Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Summer 7-15-2019

Abstract

This study seeks to explicate and advance contemporary deimperial and decolonial philosophies of education through a reflexive archival inquiry and comparative textual analysis of the corpus of California Indian educational leader (Renape/Lenape) Jack Douglas Forbes (Jan. 7, 1934-Feb. 23, 2011). This study looks across Forbes lifetime at the development of his conception of education and peoplehood-nationhood, his critique of imperialism and colonialism, and finally his development and advocacy for decolonizing-deimperializing forms of education. I will describe his growth as an Indigenous scholar-warrior reading and writing across diverse types of data sources, or as I name all throughout this study as “texts”. This study synthesizes and critiques Forbes critical textual voice through comparative analysis of 25 collected speeches and interviews, as well as 75 core education focused texts among his more than 555 published works and thousands of records held in over 260 boxes at UC Davis Special Collections. Forbes contributions to the above themes are found in nearly all of the texts studied, and who provides a rich analysis and nuanced philosophy of education to meet the needs of Native Nations while combating a growing globalizing, imperial condition.

Keywords

Indigenous, Archival, D-Q University, California, Indian

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Greg Cajete

Second Committee Member

Glenabah Martinez

Third Committee Member

Vincent Werito

Fourth Committee Member

Irene Vasquez

Fifth Committee Member

Jennifer Denetdale

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