• 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.

Chapter 64: Culturally Responsive Schooling as a Form of Critical Pedagogies for Indigenous Youth and Tribal Nations

Culturally Responsive Schooling as a Form of Critical Pedagogies for Indigenous Youth and Tribal Nations
Culturally responsive schooling as a form of critical pedagogies for indigenous youth and tribal nations
Angelina E. Castagno Jessica A. Solyom Bryan Brayboy

Culturally responsive schooling (CRS) has proven useful to enhance academic engagement for Indigenous youth by promoting culturally relevant programming, linguistic diversity, culturally conscious service delivery, and program evaluation. At its most comprehensive implementation, CRS addresses discriminatory attitudes prevalent among community service providers, teachers, school administrators, and other students and promotes asset-based culturally relevant and respectful pedagogical practices for diverse students. For Indigenous communities, this means CRS can facilitate ongoing interaction and cooperation among ...

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