Culture, place, and power (Record no. 1381)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02682nab a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20150824164015.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100412s2014 us 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Brayboy, Bryan McKinley Jones |
| 9 (RLIN) | 1055 |
| 245 10 - TITLE STATEMENT | |
| Title | Culture, place, and power |
| Statement of responsibility, etc. | Bryan McKinley Jones Brayboy |
| Medium | [electronic resource] : |
| Remainder of title | engaging the histories and possibilities of American Indian education / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2014 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | I am honored and humbled to have the opportunity to consider the role of history and its relationship to “American Indian education” in this special issue of the History of Education Quarterly. Before I offer some commentary and ideas, I want to offer a caveat—or a confession—that should inform the way my paper is read. My caveat/confession is that I am not a historian, let alone a historian of education. Instead, I am an “Indigenous” anthropologist of education. Of anthropologists, Vine Deloria Jr. has written, “Into each life, it is said, some rain must fall … But Indians have been cursed above all other people in history. Indians have anthropologists.”1 My own thinking about anthropology is that much of Deloria's disdain is well placed. Some of what anthropologists do, however—listen to stories and engage with people and place—is useful to conversations about what American Indian education is and can be. In this case, sometimes rain feeds growth.2 It is from this viewpoint of growth and possibility that I offer my thoughts on the role of history, its methods, and what this might mean for American Indian education.<br/><br/>My intent in this commentary is not to summarize the articles in this volume. I do want to note, however, that the articles and the commentary are rich, thoughtful, and provocative. I am grateful for them because they have forced me to think deeply about the ways that history and education and their interaction are related to Indigenous education. I want to try to respond to the articles by arguing two basic but important points. First, the notion or concept of education is at once all too familiar, and simultaneously deeply complex. This issue of the History of Education Quarterly illuminates this point and I will return to it below. The second point is that learning is ubiquitous. Learning happens all over, and it is enabled, engaged, and enhanced in myriad ways and processes. It is to a further elaboration of these two points that I now turn. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | First Nations |
| 9 (RLIN) | 103 |
| Geographic subdivision | United States |
| General subdivision | History |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | First Nations |
| General subdivision | Education |
| Geographic subdivision | United States |
| 9 (RLIN) | 47 |
| 773 0# - HOST ITEM ENTRY | |
| Title | History of Education Quarterly |
| Related parts | Vol. 54, no. 3 (2014), p. 395-402 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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