Investigating Curricular Policy as a Tool to Dismantle the Master's House: Indian Education for All and Social Studies Teacher Education

Autor/inn/en	Stanton, Christine R.; Morrison, Danielle
Titel	Investigating Curricular Policy as a Tool to Dismantle the Master's House: Indian Education for All and Social Studies Teacher Education
Quelle	In: Policy Futures in Education, 16 (2018) 6, S.729-748 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanton, Christine R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318760440
Schlagwörter	Educational Policy; State Policy; American Indian Education; Indigenous Knowledge; World Views; Teacher Competencies; Student Leadership; Neoliberalism; Racial Bias; Cultural Relevance; High Schools; Secondary School Teachers; Racial Differences; Achievement Gap; Reservation American Indians; Social Studies; Teacher Education Programs; Curriculum Development; Preservice Teacher Education; Montana; Wyoming + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; World view; Weltanschauung; Lehrkunst; Studentenwerk; Neo-liberalism; Neoliberalismus; Racial discrimination; Rassismus; High school; Oberschule; Rassenunterschied; Gemeinschaftskunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehramtsstudiengang; Lehrerausbildung
Abstract	US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler-colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case studies focused on a state-level policy--Montana's Indian Education for All--aimed at advancing understandings about Indigenous experiences and worldviews. The first study's findings demonstrate Indian Education for All's potential to support practicing teachers, including teachers with limited experience working with Indigenous communities, in their efforts to confront settler-colonialism and neoliberalism within curricula. The results from our second study suggest the potential for Indian Education for All to create space for Indigenous student leadership. However, our research also provides cautionary notes about the potential for "tools," such as Indian Education for All, to unintentionally reinforce settler-colonialism, neoliberalism, and racism, as they can create opportunities for racial microaggressions and inequitable expectations. We conclude with recommendations for teacher education programs, institutional leaders, and policymakers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01