Description

Book Synopsis
Discover how top-down, policy-into-practice educational mandates have adversely affected indigenous communities in the United States’ midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska conceptualized and implemented school accountability policy in Indian country.

Table of Contents
  • Contents (Tentative)

    Series Foreword: James A. Banks

    Foreword: Teresa McCarty

    Acknowledgements

    List of Figures

    Introduction

  • Democracy and School Reform
  • Grounding Terminology and Conceptual Framing
  • School Policy Reform in Indian Country
  • Methodology and Positionality
  • Overview of Chapters

    1. So What? Lessons Learned and Why They Matter

  • Accountability: What Came Before
  • No Child Left Behind
  • NCLB Limbo
  • The Role of State Departments of Education
  • Spatial Tactics as Resistance

    2. Welcome to Flyover Country

  • Accountability and Nebraska's AQuESTT
  • The Nebraska Way
  • A Nebraska Way of Education Governance
  • The Nation's Only Unicameral
  • A Brief History of Schooling and Governance in Nebraska
  • Policy Landscape and Key Figures
  • The Shifting Roles of NDE

    3. A Broader Story Than the Village of Santee

  • Early Interactions with Colonizers
  • A Dakota Education
  • "Big Knives" and the "Physical and Moral Degradation" of Reservation Life
  • School as a Policy Tool
  • Sovereignty, Self-Determination, and Self-Education
  • Agency, Survivance, and Schooling
  • What's a "Good" Education?
  • Culturally Sustaining and Responsive Pedagogy
  • Culturally Sustaining/Revitalizing Education Policymaking

    4. More Policy Crafted on the Legislative Floor

  • The Introduction of LB438
  • Public Hearing: A Better Way to "Fix" Schools
  • LB438 and the Second Session of Nebraska's 103rd Legislature
  • LB438 Becomes Law

    5. Nebraska's AQuESTT: Bolder, Broader, Better

  • The SBOE Hires a New Commissioner of Education
  • From Vision to Plans on Paper
  • Codifying AQuESTT
  • Sketching out AQuESTT's Implementation
  • Bolder, Broader, Better
  • The First AQuESTT Classification and Designation

    6. Run by Outsiders

  • Initial Thoughts About Improvement in Santee
  • A Diagnostic Review
  • State Plan Development
  • Priority Schools: Developing Progress Plans
  • Progress Plan Approval and Initial Implementation

    7. Compliance, Kind Of

  • Reporting First Year Progress
  • Continued Compliance, Kind of . . . and Incognito Improvement Efforts
  • Incognito Improvement Acts Endure

    8. Wait, What Just Happened?

  • The "Consultocracy"
  • Sovereignty and Who Gets to Define Educational Quality
  • Everyday Tactics and Incognito Acts of Improvement
  • The Decolonizing Work of Culturally Sustaining Policymaking
  • Conclusion

    Afterword

  • A Final Trip to Santee
  • The iSanti Ozuyapi at State

    References

    Index

    About the Author

Culturally Sustaining Policymaking in Indigenous

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    A Hardback by Aprille J. Phillips, James A. Banks, Teresa L. McCarty

      Trusted by thousands of customers. See 2,385+ Customer Reviews

      View other formats and editions of Culturally Sustaining Policymaking in Indigenous by Aprille J. Phillips

      Publisher: John Wiley & Sons
      Publication Date: Publication Date: 1/26/2024 12:00:00 AM
      ISBN13: 9780807769577, 978-0807769577
      ISBN10: 0807769576
      Also in:
      Indigenous peoples / Indigeneity

      Description

      Book Synopsis
      Discover how top-down, policy-into-practice educational mandates have adversely affected indigenous communities in the United States’ midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska conceptualized and implemented school accountability policy in Indian country.

      Table of Contents
      • Contents (Tentative)

        Series Foreword: James A. Banks

        Foreword: Teresa McCarty

        Acknowledgements

        List of Figures

        Introduction

      • Democracy and School Reform
      • Grounding Terminology and Conceptual Framing
      • School Policy Reform in Indian Country
      • Methodology and Positionality
      • Overview of Chapters

        1. So What? Lessons Learned and Why They Matter

      • Accountability: What Came Before
      • No Child Left Behind
      • NCLB Limbo
      • The Role of State Departments of Education
      • Spatial Tactics as Resistance

        2. Welcome to Flyover Country

      • Accountability and Nebraska's AQuESTT
      • The Nebraska Way
      • A Nebraska Way of Education Governance
      • The Nation's Only Unicameral
      • A Brief History of Schooling and Governance in Nebraska
      • Policy Landscape and Key Figures
      • The Shifting Roles of NDE

        3. A Broader Story Than the Village of Santee

      • Early Interactions with Colonizers
      • A Dakota Education
      • "Big Knives" and the "Physical and Moral Degradation" of Reservation Life
      • School as a Policy Tool
      • Sovereignty, Self-Determination, and Self-Education
      • Agency, Survivance, and Schooling
      • What's a "Good" Education?
      • Culturally Sustaining and Responsive Pedagogy
      • Culturally Sustaining/Revitalizing Education Policymaking

        4. More Policy Crafted on the Legislative Floor

      • The Introduction of LB438
      • Public Hearing: A Better Way to "Fix" Schools
      • LB438 and the Second Session of Nebraska's 103rd Legislature
      • LB438 Becomes Law

        5. Nebraska's AQuESTT: Bolder, Broader, Better

      • The SBOE Hires a New Commissioner of Education
      • From Vision to Plans on Paper
      • Codifying AQuESTT
      • Sketching out AQuESTT's Implementation
      • Bolder, Broader, Better
      • The First AQuESTT Classification and Designation

        6. Run by Outsiders

      • Initial Thoughts About Improvement in Santee
      • A Diagnostic Review
      • State Plan Development
      • Priority Schools: Developing Progress Plans
      • Progress Plan Approval and Initial Implementation

        7. Compliance, Kind Of

      • Reporting First Year Progress
      • Continued Compliance, Kind of . . . and Incognito Improvement Efforts
      • Incognito Improvement Acts Endure

        8. Wait, What Just Happened?

      • The "Consultocracy"
      • Sovereignty and Who Gets to Define Educational Quality
      • Everyday Tactics and Incognito Acts of Improvement
      • The Decolonizing Work of Culturally Sustaining Policymaking
      • Conclusion

        Afterword

      • A Final Trip to Santee
      • The iSanti Ozuyapi at State

        References

        Index

        About the Author

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