John P. Hopkins critiques recent efforts to reform Indigenous education in public schools. He centers his critique on Montana State’s innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators to engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. “A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University “This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles “Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University
Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators.
This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children.
Classic memoir of life, experience, and education of a Lakota child in the late 1800s.
The story of these individuals and their compatriots plus the numerous experiments in Indian schooling provide a new way of looking at Indian-white relations and colonial Indian education.
How do cultural differences and real-world issues affect the education of students, in this case, American Indian students? What approaches have real teachers found that work well...
... 57, 56(2002) (prepared statement ofGeorge Bennett, Councilorand Former Chair, Grand TraverseBandof Ottawa and ChippewaIndians) (“On January5,1841, twoGrandTraverse Bandleaders, Aghosaand Eshquagonabe, appealed toHenrySchoolcraft, ...
... the dialectics between governance and economic systems (i.e., capitalism, socialism, nonmonetized systems of reciprocity); and the relationship between settler colonialism, patriarchy, and heteronormativity (Grande & Nichols, 2014).
In To Change Them Forever Clyde Ellis combines a survey of changing government policy with a discussion of response and accommodation by the Kiowa people.
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This is in spite of evidence that these approaches have rarely worked for Native students and have been extremely detrimental to Native communities.