Lastly, Chapter 5 uses discourse tracing and tenets from TribalCrit as it documents the transition from No Child Left Behind to ESSA and evaluates the shifting relationships between tribal and state governments. Chapter 4 then pivots back to an analysis of structure, drawing upon racial realism to assess federal budget records, demonstrating a disconnect between rhetorical and financial support for Indian education since 1965. Chapter 3 applies interest-convergence along with colonial entanglement and the Safety Zone Theory to examine federal grant structures and the role of federal Native bureaucrats as policy influencers during the last fifty years. It employs counterstories and interest-convergence from Critical Race Theory to highlight Native strategies for resisting and repurposing settler education systems. Chapter 2 shifts the focus from structure to agency. It reveals how federal schooling practices for Native youth have often served white sociopolitical and economic interests. Chapter 1 draws upon tenets from TribalCrit to analyze power structures in Indigenous-settler interactions in schools from early contact through the 1970s. By applying Critical Race Theory frameworks to the interplay of structure and agency in Indian education policy history, this dissertation demonstrates that federal policy shifts in education all too often enforce white norms for schooling and leave Native people out of the decision-making process. To contextualize what ESSA will mean for Indian Country, it situates the new law within two hundred years of education policy to uncover the racial and settler colonial dynamics that have shaped Indian education.
And yet, whether its reconfiguring of the relationship between tribes, states, and school districts will lead to improved educational outcomes for Native youth remains to be seen.
0 kommentar(er)
