Full Description
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.
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
