Critical Indigenous Pedagogy of Place: A Framework to Indigenize a Youth Food Justice Movement
Abstract
Native Hawaiian youth and young adults1 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.
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