Abstract
Sovereignty is generally associated with governmental functions, rights, and responsibilities, particularly in terms of interactions and power relationships within and between nations. In my work as an educational researcher, I have been challenged by discussions in New Mexico Pueblo Indian communities to view sovereignty as a foundation for cultural survival that reaches more in-depth than politics and government and into the very way of life of a people.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Beaulieu, D. L. (2000). Comprehensive reform and American Indian education. Journal of American Indian Education, 39(2), 29–38.
Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446.
Chosa, C. (Forthcoming). We are all valuable: Pueblo youth and the new engagement. Journal of American Indian Education.
Davidson, J. (2012). The journal project and the I in qualitative research: Three theoretical lenses on subjectivity and self. The Qualitative Report, 17(63), 1–13.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
Dozier Enos, A. (2002). Community-based education: Reform, revitalization, or revolution? The process of Santa Fe Indian school’s circles of wisdom (Unpublished report submitted to Annenberg Rural Trust).
Dozier Enos, A. (2008). Pueblo ITEST eXPERIENCE project activities and findings final report. National Science Foundation.
Dozier Enos, A., Sumida Huaman, E., & Sekaquaptewa, K. (2002). Major research initiatives (Unpublished report submitted to Annenberg Rural Trust).
Dozier, E. P. (1970). The Pueblo Indians of North America. New York, NY: Holt, Rinehart and Winston, Inc.
Education Trust. (2013, August 13). The state of education for native students. Retrieved from http://www.edtrust.org/sites/edtrust.org/files/NativeStudentBrief_0.pdf
Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Bloomsbury Academic. (Original work published 1968)
Geertz, C. (1977). The interpretation of cultures. New York, NY: Basic Books Classics
Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press.
Grande, S. (2004). Red pedagogy: Native American social and political thought. New York, NY: Rowman and Littlefield Publishers, Inc.
Marable, M. (2011). Malcolm X: A life of reinvention [Kindle version]. Retrieved from http://www.amazon.com
McLaren, P. (1994). Race, class, and gender: Why students fail. In P. McLaren (Ed.), Life in schools. White Plains, NY: Longman.
Nelson-Barber, S., & Trumbull, E. (2007). Making assessment practices valid for Indigenous American students. Journal of American Indian Education, 46(3), 132–147.
Ogbu, J. U. (1989). The individual in collective adaptation: A framework of focusing on academic underperformance and dropping out among involuntary minorities. In L. Weis, E. Farrar, & H. Petrie (Eds.), Dropouts from school: Issues, dilemmas, and solutions. Albany, NY: Suny Press.
Paris, D. (2012, April). Culturally sustaining pedagogy: A needed change in stance terminology, and practice. Educational Researcher, 41(3), 93–97.
Peshkin. A. (1988, October). In search of subjectivity – One’s own. Educational Researcher, 17(7), 17–21.
Pierce, P., & Durrie, N. (Producers). (2012). Canes of power [Documentary]. (Available from Silver Bullet Productions, 38 Calle Ventoso West, Santa Fe, NM 87506).
Prygoski, P. J. (1995, Fall). From Marshall to Marshall: The Supreme Court’s changing stance on tribal sovereignty. GP Solo: A Publication of the American Bar Association, 12(4). Retrieved from http://www.americanbar.org/newsletter/publications/gp_solo_magazine_home/gp_solo_magazine_index/marshall.html
Romero, M. E. (1994). Identifying giftedness among Keresan Pueblo Indians: The Keres study. Journal of American Indian Education, 34(1), 35–58.
Smith, L. T. (2001). Decolonizing methodologies: Research and indigenous peoples. New York, NY: Zed Books.
Solano-Flores, G., & Nelson-Barber, S. (2001). On the cultural validity of science assessments. Journal of Research in Science Teaching, 38(5), 533–573.
Spicer, E. H. (1969). A short history of the Indians of the United States. New York, NY: Van Nostrand Reinhold Company.
Spicer, E. H. (1970). Cycles of conquest: The impact of Spain, Mexico, and the United States on the Indians of the Southwest, 1533–1960 (3rd ed.). Tucson, AZ: The University of Arizona Press. (Original work published 1962)
Suina, J. H., & Smolkin, L. B. (1995). The multicultural worlds of Pueblo Indian children’s celebrations. Journal of American Indian Education, 34(3). Retrieved from http://jaie.asu.edu/v34/V34S3mul.htm
Sumida Huaman, E. (2002). Carrying the basket (Unpublished report submitted to Annenberg Rural Trust).
Sumida Huaman, E. (2011). Transforming education, transforming society: The co-construction of critical peace education and Indigenous education. Journal of Peace Education, 8(3), 243–258.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Enos, A.D. (2015). Deep Sovereignty. In: Huaman, E.S., Sriraman, B. (eds) Indigenous Innovation. Advances in Innovation Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-226-4_3
Download citation
DOI: https://doi.org/10.1007/978-94-6300-226-4_3
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-226-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)