Critical Indigenous Pedagogy of Place: A Framework to Indigenize a Youth Food Justice Movement

dc.contributor.author Trinidad, A.M.O.
dc.date.accessioned 2012-02-10T21:14:43Z
dc.date.available 2012-02-10T21:14:43Z
dc.date.issued 2012-02-01
dc.description.abstract Native Hawaiian youth and young adults face an array of issues that limit their understanding of their social context and sense of agency. Additionally, American schooling limits their understanding of their cultural roots. Despite the sociopolitical climate, Native Hawaiian communities are taking an active role in indigenizing their work. In this article, I propose a conceptual framework, Critical Indigenous Pedagogy of Place (CIPP), and argue how it promotes a sense of agency and critical understanding of the social context through the use of Indigenous epistemology and values. I suggest that CIPP is an effective process and method in indigenizing a community food movement. Macro social work research and practice implications are discussed.
dc.format.extent 17 pages
dc.identifier.citation Trinidad, A. M.O. (2012). Critical Indigenous Pedagogy of Place: A Framework to Indigenize a Youth Food Justice Movement. Journal of Indigenous Social Development, 1(1).
dc.identifier.issn 2164-9170
dc.identifier.uri http://hdl.handle.net/10125/21977
dc.publisher Myron B. Thompson School of Social Work, University of Hawaii at Manoa
dc.subject Native Hawaiian epistemology and values, indigenization, community youth organizing, health disparities, food justice movement
dc.subject.lcsh Indigenous peoples--Periodicals.
dc.subject.lcsh Social work with indigenous peoples--Periodicals.
dc.title Critical Indigenous Pedagogy of Place: A Framework to Indigenize a Youth Food Justice Movement
dc.type Article
dc.type.dcmi Text
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