“We Really Listened”: Partnership Building, Indigenous Language Revitalization, and Civic Engagement

“We Really Listened”: Partnership Building, Indigenous Language Revitalization, and Civic... MICHELLE M. JACOB Introduction Indigenous studies and feminist scholars have articulated the importance of challenging colonial and heteropatriarchal logics within the education system. Building on this important critique, scholars have also written about methodologies for dismantling such logics, framing their work in terms of decolonizing methodologies, indigenizing the academy, and incorporating Red pedagogy (Smith; Mihesuah and Wilson; Grande). Across these literatures, scholars emphasize the importance of centering indigenous peoples' perspectives and experiences. A critical indigenous perspective can help extend feminist analyses that encourage "listening" and "giving voice" in order to engage diverse perspectives and share power within Western hierarchical education systems (Adams et al.; Naples and Bojar; Williams and Ferber). Indigenous studies scholars and feminist scholars share an overarching goal of building educational systems that actively work towards social justice, a term that both groups of scholars tend to prefer, compared to other terms such as "civic engagement." Feminist scholars have framed the impor tance of civic engagement in terms of social justice education practice that critically examines power and privilege. For example, Catherine M. Orr and colleagues note, "Women's Studies regards civic learning as most effective when students understand how social problems emerge from interconnected systems of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Feminist Teacher University of Illinois Press

“We Really Listened”: Partnership Building, Indigenous Language Revitalization, and Civic Engagement

Feminist Teacher, Volume 22 (3) – Aug 21, 2012

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Publisher
University of Illinois Press
Copyright
Copyright © the Board of Trustees of the University of Illinois.
ISSN
1934-6034
Publisher site
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Abstract

MICHELLE M. JACOB Introduction Indigenous studies and feminist scholars have articulated the importance of challenging colonial and heteropatriarchal logics within the education system. Building on this important critique, scholars have also written about methodologies for dismantling such logics, framing their work in terms of decolonizing methodologies, indigenizing the academy, and incorporating Red pedagogy (Smith; Mihesuah and Wilson; Grande). Across these literatures, scholars emphasize the importance of centering indigenous peoples' perspectives and experiences. A critical indigenous perspective can help extend feminist analyses that encourage "listening" and "giving voice" in order to engage diverse perspectives and share power within Western hierarchical education systems (Adams et al.; Naples and Bojar; Williams and Ferber). Indigenous studies scholars and feminist scholars share an overarching goal of building educational systems that actively work towards social justice, a term that both groups of scholars tend to prefer, compared to other terms such as "civic engagement." Feminist scholars have framed the impor tance of civic engagement in terms of social justice education practice that critically examines power and privilege. For example, Catherine M. Orr and colleagues note, "Women's Studies regards civic learning as most effective when students understand how social problems emerge from interconnected systems of

Journal

Feminist TeacherUniversity of Illinois Press

Published: Aug 21, 2012

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