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A Critical Pedagogy for Native American Education Policy is an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), the authors provide a detailed historic timeline that is tied to the functionalist view of sociology as it is reflected in the institution of education in general. Knowles and Lovern examine the policy from the critical perspective with the application of Habermas and Freire. They argue that the functionalist mode ofeducation has furthered the cause of colonization and its attendant cultural destruction. The emancipatory possibilities presented by the work of Habermas and Freire are mined for their application to the deficits created by the historical and continued colonization of Native Americans.

DOI: 10.1057/9781137557452

Full citation:

An introduction to the problem

Knowles F. E.; Lovern Lavonna L.

1-10

The functionalist and conflict perspectives and the historical timeline

Knowles F. E.; Lovern Lavonna L.

11-17

Discourse and critical pedagogy

Knowles F. E.; Lovern Lavonna L.

19-41

Habermasian pedagogy

Knowles F. E.; Lovern Lavonna L.

43-51

The timeline

Knowles F. E.; Lovern Lavonna L.

53-85

Termination and self-determination

Knowles F. E.; Lovern Lavonna L.

87-98

The united nations declaration on the rights of indigenous peoples

Knowles F. E.; Lovern Lavonna L.

99-116

Classic and alternative epistemologies

Knowles F. E.; Lovern Lavonna L.

117-131

Native American epistemology and pedagogy

Knowles F. E.; Lovern Lavonna L.

133-155

Implications of theory

Knowles F. E.; Lovern Lavonna L.

157-166

Conclusion

Knowles F. E.; Lovern Lavonna L.

167-172