Pukllay Pampa: Andean-Inspired Time-Spaces for Learning and Unlearning Bibliography

Allen, Catherine J. “When Pebbles Move Mountains: Iconicity and Symbolism in Quechua Ritual.” Creating context in Andean Cultures. Ed. Rosaleen Howard-Malverde. Oxford: Oxford University Press, 1997. 73-84.

Allen, Chadwick. (2012). Trans-Indigenous: Methodologies for global Native literary studies. University of Minnesota Press.

Andean crafts & alternative narratives. Kawsay Ukhunchay: Andean and Amazonian Indigenous Artifacts and Cultural Artifacts Research Collection. https://u.osu.edu/aaac/collection-library/andean-crafts-alternative-narratives/

Bailey, M. (2021). The ethics of pace. The South Atlantic Quarterly, 120(2), 285-299.

Bennet, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.

Bonnell, J. & Simon, R. I. (2007). ‘Difficult’ exhibitions and intimate encounters. Museums & Society, 5(2), 65-85.

Boler, M. & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 110-136). Routledge/Falmer Press.

Botanova, K. & Latimer, Q. (Eds.). Amazonia: Anthology as cosmology. (2021). CULTURESCAPES and Sternberg Press.

Burdick, J. & Sandlin, J. A. (2010). Inquiry as answerability: Toward a methodology of discomfort in researching critical public pedagogies. Qualitative Inquiry, 16(5), 349-360.

Clark, H.P. (2017). Kauhale o Limaloa: An Indigenous culture-based model for arts pedagogy. In Morris, C.B. & Staikidis, K. (Eds.), Transforming our practices: Indigenous art, pedagogies, and philosophies (pp. 120-126). National Art Education Association.

Costa, A. L. & Kallick, B. (Eds.) (2008). Learning and leading with habits of mind: 16 essential characteristics for success. ASCD.

Crickmay, L. (2002). Transmission of knowledge through textiles: Weaving and learning how to live. In H. Stobart & R. Howard (Eds.), Knowledge and learning in the Andes: Ethnographic perspectives (pp. 40-55). Liverpool University Press.

Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. Harper Perennial Modern Classics.

Doorley, S. & Witthoft, S. (2012). Make space: How to set the stage for creative collaboration. Wiley.

Edwards, C., Gandini, L.., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd edition). Praeger.

Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.

Falk, John H., & Dierking, Lynn D. (2000). The contextual model of learning. In Learning from museums: Visitor experiences and the making of meaning (pp. 135-148). AltaMira Press.

Freire, Paolo. (2012). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum. (Original work published 1970)

Hein, George. E. (2005). Learning in the museum. Routledge. (Original work published 1998)

Fyfe, B. (2012). The relationship between documentation and assessment. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 273-291). Praeger.

Gandini, L. (2012). Connecting through caring and learning spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 317-341). Praeger.

Gonzales, Elena. (2019). Exhibitions for social justice. Routledge.

Grande, S. (2004). Red pedagogy: Native American social and political thought. (10th anniversary ed.) Rowman & Littlefield. (Original work published 1994)

Greene, M. (2001). Thinking of things as if they could be otherwise: The arts and intimations of a better social order (1997). In Variations on a blue guitar: The Lincoln Center Institute Lectures on Aesthetic Education (pp. 116-121). Teachers College Press.

Howard-Malverde, Rosaleen. (1997). Introduction: Between text and content in the evocation of culture. In R. Howard-Malverde (Ed.), Creating context in Andean cultures (pp. 3-20). Oxford University Press.

Ingold, Timothy. (2013). Making: Anthropology, archaeology, art and architecture. Routledge.

Johnson, K. (2016). Exhibiting decolonising discourse: Critical settler education and ‘The City Before the City.’ Studies in the Education of Adults, 48(2), 117-193.

Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. State University of New York Press.

Leonardo, Z. & Zembylas, M. (2013). Whiteness as technology of affect: Implication for educational praxis. Equity and Excellence in Education, 42(2), 150-165.

Munoz, M. (2017). Kanto Teocintle: Restor(y)ing ourselves. In Morris, C.B. & Staikidis, K. (Eds.), Transforming our practices: Indigenous art, pedagogies, and philosophies (pp. 8-14). National Art Education Association.

Merculieff, I. & Roderick, L. (2013). Stop talking: Indigenous ways of teaching and learning and difficult dialogues in higher education. University of Alaska Press.

Mignolo, W. D. (1994). “Afterword: Writing and recorded knowledge in colonial and postcolonial situations.” In E. H. Boone & W. D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 292-312). Duke University Press.

Nelson, Craig E. (1999). On the persistence of unicorns: The trade-off between content and critical thinking revisited. In B. A. Pescosolido & R. Aminzade (Eds.), The social worlds of higher education: Handbook for teaching in a new century (pp. 168-184). Pine Forge Press.

Nxumalo, F. with Villanueva, M.T. (2020). (Re)storying water: Decolonial pedagogies of relational affect with young children. In Dernikos, B. P., Lesko, N., McCall, S. D., & Niccolini, A. D. (Eds.), Mapping the affective turn in education: Theory, research, and pedagogies (pp. 209-228). Routledge.

Ramos, J. G. (2018). Sensing decolonial aesthetics in Latin American arts. University of Florida Press.

Santos, B.d.S. (2014). Epistemologies of the south: Justice against epistemicide. Taylor & Francis Group.

Rappaport, J. (1998). The politics of memory: Native historical interpretation in the Colombian Andes. Duke University Press.

Rifkin, M. (2017). Beyond settler time: Temporal sovereignty and Indigenous self-determination. Duke University Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Tishman, S. (2017). Strategies for looking. In Slow looking: The art and practice of learning through observation (pp. 8-27). Oxford and New York, NY: Taylor and Francis.

Trouillot, M. (1995). Silencing the past: Power and the production of history. Beacon Press.

Turkle, S. (Ed.). (2007). Evocative objects: Things we think with. MIT Press.

Santos-Granero, F. (Ed.) (2009). The occult life of things: Native Amazonian theories of materiality and personhood. The University of Arizona Press.

Simon Fraser University – Vancouver Campus. (2019, December 9). Towards a practice of decolonial listening: Sounding the margins | Candice Hopkins [Video]. Youtube. https://www.youtube.com/watch?v=vt1SBjDCJco

Snaza, N. (2020). Love and bewilderment: On education as affective encounter. In B. P. Dernikos, N. Lesko, S. D. McCall, & A. D. Niccolini (Eds.), Mapping the affective turn in education: Theory, research, pedagogies (pp. 108-121). Routledge.

Stobart, H. & Howard, R. (Eds.). (2002). Knowledge and learning in the Andes: Ethnographic perspectives. Liverpool University Press.

Whitten, D.S. (2003). Actors and artists from Amazonia and the Andes. In N. E. Whitten (Ed.), Millennial Ecuador: Cultural transformations and social dynamics (pp. 242-274). University of Iowa Press.

Whitten, N. E. & Whitten, D. S. (1988). From myth to creation: Art from Amazonian Ecuador. University of Illinois Press.

Whitten, N. E. & Whitten, D. S. (2008). Puyo Runa: Imagery and power in modern Amazonia. University of Illinois Press.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.

Wibbelsman, Michelle. (2017). Andean and Amazonian material culture and performance traditions as sites of Indigenous knowledges and memory. TRANSMODERNITY: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 7(1), 57-83.

Yoon-Ramirez, I. (2021). Walking-sensing as a decolonial art and pedagogical practice. International Journal of Education Through Art, 17(1), 115-133.

Download a PDF of this bibliography here: Pukllay Pampa Presentation Bibliography