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

Date

2017-08-01

Journal Title

Journal ISSN

Volume Title

Publisher

Kansas State University

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).

Description

Keywords

American Indian education, Indigenous autoethnography, White privilege, Red Pedagogy, Osage, Transformational Indigenous Praxis

Graduation Month

August

Degree

Doctor of Education

Department

Department of Educational Leadership

Major Professor

Kakali Bhattacharya

Date

Type

Dissertation

Citation