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Pedagogies in the Flesh pp 145–149Cite as

Palgrave Macmillan

“So, Are You a Feminist Epistemologist?” Holistic Pedagogy for Conversations on Indigeneity, Love, and Crossing Borders

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Abstract

This piece grapples with entanglements of education and identity. Colonial ideas about “full blood” Nativeness have haunted the author’s half-blood identity. In this chapter, she shares a moment that represents how wrestling with her embodied contradictory state leads her to understand holistic education that integrates body, soul, and spirit. This narrative snapshot captures the relationship between the author’s full-blood Navajo father and herself in a moment when we discuss issues of indigeneity, spirituality, and epistemology. In his one question, she experiences his fatherly love that breaks down boundaries made by colonialism, gender, race, and discipline.

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Reference

  • Palmer, P. J. (2010). Transformative conversations on campus. In P. J. Palmer, A. Zajonc, & M. Scribner (Eds.), The heart of higher education: A call to renewal, transforming the academy through collegial conversations (pp. 125–149). San Francisco, CA: Jossey-Bass.

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Related Further Reading

  • Anzaldúa, G. (2002). Foreword. In C. Moraga & G. Anzaldúa (Eds.), This bridge called my back: Writings by radical women of color (3rd ed., pp. xxxv–xxxix). Berkeley, CA: Third Woman Press.

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  • Deloria, P. J. (1998). Playing Indian. New Haven, CT: Yale University Press.

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  • Forte, M. C. (Ed.). (2013). Who is an Indian? Race, place, and the politics of indigeneity in the Americas. Toronto, Canada: University of Toronto Press.

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  • Hamill, J. F. (2003). Show me your CDIB: Blood quantum and Indian identity among Indian people of Oklahoma. American Behavioral Scientist, 47(3), 267–282.

    Article  Google Scholar 

  • Kovach, M. E. (2010). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, Canada: University of Toronto Press.

    Google Scholar 

  • TallBear, K. (2013). Native American DNA: Tribal belonging and the false promise of genetic science. Minneapolis, MN: University of Minnesota Press.

    Book  Google Scholar 

  • Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books.

    Google Scholar 

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Author information

Authors and Affiliations

  1. Cultural Foundations of Education Department, Syracuse University, Syracuse, NY, USA

    Kelsey Dayle John

Authors
  1. Kelsey Dayle John
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Editor information

Editors and Affiliations

  1. Department of Art Education and Art History, College of Visual Arts and Design University of North Texas, Denton, TX, USA

    Sarah Travis

  2. Department of Art Education and Art History, College of Visual Arts and Design University of North Texas, Denton, TX, USA

    Amelia M. Kraehe

  3. Department of Art Education and Art History, College of Visual Arts and Design University of North Texas, Denton, TX, USA

    Emily J. Hood

  4. Department of Art Education and Art History, College of Visual Arts and Design University of North Texas, Denton, TX, USA

    Tyson E. Lewis

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John, K.D. (2018). “So, Are You a Feminist Epistemologist?” Holistic Pedagogy for Conversations on Indigeneity, Love, and Crossing Borders. In: Travis, S., Kraehe, A., Hood, E., Lewis, T. (eds) Pedagogies in the Flesh. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59599-3_22

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  • DOI: https://doi.org/10.1007/978-3-319-59599-3_22

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-59598-6

  • Online ISBN: 978-3-319-59599-3

  • eBook Packages: EducationEducation (R0)

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