Language, Sovereignty, Cultural Contestation, and American Indian Schools: No Child Left Behind and a Navajo Test Case.

Teresa Winstead · Adrea Lawrence · Edward J. Brantmeier · Christopher J. Frey

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Multilingual Education and Policy Indigenous Peoples' Rights and Law Indigenous and Place-Based Education

Abstract

In this interpretive analysis elucidating fundamental tensions of the implementation of the 2001 No Child Left Behind (NCLB) Act within Native-serving schools, we point to ways in which NCLB further limits the already contested sovereignty tribes exercise over how, and in what language their children are instructed. We discuss issues related to the self-determination exercised by schools, some problematic cultural assumptions inherent in the NCLB law, and the legal tension between NCLB and the 1990/1992 Native American Languages Act. Finally, we examine the detrimental effects that NCLB accountability measures could have on Navajo communities, and look at how the Navajo Nation has addressed sovereignty over tribal education in recent years vis-à-vis NCLB.

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20248 Decolonizing Methodologies: Research and Indigenous Peoples 2000The Wretched of the Earth 2015Selections from the prison notebooks of Antonio Gramsci 1989Multicultural Education: Issues and Perspectives 1988The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children 1988Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender 1991Politics and Policy Making in Education: Explorations in Policy Sociology 2000We Can't Teach What We Don't Know: White Teachers, Multiracial Schools

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