The ESSA in Indian Country: Problematizing Self-Determination through the Relationships between Federal, State, and Tribal Governments

Autor/in	Mackey, Hollie J.
Titel	The ESSA in Indian Country: Problematizing Self-Determination through the Relationships between Federal, State, and Tribal Governments
Quelle	In: Educational Administration Quarterly, 53 (2017) 5, S.782-808 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mackey, Hollie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X17735870
Schlagwörter	Educational Legislation; Federal Legislation; Self Determination; Federal Indian Relationship; American Indian Education; Tribal Sovereignty; State Government; Equal Education; American Indian Students; Alaska Natives; Policy Analysis; Race; Critical Theory + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Selbstbestimmung; Bund-Länder-Beziehung; Inuit; Politikfeldanalyse; Rasse; Abstammung; Kritische Theorie
Abstract	Purpose: The purpose of this article is to (a) analyze the potential effects of the new relationship between state and federal governments on tribal sovereignty and self-determination and (b) problematize the devolution of power back to the states as they are entrusted to use the guiding frameworks of Every Student Succeeds Act (ESSA) to ensure educational equity for American Indian and Alaska Native students. Research Methods/Approach: The primary data source is the ESSA supplemented by public reports and resolutions, and recent press releases collected online. The ESSA policy was analyzed through a postcolonial interpretive policy analysis framework informed by Tribal Critical Race Theory. Findings: ESSA amendments improve opportunities in several areas, including State Tribal Education Partnerships and Cooperative Agreements, tribal consultation, Impact Aid, Native language immersion, the Bureau of Indian Education, and Alaska Native education, but these are limited by the lack of tribal self-determination as the law is written. States' interests are prioritized over tribes' interests, and the federal role has been diminished; therefore, fewer safeguards are in place to protect Indian education programs. Implications for Research and Practice: These amendments provide opportunities to conduct policy implementation studies to determine whether or not states are engaging with tribes to strengthen tribal education programs and study leadership perceptions of tribal autonomy and self-determination. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01