Toward an Ideal Democracy: The Impact of Standardization Policies on the American Indian/Alaska Native Community and Language Revitalization Efforts

Autor/inn/en	Cohen, Erik; Allen, Ann
Titel	Toward an Ideal Democracy: The Impact of Standardization Policies on the American Indian/Alaska Native Community and Language Revitalization Efforts
Quelle	In: Educational Policy, 27 (2013) 5, S.743-769 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904811429284
Schlagwörter	Standards; Language Maintenance; Federal Indian Relationship; Educational Policy; Social Capital; Cultural Capital; American Indian Students; Alaska Natives; Culture Fair Tests; English (Second Language); American Indian Languages; Educational Change; Academic Achievement; Educational Legislation; Federal Legislation; Elementary Secondary Education; Bilingual Education; Language of Instruction; Educational History; Equal Education; Self Determination; Self Concept; Cultural Background; American Indian Culture + Suchen Sie Ihr Suchwort? Standard; Sprachpflege; Politics of education; Bildungspolitik; Sozialkapital; Inuit; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Schulleistung; Bildungsrecht; Schulgesetz; Bundesrecht; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; History of education; Bildungsgeschichte; Selbstbestimmung; Selbstkonzept
Abstract	This article explores the impact of standardization policies of the No Child Left Behind Act (NCLB) of 2001 on the American Indian/Alaska Native community and the ability of educational policy to promote sovereignty, liberty and equity within indigenous communities. Examining current research and data generated from the National Indian Education Study (NIES) of 2009, we argue that the English-only assessments of NCLB devalue indigenous social and cultural capital through the salient measure of language revitalization efforts. Consequently, by virtue of a narrowing effect on the curriculum, school-community relations are strained by standards-based reforms, as representative of current educational policy. We examine educational policy within a historical interpretation of Federal Indian policies in its capacity to promote language revitalization and student achievement. Federal Indian policies have both hurt and helped Indian education exist as a vehicle towards maintaining sovereignty, liberty, and equity. The concept of social capital is explored further as a recommendation to strengthen school-community relations. Ultimately, educational policy that unites the concepts of sovereignty, liberty, and equity is integral toward revitalizing indigenous language without sacrificing a focus of raising student achievement; thus, emblematic of responsive Indian educational policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01