Indian Education for All

John P. Hopkins is associate dean of students, director of the Diversity and Equity Center, and senior instructor of society and social justice at Saint Martin’s University.

• ContentsSeries Foreword viiJames A. BanksAcknowledgments xiiiPreface xvTerminology xvKey Concepts in Native Studies xviThe Way Forward xvii Introduction 1Indigenous Education Reform 3Indian Schooling vs. Indigenous Education 5Montana’s Inclusive Conversation of Indigenous Education Reform 7The Philosophical Problem of IEFA 8Methodologies 10Overview of Chapters 12 1.  Montana’s Indian Education for All: A Critical Overview 15IEFA: Historical Background and Description 17Developments in IEFA 21The Inclusive Strategies of IEFA 24Inclusive Conversations 28The Limits of Inclusion 30A Turn Toward Decolonizing Conversations 33 2.  Colonizing Minds, Bodies, and Lands: Historical Interpretations of Indigenous Education Reform 37A Mainstream Account of U.S.–Indigenous Relations 40Colonialism: A Theory 42Settler Colonialism and Structural Violence 43The Dominant Colonizing Voice 47Montana’s Colonizing Education History 54Implications for IEFA 58 3.  The Indigenous Voice of Survivance: Decolonizing Narratives 61Decolonization 64The Indigenous Voice of Survivance 72Survivance and the Seven Essential Understandings 80Survivance and Decolonization 82 4.  The Politics of Reconciliation: Rethinking the Pathway to Indigenous Education Reform 85Reconciliation: A Basic Concept 87The Politics of Reconciliation 92Reconciliation and Decolonization 98Reconciliation and the Indigenous Voice of Survivance 100IEFA and Reconciliation: A Pathway Toward Reform 103Building and Strengthening Partnerships 1045.  Decentering Western Epistemology: A Tribal Knowledge Paradigm for Public Schools 109Tribal Critical Race Theory 112Key Tenets of TribalCrit 114Mato Tipila, or “The Lodge of the Bear”: A Case Study 115Knowledge Paradigms: Tribal and Western 117Curriculum, Public Schools, and Traditional Western Epistemology 124Decentering Western Epistemology 126Tribal Knowledge and Western Epistemology: A Relationship 130 6.  Desettling Teacher Preparation Programs: A Theory and Praxis 133Teacher Preparation Programs and Cultural Competence 135Indigenous-Centered Teacher Preparation Programs 141Desettling: A Theory of Learning 144Desettling Praxis 146 Conclusion: Envisioning a Way Forward 153Rethinking Indigenous Education Reform Beyond Montana 154Reconciliation: The Way Forward 157Maine’s Truth and Reconciliation Commission: A Case Study 159Reconciliation Beyond Montana 160Concluding Remarks 169 References 171Index 185About the Author

“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