NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1275247
Record Type: Journal
Publication Date: 2020-Nov
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-2680
Reconceiving Schooling: Centering Indigenous Experimentation in Indian Education History
McCoy, Meredith L.; Villeneuve, Matthew
History of Education Quarterly, v60 n4 p487-519 Nov 2020
Federal agents, church officials, and education reformers have long used schooling as a weapon to eliminate Indigenous people; at the same time, Indigenous individuals and communities have long repurposed schooling to protect tribal sovereignty, reconstitute their communities, and shape Indigenous futures. Joining scholarship that speaks to Indigenous perspectives on schooling, this paper offers seven touchpoints from Native nations since the 1830s in which Indigenous educators repurposed "schooling" as a technology to advance Indigenous interests. Together, these stories illustrate the broad diversity of Native educators' multifaceted engagements with schooling and challenge settler colonialism's exclusive claim on schools. Though the outcomes of their efforts varied, these experiments with schooling represent Indigenous educators' underappreciated innovations in the history of education in the United States.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001