東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Conversations that matter: Decoloniz...

Hopkins, John P.

Linked to FindBook

Google Book

Amazon

博客來

Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform./
Author:	Hopkins, John P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724002
ISBN:	9781339072050

Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform.
Hopkins, John P.

Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 192 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2015.

This dissertation examines a recent law in the state of Montana that seeks to reform American Indian education. Entitled Indian Education For All (IEFA), the Montana law mandates that educators must include American Indian culture and history into the mainstream curriculum, requiring all students to learn that curriculum in a culturally responsive manner. It also requires mainstream educators to work cooperatively with tribal communities and Native educators in the design and implementation of that curriculum. IEFA promotes what I call an inclusive conversation, which brings whites and Natives into dialogue for the purpose of finding common ground on a shared topic. The scholarship on IEFA praises the law as an innovative multicultural education strategy that can sufficiently reform American Indian education. But this dissertation argues that inclusion is not sufficient to reform education for Native students in the context of public schools. Using recent theory in multicultural education, postcolonial and Indigenous studies, and political theory, I analyze and critique the concept of inclusion that pervades IEFA. Rather than an inclusive conversation, I argue that white and Native groups need to engage in decolonizing conversations that directly and explicitly address colonization and its enduring effects on tribal communities. A decolonizing conversation recognizes and is informed by what Indigenous scholar Gerald Vizenor calls survivance. It is only when white and Native groups and educators engage in decolonizing conversations centered on survivance that these groups can engage in conversations that will transform American Indian education.

ISBN: 9781339072050Subjects--Topical Terms:

3173367
Educational philosophy.

Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform.
LDR:02635nmm a2200301 4500 001 2123533
005 20171003070900.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339072050
035 $a (MiAaPQ)AAI3724002
035 $a AAI3724002
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hopkins, John P. $3 3285457
245 1 0 $a Conversations that matter: Decolonizing the inclusive discourse of American Indian education reform.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Adviser: Deborah Kerdeman.
502 $a Thesis (Ph.D.)--University of Washington, 2015.
520 $a This dissertation examines a recent law in the state of Montana that seeks to reform American Indian education. Entitled Indian Education For All (IEFA), the Montana law mandates that educators must include American Indian culture and history into the mainstream curriculum, requiring all students to learn that curriculum in a culturally responsive manner. It also requires mainstream educators to work cooperatively with tribal communities and Native educators in the design and implementation of that curriculum. IEFA promotes what I call an inclusive conversation, which brings whites and Natives into dialogue for the purpose of finding common ground on a shared topic. The scholarship on IEFA praises the law as an innovative multicultural education strategy that can sufficiently reform American Indian education. But this dissertation argues that inclusion is not sufficient to reform education for Native students in the context of public schools. Using recent theory in multicultural education, postcolonial and Indigenous studies, and political theory, I analyze and critique the concept of inclusion that pervades IEFA. Rather than an inclusive conversation, I argue that white and Native groups need to engage in decolonizing conversations that directly and explicitly address colonization and its enduring effects on tribal communities. A decolonizing conversation recognizes and is informed by what Indigenous scholar Gerald Vizenor calls survivance. It is only when white and Native groups and educators engage in decolonizing conversations centered on survivance that these groups can engage in conversations that will transform American Indian education.
590 $a School code: 0250.
650 4 $a Educational philosophy. $3 3173367
650 4 $a Multicultural Education. $3 2122919
650 4 $a Native American studies. $3 2122730
690 $a 0998
690 $a 0455
690 $a 0740
710 2 0 $a University of Washington. $b Education - Seattle. $3 2049919
773 0 $t Dissertation Abstracts International $g 77-01A(E).
790 $a 0250
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724002