A Critical Pedagogy for Native American Education Policy: Habermas, Freire, and Emancipatory Education PDF
Preview A Critical Pedagogy for Native American Education Policy: Habermas, Freire, and Emancipatory Education
F.E. KNOWLES JR. AND LAVONNA L. LOVERN A Critical Pedagogy for N at i v e A m e r i c a n E d u c at i o n P o l i c y Habermas, Freire, and Emancipatory Education A Critical Pedagogy for Native American Education Policy This page intentionally left blank A Critical Pedagogy for Native American Education Policy Habermas, Freire, and Emancipatory Education By F. E. Knowles Jr. and Lavonna L. Lovern Palgrave macmillan A CRITICAL PEDAGOGY FOR NATIVE AMERICAN EDUCATION POLICY Copyright © F. E. Knowles Jr. and Lavonna L. Lovern 2015 Softcover reprint of the hardcover 1st edition 2015 978-1-137-55744-5 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission. In accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. First published 2015 by PALGRAVE MACMILLAN The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire, RG21 6XS. Palgrave Macmillan in the US is a division of Nature America, Inc., One New York Plaza, Suite 4500, New York, NY 10004-1562. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. ISBN 978-1-349-55228-3 E-PDF ISBN: 978–1–137–55745–2 DOI: 10.1057/9781137557452 Library of Congress Cataloging-in-Publication Data Knowles, F. E., Jr. (Fred E.), 1957– A critical pedagogy for Native American education policy : Habermas, Freire, and emancipatory education / by F.E. Knowles, Jr., and Lavonna L. Lovern. pages cm Includes bibliographical references and index. 1. Creek Indians—Education. 2. Creek Indians—Education—Government policy. 3. Creek Indians—Government relations. 4. Educational sociology— United States. 5. Education and state—United States. I. Lovern, Lavonna, 1962– II. Title. E99.C9.K66 2015 975.004(cid:2)97385—dc23 2015014579 A catalogue record of the book is available from the British Library. Contents Acknowledgments vii 1 An Introduction to the Problem 1 2 The Functionalist and Conflict Perspectives and the Historical Timeline 11 3 Discourse and Critical Pedagogy 19 4 Habermasian Pedagogy 43 5 The Timeline 53 6 Termination and Self-Determination 87 7 The United Nations Declaration on the Rights of Indigenous Peoples 99 8 Classic and Alternative Epistemologies 117 9 Native American Epistemology and Pedagogy 133 10 Implications of Theory 157 11 Conclusion 167 Bibliography 173 Index 185 This page intentionally left blank Acknowledgments T here are many people who have contributed to this work. We would like to extend our greatest gratitude to our colleagues who have endured our endless questions and hypotheticals about this project. Their critical appraisals were instrumental. This project would not have happened without the guidance and advice given by the editorial staff at Palgrave Macmillan. They have been a pleasure to work with and have proven to be very understanding when life runs afoul of deadlines. Sarah Nathan and Mara Berkoff have been particularly professional (and pleasant) in keeping us on task with our eyes fixed on completion of this convoluted journey. We owe a debt of gratitude to those theorists and academics that came before us for preparing such a fertile field of inquiry. Further, and perhaps most importantly, we both owe a great debt to our families, our mothers, our children, our rela- tions, and our people who have provided enduring motivation for this work. This work began as the work of one author, myself. In this original and embryonic form, I was encouraged by Peggy Placier, Karen Cockrell, and Linda Warner, all then with the University of Missouri–Columbia, who helped me apply my love of sociological theory to the praxis of edu- cation. These three women had faith in me when I had none in myself. I would add to this list of mentors one other, Ted Vaughan, who exploited my love of theory (and stubbornness) to guide me to an understanding of Habermas. It is with the encouragement of these mentors that this project began, and a great beginning it was. But soon, the subject grew larger and larger and required expertise in more diverse areas than I myself could entertain. My coauthor came to the rescue. Discussions on epistemology and all things deep and philosophical made it clear that the book would not be fully developed without the input of Lavonna Lovern. She was coerced into fitting this considerable viii ● Acknowledgments project into her otherwise hectic schedule. She proved to be a catalyst that, as was the case with the foregoing persons, never let me falter in my resolve to complete the project. I will readily admit that she is the source for all that is good and sound in this work. She has my profound thanks and eternal gratitude. FEK CHAPTER 1 An Introduction to the Problem T he history of the education of Native Americans at the hands of European conquerors, settlers, and governments, has been a story of oppression and cultural genocide. Education has been used to reproduce the ideology of the dominant culture and to inculcate all recipients into submissiveness involving that all-pervasive ideology (Adams, 1995; Spring, 1997; Reyhner & Eder, 2006). A primary aspect of the subjugation of Native Americans, as with other colonized peoples, has been destruction of Indigenous culture. As has been the case with other minority populations, education has been used to deculturalize, acculturate, and subjugate the Native American (Deloria, 1994; Adams, 1995; Maybury-Lewis, 1997). US education leaders established and used schools in accordance with the phenomena that have been identi- fied and defined by the Functionalist perspective in sociology (Lindsey & Beach, 2000). As such, one of the primary objectives of education has been to minimize dissenting ideas, and indeed any that conflict with the dominant worldview, through socialization and forced compliance with the dominant ideology (Adams, 1995; Spring, 1997). It is the intention of this book to examine the educational policy that has been used to the detriment of Native Americans and their cultures. It is also the purpose of this work to explore the possibilities held by the- oretical paradigms other than Functionalism. While Functionalism is efficient in describing the traits of a society and identifying the impor- tance of those traits to the maintenance of the status quo of the society, it does not move toward transformation or change (Lindsey & Beach, 2000). Subsequent theory, more transformative in nature, will be mined for its potential toward the emancipation of disenfranchised populations
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