A01=Meredith McCoy
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Assimilation
Author_Meredith McCoy
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Boarding School
Category1=Non-Fiction
Category=HBTB
Category=JBSL11
Category=JFSL9
Category=JNB
Category=NHTB
COP=United States
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Education History
Education Legislation
Education Policy
Education Program
Education Studies
Educational Access
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eq_history
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Ethnic Studies
Ethnohistory
Every Student Succeeds Act
Indian Education
Indigenous Studies
Inequality
Language_English
Mission School
Native American History
Native American Studies
Native Resistance
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Price_€50 to €100
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Racism
Settler Colonialism
softlaunch
Structural Violence
Tribal Critical Race Theory
Product details
- ISBN 9781496232496
- Dimensions: 152 x 229mm
- Publication Date: 01 Jun 2024
- Publisher: University of Nebraska Press
- Publication City/Country: US
- Product Form: Hardback
- Language: English
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On Our Own Terms contextualizes recent federal education legislation against the backdrop of two hundred years of education funding and policy to explore two critical themes: the racial and settler colonial dynamics that have shaped Indian education and an equally long and persistent tradition of Indigenous peoples engaging schools, funding, and policy on their own terms. Focusing primarily on the years 1819 to 2018, Meredith L. McCoy provides an interdisciplinary, methodologically expansive look into the ways federal Indian education policy has all too often been a tool for structural violence against Native peoples. Of particular note is a historical budget analysis that lays bare inconsistencies in federal support for Indian education and the ways funds become a tool for redefining educational priorities.
McCoy shows some of the diverse strategies families, educators, and other community members have used to creatively navigate schooling on their own terms. These stories of strategic engagement with schools, funding, and policy embody what Gerald Vizenor has termed survivance, an insistence of Indigenous presence, trickster humor, and ironic engagement with settler structures. By gathering these stories together into an archive of survivance stories in education, McCoy invites readers to consider ongoing patterns of Indigenous resistance and the possibilities for bending federal systems toward community well-being.
McCoy shows some of the diverse strategies families, educators, and other community members have used to creatively navigate schooling on their own terms. These stories of strategic engagement with schools, funding, and policy embody what Gerald Vizenor has termed survivance, an insistence of Indigenous presence, trickster humor, and ironic engagement with settler structures. By gathering these stories together into an archive of survivance stories in education, McCoy invites readers to consider ongoing patterns of Indigenous resistance and the possibilities for bending federal systems toward community well-being.
Meredith L. McCoy (Turtle Mountain Ojibwe descent) is an assistant professor of American studies and history at Carleton College.
