOYCE

• Mixing Medicine: Social Transformation Through Global Youth Participatory Action Research - Tiffani Johnson; Kenjus T. Watson, American University

Discussant

• Allyson Tintiangco-Cubales, San Francisco State University