Table of Contents

Foreword
Miryam Yataco, Independent Scholar (Quechua)
Preface
Acknowledgments
Introduction
Chapter 1: Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy
Critical Theory, Red Pedagogy and Indigenous Knowledge: The Missing Links to Improving Education- John Tippeconnic, Arizona State University
Colonialism Undone: Pedagogies of Entanglement - Alyosha Goldstein, University of New Mexico
Chapter 2: Competing Moral Visions: At the Crossroads of Democracy and Sovereignty
At the Crossroads of Constraint: Competing Moral Visions in Grande’s Red Pedagogy - Audra Simpson, Columbia University
Red Bones: Towards a Pedagogy of Common Struggle - Peter McLaren, Chapman University
Chapter 3: Red Land, White Power
Where There Is No Name For Science - Greg Cajete, University of New Mexico
Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice - Donna Houston, Macquarie University
Chapter 4: American Identity Geographies of Identity and Power
Reframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes - Jodi Byrd, University of Illinois-Urbana Champagne
Situating the Grip of Identity - Leigh Patel, Boston College
Chapter 5: Whitestream Feminism and the Colonial Project
Challenging Whitestream Feminism - Eve Tuck, SUNY, New Paltz
The Indigenous Feminist Revolution - Andrea Smith, University of California, Riverside
Chapter 6: Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation
The Dream of Sovereignty & the Struggle for Life Itself - Malia Villegas, National Congress of American Indians (NCAI)
Refusing Colonialism and Resisting White Supremacy: A Collaborative Project - Kevin Bruyneel, Babson College
Teaching/Learning Red Pedagogy
The Red Atlantic Dialogue - Robert Stam and Ella Shohat, New York University
Mii gaa-izhiwinag: And then I brought her along - Mary Hermes, University of Minnesota
Red Pedagogy: Reflections From the Field - Sweeney Windchief, Montana State University; Jeremy Garcia, University of Arizona; Timothy San Pedro, The Ohio State University
Mobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities - Flori Boj Lopez, University of Southern California
Keep Calm and Decolonize - Lakota Pochedly, University of Texas-Austin
Teaching Red Pedagogy - Mary Louise Pratt, New York University
Epilogue
Bibliography
About the Author
About the Contributors

About the Author

Sandy Grande is associate professor and Chair of the Education Department at Connecticut College. Her research interfaces critical Indigenous theories with the concerns of education. In addition to Red Pedagogy: Native American Social and Political Thought (2004, 2015), she has also published several book chapters and articles including: Accumulation of the Primitive: The Limits of Liberalism and the Politics of Occupy Wall Street.

Reviews

The first edition of Red Pedagogy had a deservedly powerful impact. This new edition is even more powerful. It combines a searing critique with renewed insights and passion—and at the same time asks all of us who calls ourselves critical educators to challenge some of the very bases of what we take for granted and who the "we" actually is.
*Michael W. Apple, EdD, John Bascom Professor of Education, University of Wisconsin, Madison and author of “Can Education Change Society?”*

This may well be the most important book you will read on the United States educational system viewed through the lens of the Native American experience; its history, present, and future, come into focus. Red Pedagogy is a classic work already, and with this 10th Anniversary edition, it soars beyond the original text to a collective collaboration, expanding and deepening its profound thesis, which in the 21st century finds Native Nations as prisoners of democracy under a continuing colonial regime. Free of jargon, this beautifully composed, powerful, and ultimately hopeful book should be read by everyone.
*Roxanne Dunbar Ortiz, author of “An Indigenous Peoples' History of the United States”*

Situated in an academic context of intellectual sectarianism, Sandy Grande’s 10th anniversary edition of Red Pedagogy distinguishes itself from re-prints of other classic texts in that it is accompanied by a handful of leading critical and indigenous scholars Grande boldly invited to critique and extend her work. The second extended (but not expanded) edition of Red Pedagogy is therefore a welcomed and much needed revolutionary intervention into anti-colonialist/anti-capitalist scholarship.  Coming at a time of both heightened imperialist immiseration and anti-colonialist/anti-capitalist/anti-imperialist resistance, Grande’s interrelated call for critique and collectivity points to a rigorous red pedagogy desperately needed to sharpen analysis and hone a collective strategy, which also happens to be, for communists, the purpose of the party.
Indeed, Red Pedagogy’s commitment to bring together Critical Indigenous Studies and critical pedagogy, including Marxism, in a dialectical, revolutionizing relationship is further evidence of the ways Grande demonstrates (as does the party) how collectivity does not require sacrificing the individual to the collective, but rather creates an experience of mutuality and togetherness demonstrating the cruel deception of a socially isolating and dangerous settler (i.e. capitalist) logic.
The second edition of Red Pedagogy, due to its theoretical and methodological advancements, will continue to inform the practice and debate concerning education’s role in the movement against the dispossession, exploitation, and disempowerment of Indigenous Nations and against imperialism and capitalism more generally. The second edition of Red Pedagogy will surely become another classic in its own right.
*Curry Malott, West Chester University of PA*

The first edition of Red Pedagogy established Sandy Grande as one of the most important critical educational scholars because, as an indigenous scholar-activist, she asked us to consider what it meant to do critical pedagogy in the context of settler colonialism. In this new edition of Red Pedagogy, Grande pushes the conversation even further, inviting us to think about the complex relationship of critical politics and indigeneity amidst sharpening racial and economic inequalities, white supremacy, and in the continuing wake of #IdleNoMore and #BlackLivesMatter. Anyone interested in understanding the intersection of radicalized capitalism, indigenous liberation, and critical pedagogy needs to read the 10th Anniversary Edition of Red Pedagogy.
*Wayne Au, Associate Professor, University of Washington Bothell; editor, Rethinking Schools*

Red Pedagogy constitutes one of the most significant indigenous scholarly works in the critical pedagogical tradition. In this second edition, Sandy Grande powerfully returns to her earlier theoretical arguments to further extend her original ideas in ways that beautifully contribute to both the longstanding historical struggle for liberation within indigenous communities and to a decolonizing politics that must be at the heart of all educational struggles for social justice today.
*Antonia Darder, Leavey Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University, author of “Culture and Power in the Classroom”*