Making the Dream Real: Montana's Indian Education for All Initiative Thrives in a National Climate of Anti-Ethnic Studies

Carjuzaa, Jioanna; Baldwin, Anna E.; Munson, Michael

doi:10.1080/15210960.2015.1088303

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Of all ethnic groups in the United States, today's Indigenous youth are least likely to graduate from high school (Quijada Cerecer 2013). Carjuzaa et al (2015) note that the achievement gap between Native and non-Native students is especially substantial in schools bordering reservations. Although contemporary educational reform efforts that emphasize "market-based choice, standards, and accountability" (Frankenberg et al 2017, 449) appeal to "most middle-and upper-class Americans who believe that their status is the result of a well-earned, level playing field of a meritocracy" (Cornbleth 2006, 208), these policies are often biased against…”

Section: Settler-colonialism and Assimilative Educationmentioning

confidence: 99%

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Stanton¹

2019

American Journal of Education

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Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetuate settler-colonialism? Findings reveal bordertown discourse that excludes Indigenous epistemologies, restricts selfdetermination, and defines the function of knowledge and peoples to reinforce Eurocentric power structures. The study offers implications for policy makers, district leaders, and community members working to enhance equity, particularly given increased pressure for school choice expansion. During the westward expansion of the United States, the doctrine of Manifest Destiny sought to justify forced removal of Indigenous peoples from their lands through fortification of Eurocentric ideals surrounding individualism, settlement, and capitalism (Brayboy 2005). 1 For hundreds of diverse Indigenous nations, Manifest Destiny did not advance "expansion"-it signaled a physical and cultural invasion by European and Euro-American settlers and colonists. Within many of today's schools, administrators, school board members, and other "policy insiders" (Bertrand et al. 2015, 3) continue to uphold a form of educational Manifest Destiny through their use of policy discourse that values obedience, individualism, and economic prestige. These settler-colonial definitions of success enact and reinforce institutional racism, which "exists when in-Electronically published

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Section: Settler-colonialism and Assimilative Educationmentioning

confidence: 99%

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Stanton¹

2019

American Journal of Education

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“…Before the most recent censorship efforts nominally focused on misunderstandings of critical race theory (CRT), another key example of educational censorship involved the introduction of ethnic studies curriculums in K-12 education. As a field, ethnic studies grew out of political movements and protests in the 1960s and 1970s, where people of color demanded changes to the decidedly Eurocentric curricula across educational spaces (Carjuzaa et al, 2015). Similar to proponents of CRT bans, coalitions of largely White, politically conservative groups often argued that ethnic studies curricula would be inherently harmful to White, Christian students and, at times, claimed that such courses would violate federal anti-discrimination legislation (Chang, 2022).…”

Section: A Brief Review Of Educational Censorship In K-12 Schoolsmentioning

confidence: 99%

(Re)setting the racial narrative: Antiblackness and educational censorship

Bridgeforth,

O'Neal

2024

EPAA

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Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.

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“…IEFA's early efforts proved challenging, as there were few resources and professional development opportunities. In 2005, the state earmarked funding to expand development of curriculum and teacher training (Carjuzaa, Baldwin, & Munson, 2015;Juneau & Smoker Broaddus, 2006). While there is still much debate around what constitutes excellent, culturally sustaining and revitalizing education for Indigenous children, leaders and scholars agree that it is critical to collaborate with Indigenous educators and tribal members and to support responsible and accurate integration of cultural knowledges, ways of knowing, and languages (McCarty & Lee, 2014).…”

Section: Montana's Indian Education For All (Iefa)mentioning

confidence: 99%

The Digital Storywork Partnership: Community-Centered Social Studies to Revitalize Indigenous Histories and Cultural Knowledges

Stanton

Hall

Carjuzaa

2019

The Journal of Social Studies Research

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Indigenous communities have always cultivated social studies learning that is interactive, dynamic, and integrated with traditional knowledges. To confront the assimilative and deculturalizing education that accompanied European settlement of the Americas, Montana has adopted Indian Education for All (IEFA). This case study evaluates the Digital Storywork Partnership (DSP), which strives to advance the goals of IEFA within and beyond the social studies classroom through community-centered research and filmmaking. Results demonstrate the potential for DSP projects to advance culturally revitalizing education, community connectedness, and identity-development. The DSP offers a model for social studies education that is not only culturally affirming and revitalizing for Indigenous communities, but also holds potential for use in all communities. We conclude with recommendations for educators, scholars, and community members engaged in similar efforts.

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Making the Dream Real: Montana's Indian Education for All Initiative Thrives in a National Climate of Anti-Ethnic Studies

Cited by 6 publications

References 6 publications

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

(Re)setting the racial narrative: Antiblackness and educational censorship

The Digital Storywork Partnership: Community-Centered Social Studies to Revitalize Indigenous Histories and Cultural Knowledges

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