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|Title||Navigating the problem of inclusion as enclosure in native culture-based education: Theorizing shadow curriculum|
|Publication Type||Journal Article|
|Year of Publication||2011|
This conceptual essay explores how Gerald Vizenor's (Anishinaabe) literary discussions of 'shadow survivance' provide opportunities to work against the containment of Indigenous knowledge in mainstream and culture-based curricular practices. More specifically, the essay considers how constructivism is deployed as an opening to the inclusion of Indigenous epistemologies, yet also contains Indigenous epistemologies within a materialist and more specifically, Marxist and Hegelian philosophy. The author suggests that an implicit 'shadow curriculum' has been articulated within the literature of Native culture-based curriculum which works against these forms of containment, but has rarely turned to Native American literary figures to elaborate the philosophical and theoretical differences they represent.