Overview

Discover how top-down, policy-into-practice educational mandates have adversely affected Indigenous communities in the United States’ midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts. Readers will see what is possible for education policy done with—rather than to—Native communities and schools, with lessons that have relevance beyond the midwestern states. Book Features: Offers an education system reform perspective that has an impact in Indian country. Introduces the concept of culturally responsive and sustaining policymaking. Explores how policy reform efforts are implemented across tiers of the educational system, from the legislative floor to a local classroom. Shows how local actors assert agency to remake policy spaces and improve policy implementation.

Full Product Details

Author:   Aprille J. Phillips ,  James A. Banks ,  Teresa L. McCarty
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.30cm , Length: 23.50cm
Weight:   0.381kg
ISBN:  

9780807769577

ISBN 10:   0807769576
Pages:   192
Publication Date:   26 January 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Series Foreword   James A. Banks  ix Foreword: Toward a Praxis of Indigenous Education Sovereignty Teresa L. McCarty  xiii Acknowledgments  xix Introduction  1 Democracy and School Reform  3 Grounding Terminology and Conceptual Framing  4 School Policy Reform in Indian Country  8 Policy Culture and Culturally Sustaining Policymaking  9 Methodology and Positionality  10 Overview of Chapters  12 1.  So What? Lessons Learned and Why They Matter  15 Accountability: What Came Before  18 No Child Left Behind  20 NCLB Limbo  21 The Role of State Departments of Education  25 SDEs, Policy, and Power  27 Spatial Tactics as Resistance  28 2.  Welcome to Flyover Country  29 Accountability and Nebraska’s AQuESTT  30 The Nebraska Way  31 A Nebraska Way of Education Governance  33 The Nation’s Only Unicameral  33 A Bill’s Journey Through the Unicameral  34 A Brief History of Schooling and Governance in Nebraska  35 Policy Landscape and Key Figures  36 The Shifting Roles of NDE  40 3.  A Broader Story Than the Village of Santee  43 Early Interactions with Colonizers  44 A Dakota Education  45 “Big Knives” and the “Physical and Moral Degradation” of Reservation Life  47 School as a Policy Tool  48 Sovereignty, Self-Determination, and Self-Education  50 Agency, Survivance, and Schooling  52 What’s a “Good” Education?  53 Culturally Sustaining and Responsive Pedagogy  54 Culturally Sustaining/Revitalizing Education Policymaking  55 4.  Policy Crafted on the Legislative Floor  57 The Introduction of LB438  58 Public Hearing: A Better Way to “Fix” Schools  59 LB438 and the Second Session of Nebraska’s 103rd Legislature  61 LB438 Becomes Law  69 5.  Nebraska’s AQuESTT: Bolder, Broader, Better  71 The SBOE Hires a New Commissioner of Education  72 From Vision to Plans on Paper  76 Codifying AQuESTT  79 Sketching out AQuESTT’s Implementation  80 Bolder, Broader, Better  81 Inching Closer to Classification/Designation  83 The First AQuESTT Classification and Designation  85 A Retrospective View  88 6.  Run by Outsiders  91 Initial Thoughts About Improvement in Santee  92 A Diagnostic Review  95 State Plan Development  98 Priority Schools: Developing Progress Plans  100 Progress Plan Approval and Initial Implementation  106 7.  Compliance, Kind Of  115 Reporting First-Year Progress  122 Continued Compliance, Kind of . . . and Incognito Improvement Efforts  124 Incognito Improvement Acts Endure  129 8.  Wait, What Just Happened?  133 The “Consultocracy”  134 Sovereignty and Who Gets to Define Educational Quality  136 Everyday Tactics and Incognito Acts of Improvement  138 The Decolonizing Work of Culturally Sustaining Policymaking  139 Conclusion  141 Afterword  143 A Final Trip to Santee  143 The iSanti Ozuyapi at State  143 References  145 Index  161 About the Author  171

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Author Information

Aprille J. Phillips is an associate professor of education at the University of Nebraska at Kearney.

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