Free Delivery Over $100
|
|
|||
|
||||
OverviewDiscover 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 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 DetailsAuthor: Aprille J. Phillips , James A. Banks , Teresa L. McCartyPublisher: Teachers' College Press Imprint: Teachers' College Press Weight: 0.272kg ISBN: 9780807769560ISBN 10: 0807769568 Pages: 192 Publication Date: 31 January 2024 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"Contents (Tentative)Series Foreword: James A. Banks Foreword: Teresa McCarty Acknowledgements List of Figures Introduction Democracy and School Reform Grounding Terminology and Conceptual Framing School Policy Reform in Indian Country Methodology and Positionality Overview of Chapters1. So What? Lessons Learned and Why They Matter Accountability: What Came Before No Child Left Behind NCLB Limbo The Role of State Departments of Education Spatial Tactics as Resistance2. Welcome to Flyover Country Accountability and Nebraska's AQuESTT The Nebraska Way A Nebraska Way of Education Governance The Nation's Only Unicameral A Brief History of Schooling and Governance in Nebraska Policy Landscape and Key Figures The Shifting Roles of NDE3. A Broader Story Than the Village of Santee Early Interactions with Colonizers A Dakota Education ""Big Knives"" and the ""Physical and Moral Degradation"" of Reservation Life School as a Policy Tool Sovereignty, Self-Determination, and Self-Education Agency, Survivance, and Schooling What's a ""Good"" Education? Culturally Sustaining and Responsive Pedagogy Culturally Sustaining/Revitalizing Education Policymaking4. More Policy Crafted on the Legislative Floor The Introduction of LB438 Public Hearing: A Better Way to ""Fix"" Schools LB438 and the Second Session of Nebraska's 103rd Legislature LB438 Becomes Law5. Nebraska's AQuESTT: Bolder, Broader, Better The SBOE Hires a New Commissioner of Education From Vision to Plans on Paper Codifying AQuESTT Sketching out AQuESTT's Implementation Bolder, Broader, Better The First AQuESTT Classification and Designation6. Run by Outsiders Initial Thoughts About Improvement in Santee A Diagnostic Review State Plan Development Priority Schools: Developing Progress Plans Progress Plan Approval and Initial Implementation7. Compliance, Kind Of Reporting First Year Progress Continued Compliance, Kind of . . . and Incognito Improvement Efforts Incognito Improvement Acts Endure8. Wait, What Just Happened? The ""Consultocracy"" Sovereignty and Who Gets to Define Educational Quality Everyday Tactics and Incognito Acts of Improvement The Decolonizing Work of Culturally Sustaining Policymaking ConclusionAfterword A Final Trip to Santee The iSanti Ozuyapi at StateReferences Index About the Author"ReviewsAuthor InformationAprille J. Phillips is an associate professor of education at the University of Nebraska at Kearney. Tab Content 6Author Website:Countries AvailableAll regions |
||||
