Abstract
This chapter situates doctoral studies as a site of curriculum theory and experience that supports the preparation and development of curriculum leadership. Students were introduced to the complicated conversation of curriculum theory (Pinar, 2012) in connection to broader issues facing students in schools that have been associated with cultural imperialism (i.e., cultural representation, epistemic violence, linguistic genocide). A central activity in the course that was intended to bridge aesthetic, political, cultural, and ethical concerns was clay-molding (pottery-making). Undergirding the course were indigenous concepts, philosophies, and traditions. This chapter aims to illustrate how indigenous concepts were introduced in a doctoral course and undertaken by students to inform their development as cultural leaders with regard to curriculum.
| Original language | American English |
|---|---|
| Title of host publication | Indigenous Concepts of Education: Toward Elevating Humanity for All Learners |
| State | Published - 2014 |
Keywords
- Leadership preparation
- curriculum
- diversity
- indigenous concepts
- art
- clay
- pottery
Disciplines
- Bilingual, Multilingual, and Multicultural Education
- Curriculum and Social Inquiry
- Educational Leadership