TOWARD A DECOLONIAL DIGITAL AND VISUAL AMERICAN INDIAN RHETORICS PEDAGOGY

This is a hypertext—part investigative report on listening to and using theory, looking at Indian simulations and fugitive poses, and exposing colonial education’s role in digital and visual manifest manners¹; part status report on studying digital and visual culture in American Indian studies; part...

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Bibliographic Details
Published inSurvivance, Sovereignty, and Story p. 188
Main Author Angela Haas
Format Book Chapter
LanguageEnglish
Published Utah State University Press 01.11.2015
Subjects
American literature
American minorities
American studies
Anthropology
Art theory
Arts
Behavioral sciences
Colonial literature
Communications
Comparative literature
Education
Ethnic groups
Ethnography
Ethnology
Formal education
History instruction
History of the Americas
Humanities instruction
Indigenous peoples
Literary history
Literary rhetoric
Literary studies
Literature
Native Americans
North American history
Pedagogy
Rhetoric
Social sciences
United States history
Visual rhetoric
World literature
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Summary:This is a hypertext—part investigative report on listening to and using theory, looking at Indian simulations and fugitive poses, and exposing colonial education’s role in digital and visual manifest manners¹; part status report on studying digital and visual culture in American Indian studies; part proposal for adopting a decolonial digital and visual rhetorics pedagogy; part lesson plan for redressing colonial scripts that prescribe ways of interfacing with American Indian digital and visual rhetorics. For centuries colonization has deeply influenced the ways in which peoples of the Americas have been and continue to be educated both formally and informally. In
ISBN:9780874219951
0874219957
DOI:10.7330/9780874219968.c010