ERIC Number: EJ794266
Record Type: Journal
Publication Date: 2008
Reference Count: N/A
Language, Sovereignty, Cultural Contestation, and American Indian Schools: No Child Left Behind and a Navajo Test Case
Winstead, Teresa; Lawrence, Adrea; Brantmeier, Edward J.; Frey, Christopher F.
Journal of American Indian Education, v47 n1 p46-64 2008
In this interpretive analysis elucidating fundamental tensions of the implementation of the 2001 No Child Left Behind (NCLB) Act within Native-serving schools, we point to ways in which NCLB further limits the already contested sovereignty tribes exercise over how, and in what language their children are instructed. We discuss issues related to the self-determination exercised by schools, some problematic cultural assumptions inherent in the NCLB law, and the legal tension between NCLB and the 1990/1992 Native American Languages Act. Finally, we examine the detrimental effects that NCLB accountability measures could have on Navajo communities, and look at how the Navajo Nation has addressed sovereignty over tribal education in recent years vis-a-vis NCLB.
Descriptors: Navajo, Federal Legislation, Navajo (Nation), American Indians, American Indian Education, Accountability, Language of Instruction, Federal Indian Relationship, Self Determination, Tribal Sovereignty, American Indian Languages
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001