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Epistemologies and Enactments of Self-determination in South Dakota
Epistemologies and Enactments of Self-determination in South Dakota
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152025
- ISBN
- 9798383228562
- DDC
- 379
- 서명/저자
- Epistemologies and Enactments of Self-determination in South Dakota
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 292 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Shirazi, Roozbeh;Sumida Huaman, Elizabeth.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 요약In the State of South Dakota, and across the so-called United States in general, political forces continue to attempt to control Indigenous identity, land relationships, and power, despite the characterization of the current policy era as one of Tribal Self-Determination. This critical ethnographic study examines the ways in which these policies are felt and experienced as acts of coloniality and continued attempts at racial and cultural erasure. Epistemologies of decoloniality, however, serve as sources of resistance to hegemonic state violence. The findings of this study explore the main epistemic frames that educators and other education stakeholders use to situate their opposition to coloniality, thereby creating a vision for self-determination that is distinct from that of the federal government. In this study, three main themes emerged as ways in which educators and education stakeholders epistemically de-link from colonial constructions of Indigenous education, each of which forms a unique pedagogical perspective that guides both theory and practice. These pedagogies, of relationality, of resistance, and of sustenance, act as the ways in which some educators establish counter-hegemonic discourses, practices, and outcomes in their work.
- 일반주제명
- Education policy
- 일반주제명
- Education
- 일반주제명
- Educational philosophy
- 일반주제명
- Pedagogy
- 일반주제명
- Epistemology
- 일반주제명
- Native studies
- 키워드
- Coloniality
- 키워드
- Decoloniality
- 키워드
- Political forces
- 기타저자
- University of Minnesota Organizational Leadership Policy and Development
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383228562
■035 ▼a(MiAaPQ)AAI31333047
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aMenter, Abby Marie.
■24510▼aEpistemologies and Enactments of Self-determination in South Dakota
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a292 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Shirazi, Roozbeh;Sumida Huaman, Elizabeth.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aIn the State of South Dakota, and across the so-called United States in general, political forces continue to attempt to control Indigenous identity, land relationships, and power, despite the characterization of the current policy era as one of Tribal Self-Determination. This critical ethnographic study examines the ways in which these policies are felt and experienced as acts of coloniality and continued attempts at racial and cultural erasure. Epistemologies of decoloniality, however, serve as sources of resistance to hegemonic state violence. The findings of this study explore the main epistemic frames that educators and other education stakeholders use to situate their opposition to coloniality, thereby creating a vision for self-determination that is distinct from that of the federal government. In this study, three main themes emerged as ways in which educators and education stakeholders epistemically de-link from colonial constructions of Indigenous education, each of which forms a unique pedagogical perspective that guides both theory and practice. These pedagogies, of relationality, of resistance, and of sustenance, act as the ways in which some educators establish counter-hegemonic discourses, practices, and outcomes in their work.
■590 ▼aSchool code: 0130.
■650 4▼aEducation policy
■650 4▼aEducation
■650 4▼aEducational philosophy
■650 4▼aPedagogy
■650 4▼aEpistemology
■650 4▼aNative studies
■653 ▼aColoniality
■653 ▼aDecoloniality
■653 ▼aPolitical forces
■653 ▼aEducation stakeholders
■653 ▼aHegemonic state violence
■690 ▼a0458
■690 ▼a0515
■690 ▼a0998
■690 ▼a0741
■690 ▼a0456
■690 ▼a0393
■71020▼aUniversity of Minnesota▼bOrganizational Leadership, Policy, and Development.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162550▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
