Set the prairie on fire: an autoethnographic confrontation of colonial entanglements

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Show simple item record RedCorn, Sean Alexander 2017-08-08T16:40:37Z 2017-08-08T16:40:37Z 2017-08-01 en_US
dc.description.abstract There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move Osages toward a higher degree of self-determination, and calls for voices within the community who share zones of cultural and professional intersectionality. Using Red Pedagogy (Grande, 2008) and traditional Osage ribbon work (Dennison, 2012, 2013) as a framework, this critical Indigenous autoethnographic inquiry works to advance conversations about settler-colonial entanglements in education from the perspective of an Indigenous (Osage)-White educator and educational leadership doctoral student. This inquiry uses writing as both field and method (Richardson & St. Pierre, 2005) to explore Osage perspectives related to topics of Transformational Indigenous Praxis (Pewewardy, 2017), White privilege (McIntosh, 2003) as a pale-skinned American Indian, American Indian mascots (Pewewardy, 2000) from educational leadership perspectives (NPBEA, 2015; Waters & Cameron, 2007), and ecologically informed consciousness (Cajete, 1994). en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject American Indian education en_US
dc.subject Indigenous autoethnography en_US
dc.subject White privilege en_US
dc.subject Red Pedagogy en_US
dc.subject Osage en_US
dc.subject Transformational Indigenous Praxis en_US
dc.title Set the prairie on fire: an autoethnographic confrontation of colonial entanglements en_US
dc.type Dissertation en_US Doctor of Education en_US
dc.description.level Doctoral en_US
dc.description.department Department of Educational Leadership en_US
dc.description.advisor Kakali Bhattacharya en_US 2017 en_US August en_US

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