Abstract
The previous chapter opened with the words that Smith (2012) identifies as most detrimental and imposing aspects of colonizing language used to oppress indigenous communities: imperialism, history, writing and theory. Smith argues that these terms are “words of emotion which draw attention to the thousands of ways in which indigenous languages, knowledges and cultures have been silenced or misrepresented, ridiculed or condemned in academic and popular discourses” (Kindle Locations, 606–607).
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References
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: The Seabury Press.
Freire, P. (1973). Education for critical consciousness. New York, NY: The Seabury Press.
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London, England: Zed Books.
Swidler, A. (1986). Culture in actions: Symbols and strategies. American Sociological Review, 51(2), 273–286. Retrieved from http://dx.doi.org/10.2307/2095521
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DeGennaro, D. (2016). Carlos Agustin Vasquez Mendoza (Tín), 18 San Juan La Laguna “Exito”. In: Designing Critical and Creative Learning with Indigenous Youth. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-307-0_16
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DOI: https://doi.org/10.1007/978-94-6300-307-0_16
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-307-0
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