Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model

The Transformational Indigenous Praxis Model (TIPM) is a framework for promoting critical consciousness toward decolonization efforts among educators. It challenges readers to examine how even the most well-intentioned educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. The book is organized in four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership and provides examples of how pathway-making across various settings takes shape on the TIPM continuum. It also highlights a diverse group of authors who are making significant contributions to the transformation agendas of Indigenous knowledge and ways of knowing.

Format: Hardback
Length: 240 pages
Publication date: 01 April 2022
Publisher: Teachers' College Press

This book presents the Transformational Indigenous Praxis Model (TIPM), an innovative framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well-intentioned educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. Drawing from decades of collaboration with teachers and school leaders serving Indigenous children and communities, this volume will help educators better support the development of their students' critical thinking skills. Representing a holistic balance, the text is organized in four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership.

Unsettling Settler-Colonial Education centers the needs of teachers, children, families, and communities that are currently engaged in public education and who deserve an improved experience today, while also committing to more positive Indigenous futurities.

Book Features:

Introduces the TIPM as a structure that supports educators in decolonizing and indigenizing their practices.

Provides examples of how pathway-making across a variety of settings takes shape on the TIPM continuum.

Highlights a diverse group of authors who are making major contributions to the transformation agendas of Indigenous knowledge and ways of knowing.

Includes a brief summary of the TIPM dimensions with examples of the challenges that educators face as they expand their critical consciousness toward decolonization.

Follows Native oral traditions by sharing lessons, research, and personal lived experience.

Identifies the deficit ideological underpinnings that frame Indigenous students' school experiences.

Employs a metaphor of the "water wheel" to illustrate the interconnectedness of the TIPM dimensions.

The Transformational Indigenous Praxis Model (TIPM) is a powerful framework for promoting critical consciousness toward decolonization efforts among educators. By challenging readers to examine the ways in which even the most well-intentioned educators perpetuate ethnic stereotypes, racist actions, deficit-based ideology, and recolonization, the TIPM seeks to empower educators to support the development of their students' critical thinking skills and promote a more inclusive and equitable education system.

The book is organized into four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership. Each section provides a comprehensive overview of the TIPM framework and its application in different educational contexts.

In the first section, Birth–Grade 12 and Community Education, the authors explore the importance of promoting critical consciousness among educators working with Indigenous children and communities. They highlight the need to address the historical and ongoing impacts of settler colonialism and to create learning environments that honor Indigenous knowledge and ways of knowing. The authors provide examples of how educators can use the TIPM to decolonize their practices and create more inclusive and equitable learning environments.

In the second section, Teacher Education, the authors focus on the importance of teacher education in promoting critical consciousness among educators. They argue that teacher education programs must prioritize the development of educators' critical consciousness and provide them with the tools and resources to decolonize their practices. The authors provide examples of how teacher education programs can incorporate the TIPM framework and incorporate Indigenous knowledge and ways of knowing into their curriculum.

In the third section, Higher Education, the authors explore the role of higher education in promoting critical consciousness among educators. They argue that higher education institutions must prioritize the development of educators' critical consciousness and provide them with the tools and resources to decolonize their practices. The authors provide examples of how higher education institutions can incorporate the TIPM framework and incorporate Indigenous knowledge and ways of knowing into their curriculum.

In the fourth section, Educational Leadership, the authors focus on the role of educational leaders in promoting critical consciousness among educators. They argue that educational leaders must prioritize the development of educators' critical consciousness and provide them with the tools and resources to decolonize their practices. The authors provide examples of how educational leaders can use the TIPM framework to create more inclusive and equitable learning environments and to promote the development of educators' critical consciousness.

Throughout the book, the authors use a variety of examples and case studies to illustrate the application of the TIPM framework in different educational contexts. These examples provide readers with real-world examples of how educators can use the TIPM to decolonize their practices and create more inclusive and equitable learning environments.

One of the key features of the TIPM framework is its holistic approach to decolonization. The framework recognizes that decolonization is not just about addressing the historical and ongoing impacts of settler colonialism, but also about promoting a sense of belonging and identity among Indigenous students and communities. The framework emphasizes the importance of promoting Indigenous knowledge and ways of knowing and of creating learning environments that honor and respect Indigenous cultures and traditions.

Another key feature of the TIPM framework is its commitment to promoting critical consciousness among educators. The framework recognizes that educators play a critical role in perpetuating settler colonialism and in promoting deficit-based ideologies about Indigenous students. By promoting critical consciousness, educators can become more aware of their own biases and assumptions and can work to challenge and dismantle them.

The TIPM framework also emphasizes the importance of collaboration and partnership between educators, students, families, and communities. The framework recognizes that decolonization is not just a responsibility of educators, but also of students, families, and communities. By working together, educators can create more inclusive and equitable learning environments and can promote the development of a sense of belonging and identity among Indigenous students and communities.

In conclusion, the Transformational Indigenous Praxis Model (TIPM) is a powerful framework for promoting critical consciousness toward decolonization efforts among educators. By challenging readers to examine the ways in which even the most well-intentioned educators perpetuate settler colonialism and promote deficit-based ideologies, the TIPM seeks to empower educators to support the development of their students' critical thinking skills and promote a more inclusive and equitable education system. The book provides a comprehensive overview of the TIPM framework and its application in different educational contexts and uses a variety of examples and case studies to illustrate the application of the framework. The TIPM framework is a holistic approach to decolonization that emphasizes the importance of promoting Indigenous knowledge and ways of knowing, promoting critical consciousness among educators, and promoting collaboration and partnership between educators, students, families, and communities.

Dimension: 229 x 152 (mm)
ISBN-13: 9780807766811