In this article, Sandy Marie Anglás Grande outlines the tensions between American Indian epistemology and critical pedagogy. She asserts that the deep structures of critical pedagogy fail to consider an Indigenous perspective. In arguing that American Indian scholars should reshape and reimagine critical pedagogy, Grande also calls for critical theorists to reexamine their epistemological foundations. Looking through these two lenses of critical theory and Indigenous scholarship, Grande begins to redefine concepts of democracy, identity, and social justice.
American Indian Geographies of Identity and Power: At the Crossroads of Indígena and Mestizaje
Sandy Marie Anglas Grande; American Indian Geographies of Identity and Power: At the Crossroads of Indígena and Mestizaje. Harvard Educational Review 1 December 2000; 70 (4): 467–499. doi: https://doi.org/10.17763/haer.70.4.47717110136rvt53
Download citation file: