Red Pedagogy

Sandy Grande is associate professor and Chair of the Education Department at Connecticut College. Her research interfaces critical Indigenous theories with the concerns of education. In addition to Red Pedagogy: Native American Social and Political Thought (2004, 2015), she has also published several book chapters and articles including: Accumulation of the Primitive: The Limits of Liberalism and the Politics of Occupy Wall Street.

• Foreword Miryam Yataco, Independent Scholar (Quechua)PrefaceAcknowledgmentsIntroductionChapter 1: Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red PedagogyCritical Theory, Red Pedagogy and Indigenous Knowledge: The Missing Links to Improving Education- John Tippeconnic, Arizona State UniversityColonialism Undone: Pedagogies of Entanglement - Alyosha Goldstein, University of New MexicoChapter 2: Competing Moral Visions: At the Crossroads of Democracy and SovereigntyAt the Crossroads of Constraint: Competing Moral Visions in Grande’s Red Pedagogy - Audra Simpson, Columbia UniversityRed Bones: Towards a Pedagogy of Common Struggle - Peter McLaren, Chapman UniversityChapter 3: Red Land, White PowerWhere There Is No Name For Science - Greg Cajete, University of New MexicoRed Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice - Donna Houston, Macquarie UniversityChapter 4: American Identity Geographies of Identity and PowerReframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes - Jodi Byrd, University of Illinois-Urbana ChampagneSituating the Grip of Identity - Leigh Patel, Boston CollegeChapter 5: Whitestream Feminism and the Colonial ProjectChallenging Whitestream Feminism - Eve Tuck, SUNY, New PaltzThe Indigenous Feminist Revolution - Andrea Smith, University of California, RiversideChapter 6: Better Red than Dead: Toward a Nation-Peoples and a Peoples NationThe Dream of Sovereignty & the Struggle for Life Itself - Malia Villegas, National Congress of American Indians (NCAI)Refusing Colonialism and Resisting White Supremacy: A Collaborative Project - Kevin Bruyneel, Babson CollegeTeaching/Learning Red PedagogyThe Red Atlantic Dialogue - Robert Stam and Ella Shohat, New York UniversityMii gaa-izhiwinag: And then I brought her along - Mary Hermes, University of MinnesotaRed Pedagogy: Reflections From the Field - Sweeney Windchief, Montana State University; Jeremy Garcia, University of Arizona; Timothy San Pedro, The Ohio State UniversityMobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities - Flori Boj Lopez, University of Southern CaliforniaKeep Calm and Decolonize - Lakota Pochedly, University of Texas-AustinTeaching Red Pedagogy - Mary Louise Pratt, New York UniversityEpilogueBibliographyAbout the AuthorAbout the Contributors

The first edition of Red Pedagogy had a deservedly powerful impact. This new edition is even more powerful. It combines a searing critique with renewed insights and passion—and at the same time asks all of us who calls ourselves critical educators to challenge some of the very bases of what we take for granted and who the "we" actually is.