Culturally Sustaining Policymaking in Indigenous Communities
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A01=Aprille J. Phillips
A01=James A. Banks
A01=Teresa L. McCarty
A23=Teresa L. McCarty
administration
Age Group_Uncategorized
Age Group_Uncategorized
Author_Aprille J. Phillips
Author_James A. Banks
Author_Teresa L. McCarty
automatic-update
B09=James A. Banks
Category1=Non-Fiction
Category=JBSL11
Category=JFSL9
Category=JNF
COP=United States
culturally relevant pedagogy
culturally responsive policymaking
culturally responsive schooling
culturally sustaining pedagogy
culturally sustaining policymaking
decolonization
Delivery_Delivery within 10-20 working days
education
education policy
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnic studies
governance
Indian
indigenous education
indigenous sovereignty
Language_English
learning
multicultural
native american
native american education
No Child Left Behind
PA=Available
policy reform
Price_€100 and above
PS=Active
reform
relevant pedagogy
responsive
Santee Dakota Sioux
school accountability
school reform
self-determination
social justice
softlaunch
sovereignty
survivance
TribalCrit
TribalCrit framework
Product details
- ISBN 9780807769577
- Weight: 272g
- Dimensions: 162 x 235mm
- Publication Date: 26 Jan 2024
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
- Language: English
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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, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts. Readers will see what is possible for education policy done with--rather than to--Native communities and schools, with lessons that have relevance beyond the midwestern states.
Book Features:
- Offers an education system reform perspective that has impact in Indian country.
- Introduces the concept of culturally responsive and sustaining policymaking.
- Explores how policy reform efforts are implemented across tiers of the educational system, from the legislative floor to a local classroom.
- Shows how local actors assert agency to remake policy spaces and improve policy implementation.
Aprille J. Phillips is an associate professor of education at the University of Nebraska at Kearney.
