LEADER 03349cam a2200445 i 4500001    99130245755706421
005    20240328062522.0
008    230806s2024    nyu      b    001 0 eng d
019    1392340548
020    9780807769560 |qpaperback
020    0807769568 |qpaperback
020    9780807769577 |qhardcover
020    0807769576 |qhardcover
020     |z9780807782323 |qelectronic book
035    (OCoLC)on1392340017
040    YDX |beng |erda |cYDX |dBDX |dOCLCO |dNBU |dYDX
043    n-usc--n-us-nb
050 14 LC3732.M53 |bP45 2024
082 04 371.829/970782 |223/eng/20240202
100 1  Phillips, Aprille J., |d1978- |eauthor.
245 10 Culturally sustaining policymaking in indigenous communities : |bpartnering to promote lasting change / |cAprille J. Phillips ; foreword by Teresa L. McCarty.
264  1 New York, NY : |bTeachers College Press, |c[2024]
300    xix, 171 pages ; |c24 cm.
336    text |btxt |2rdacontent
337    unmediated |bn |2rdamedia
338    volume |bnc |2rdacarrier
490 1  Multicultural education series
504    Includes bibliographical references and index.
505 0  Foreword: toward a praxis of Indigenous education sovereignty -- Acknowledgements -- Introduction -- So what? lessons learned and why they matter -- Welcome to flyover country -- A broader story than the village of Santee -- Policy crafted on the legislative floor -- Nebraska's AQuESTT: bolder, broader, better -- Run by outsiders -- Compliance, kind of -- Wait, what just happened? -- Afterword.
520    "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."--Back cover.
650  0 Indigenous peoples |xEducation |xGovernment policy |zMiddle West.
650  0 Indigenous peoples |xEducation |xGovernment policy |zNebraska.
650  0 Indians of North America |xEducation |zSantee Sioux Nation, Nebraska |vCase studies.
651  0 Santee Indian Reservation (Neb.) |xEducation |xGovernment policy.
700 1  McCarty, T. L., |ewriter of foreword.
830  0 Multicultural education series (New York, N.Y.)
910     |cC0706mon |d3110-07 |gYBP |h989700
914    (OCoLC)on1392340017 |bOCoLC |cmatch |d20240327 |eprocessed |f1392340017
980    20424285 |f989700 |i141.00 |j115.62 |n40032183952
982     |cf |q32101119752051