The Oceti Sakowin Essential Understandings and Standards (OSEUS), a vision of many individuals, tribes, and organizations for several decades, were realized through legislation in 2007. In 2021, the South Dakota Department of Education, South Dakota Department of Tribal Relations, Office of Indian Education, and Region 11 Comprehensive Center…

As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students' linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous…

For over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power clashes between the dominant society and the Indian…

Ms. Lewis, a Native American parent has a son named Ashkii who receives special education services in a rural elementary school located on a reservation. She has not received support from the individual education program team regarding Ashkii's academic progress due to COVID-19. The challenges in accessing special education services for Ms. Lewis…

In 2017, the Oregon Legislature enacted Senate Bill 13, known as Tribal History/Shared History. This bill was the culmination of decades of organizing and curriculum work by the nine federally recognized Tribes within Oregon. The law directs the Oregon Department of Education to develop a K-12 Native American curriculum in partnership with Oregon…

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota Department of Public Instruction. The Action Plan is organized around areas of need…

"Luminous Literacies" shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico. This edited collection includes chapters focusing on the teaching of…

This "Equity Dispatch" newsletter provides educators, administrators, and community stakeholders with an overview of American Indian education, provisions for Indian Education embedded in Title VI of The Every Student Succeeds Act, and research-based strategies for effectively meeting the unique educational needs of Indigenous students…

"Indigenous Children's Survivance in Public Schools" examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Schools and districts can create community around texts like "Indigenous…

In his new book, John P. Hopkins examines recent efforts to reform Indigenous education in public schools. Hopkins centers his critique on Montana State's innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to…

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota (ND) Department of Public Instruction. The Action Plan is organized around areas of…

The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection…

The authors of this book provide caring advice to Black, Indigenous, and Teachers of Color (BITOC) to help sustain them into and through the teaching profession. Through an examination of BITOC in the education workforce, the assets that these educators bring to the teaching profession are identified, as are some of the most critical challenges…

Breaking away from the historically dominant narrative that White females make the best teachers, this book contends that effective teachers can be both "windows" and "mirrors" for students. Teachers should reflect the student population in racial and cultural terms while also serving as windows for students to see…

Jess Landy's desire to introduce her pupils to a more complex narrative of the American West led her to the life story and work of a remarkable individual, George Catlin. In this article she shows how she used this unusual micro-narrative in order to challenge pupils' ideas not just about the bigger narrative of which it is a part, but about the…