This richly illustrated guide is acknowledged as the best source for expert, field-tested information on the care and maintenance of historic adobe buildings--from small vernacular structures to the great Spanish Colonial missions. As a true "how-to" manual, it presents a user-friendly and straightforward approach to the assessment, maintenance, preservation and restoration of earthen buildings based on time-tested techniques. Subjects include: architectural styles and materials; tools and equipment; materials and supplies; emergency shoring; moisture testing in adobe walls; material selection, mixing and testing; making adobe bricks; repairing and rebuilding adobe walls; repairing cracks in adobe walls; mud and lime plastering; earthen and lime finishes; removing contra paredes; repairing corbels; inspecting vigas and corbels; splicing vigas; compliance with State and Federal cultural resource protection legislation; glossary of terms; and bibliography. Cornerstones Community Partnerships in Santa Fe, New Mexico is devoted to the preservation of the architectural heritage and community traditions in New Mexico and the American Southwest. Through its nationally honored technical assistance, applied learning and traditional building skills programs, Cornerstones has assisted more than 300 rural Hispanic and Native American communities with the preservation of historic and culturally significant earthen buildings. Cornerstones has developed and utilized the techniques in this book throughout the American Southwest since 1986.

This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.