On Our Own Terms sets 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 Indigenous tradition of engaging schools, funding, and policy on their own terms.
On Our Own Terms sets 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 Indigenous tradition of engaging schools, funding, and policy on their own terms.
Meredith L. McCoy (Turtle Mountain Ojibwe descent) is an assistant professor of American studies and history at Carleton College.
Inhaltsangabe
List of Illustrations Preface Acknowledgments Abbreviations Introduction: Witnessing Indigenous Future-Building in Archives of Survivance 1. Toward Indigenous Futures in Mission and Boarding Schools 2. Settler Policy and Indigenous Resistance in Public Schools 3. Behind the Funding Promise of Self-Determination 4. Consultation, Classroom Content, and Government Relations under ESSA Conclusion: Building Indigenous Futures Appendix 1: Anticipated Federal Appropriations and Outlays Based on Inflation Appendix 2: Data Sources for Discourse Tracing Appendix 3: Structured Questions for Discourse Tracing Appendix 4: Indian Education Funds over Time Notes Bibliography Index
List of Illustrations Preface Acknowledgments Abbreviations Introduction: Witnessing Indigenous Future-Building in Archives of Survivance 1. Toward Indigenous Futures in Mission and Boarding Schools 2. Settler Policy and Indigenous Resistance in Public Schools 3. Behind the Funding Promise of Self-Determination 4. Consultation, Classroom Content, and Government Relations under ESSA Conclusion: Building Indigenous Futures Appendix 1: Anticipated Federal Appropriations and Outlays Based on Inflation Appendix 2: Data Sources for Discourse Tracing Appendix 3: Structured Questions for Discourse Tracing Appendix 4: Indian Education Funds over Time Notes Bibliography Index
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