Indian Education for All
Decolonizing Indigenous Education in Public Schools

John P. Hopkins (Author)

9780807764589

Paperback / softback, published 30 October 2020

216 pages
22.8 x 15.4 x 1 cm, 0.3 kg

“A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University

“This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles

“Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University

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
• 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