• Summary
  • Contents
  • Subject index

This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.

Part V: Indigenous Ways of Knowing

  • By: G. Cajete, G. Ceballos, P. R. Ehrlich, R. Dirzo, N. K. Denzin, Y. S. Lincoln, L. T. Smith, Arrows Four, D. T. Jacobs, K. England-Aytes, G. Cajete, R. M. Fisher, B. A. Mann, E. McGaa, M. Sorensen, J. L. Kincheloe, S. R. Steinberg, N. K. Denzin, Y. S. Lincoln, L. Smith, M. A. Meyer, N. K. Denzin, Y. S. Lincoln, L. T. Smith, S. Mitchell, L. Dossey, D. Narvaez, Arrows Four, E. Halton, B. Collier, G. Enderle, G. Strona & C. Bradshaw
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Indigenous Ways of Knowing
Indigenous ways of knowing

More than a decade ago The Handbook of Critical and Indigenous Methodologies recognized the alignments between critical inquiry, counter-hegemonic democracy and Indigenous ways of knowing. In looking at critical approaches to research as a way to counter growing Euro/Americentrism, neoliberalism and globalism, the book's editors wrote about how emancipatory pedagogies move ‘directly into the spaces of indigenous peoples’ (Denzin et al., 2008: 28). One of its chapters, ‘Indigenous Knowledges in Education: Complexities, Dangers and Profound Benefits’ (Kincheloe and Steinberg, 2008) is most relevant to this section of our book. Moving beyond research methodology per se, it foresaw the vital alignments that now manifest in the decolonizing and Indigenizing movements in education, while also being aware of ...

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