Performing Decolonization: Lessons Learned from Indigenous Youth, Teachers and Leaders’ Engagement with Critical Indigenous Pedagogy

Jeremy Garcia, Valerie Shirley

Abstract


This article presents a “cross dialogue” that examines how Indigenous participants in two separate Critical Indigenous Qualitative Research (CIQR) studies responded to the decolonization process and notions of developing a critical Indigenous consciousness. The first CIQR study engaged Hopi/Tewa educators and educational leaders in the process of praxis and dialogue around their decisions regarding the curriculum and pedagogy selected for Hopi/Tewa students (Garcia, 2011). The second CIQR study engaged Diné youth (ages 11-14) in an examination of their identities/subjectivities (Shirley, 2011). With a strong purpose of bringing about empowerment, social change, justice and transformation within, for and by Indigenous communities, each of the studies are framed within critical Indigenous pedagogy (CIP). CIP is grounded in a theoretical framework and pedagogical methods that resist colonization and oppression in the educational context, privilege Indigenous knowledge systems and promote Indigenous sovereignty.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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