Description
Book SynopsisOffers a critique of recent efforts to reform Indigenous education in public schools. John Hopkins centres his critique on Montana State's innovative and bold multicultural education policy called Indian Education for All, and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy.
Trade Review“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
Table of Contents
- Contents
- Series Foreword vii
- James A. Banks
- Acknowledgments xiii
- Preface xv
- Terminology xv
- Key Concepts in Native Studies xvi
- The Way Forward xvii
- Introduction 1
- Indigenous Education Reform 3
- Indian Schooling vs. Indigenous Education 5
- Montana’s Inclusive Conversation of Indigenous Education Reform 7
- The Philosophical Problem of IEFA 8
- Methodologies 10
- Overview of Chapters 12
- 1. Montana’s Indian Education for All: A Critical Overview 15
- IEFA: Historical Background and Description 17
- Developments in IEFA 21
- The Inclusive Strategies of IEFA 24
- Inclusive Conversations 28
- The Limits of Inclusion 30
- A Turn Toward Decolonizing Conversations 33
- 2. Colonizing Minds, Bodies, and Lands: Historical Interpretations of Indigenous Education Reform 37
- A Mainstream Account of U.S.–Indigenous Relations 40
- Colonialism: A Theory 42
- Settler Colonialism and Structural Violence 43
- The Dominant Colonizing Voice 47
- Montana’s Colonizing Education History 54
- Implications for IEFA 58
- 3. The Indigenous Voice of Survivance: Decolonizing Narratives 61
- Decolonization 64
- The Indigenous Voice of Survivance 72
- Survivance and the Seven Essential Understandings 80
- Survivance and Decolonization 82
- 4. The Politics of Reconciliation: Rethinking the Pathway to Indigenous Education Reform 85
- Reconciliation: A Basic Concept 87
- The Politics of Reconciliation 92
- Reconciliation and Decolonization 98
- Reconciliation and the Indigenous Voice of Survivance 100
- IEFA and Reconciliation: A Pathway Toward Reform 103
- Building and Strengthening Partnerships 104
- 5. Decentering Western Epistemology: A Tribal Knowledge Paradigm for Public Schools 109
- Tribal Critical Race Theory 112
- Key Tenets of TribalCrit 114
- Mato Tipila, or “The Lodge of the Bear”: A Case Study 115
- Knowledge Paradigms: Tribal and Western 117
- Curriculum, Public Schools, and Traditional Western Epistemology 124
- Decentering Western Epistemology 126
- Tribal Knowledge and Western Epistemology: A Relationship 130
- 6. Desettling Teacher Preparation Programs: A Theory and Praxis 133
- Teacher Preparation Programs and Cultural Competence 135
- Indigenous-Centered Teacher Preparation Programs 141
- Desettling: A Theory of Learning 144
- Desettling Praxis 146
- Conclusion: Envisioning a Way Forward 153
- Rethinking Indigenous Education Reform Beyond Montana 154
- Reconciliation: The Way Forward 157
- Maine’s Truth and Reconciliation Commission: A Case Study 159
- Reconciliation Beyond Montana 160
- Concluding Remarks 169
- References 171
- Index 185
- About the Author
