Contents Series Foreword ? James A. Banks ?ix Foreword: Toward a Praxis of Indigenous Education Sovereignty Teresa L. McCarty ?xiii Acknowledgments ?xix Introduction ?1 Democracy and School Reform ?3 Grounding Terminology and Conceptual Framing ?4 School Policy Reform in Indian Country ?8 Policy Culture and Culturally Sustaining Policymaking ?9 Methodology and Positionality ?10 Overview of Chapters ?12 1. ?So What? Lessons Learned and Why They Matter ?15 Accountability: What Came Before ?18 No Child Left Behind ?20 NCLB Limbo ?21 The Role of State Departments of Education ?25 SDEs, Policy, and Power ?27 Spatial Tactics as Resistance ?28 2. ?Welcome to Flyover Country ?29 Accountability and Nebraska?s AQuESTT ?30 The Nebraska Way ?31 A Nebraska Way of Education Governance ?33 The Nation?s Only Unicameral ?33 A Bill?s Journey Through the Unicameral ?34 A Brief History of Schooling and Governance in Nebraska ?35 Policy Landscape and Key Figures ?36 The Shifting Roles of NDE ?40 3. ?A Broader Story Than the Village of Santee ?43 Early Interactions with Colonizers ?44 A Dakota Education ?45 ?Big Knives? and the ?Physical and Moral Degradation? of Reservation Life ?47 School as a Policy Tool ?48 Sovereignty, Self-Determination, and Self-Education ?50 Agency, Survivance, and Schooling ?52 What?s a ?Good? Education? ?53 Culturally Sustaining and Responsive Pedagogy ?54 Culturally Sustaining/Revitalizing Education Policymaking ?55 4. ?Policy Crafted on the Legislative Floor ?57 The Introduction of LB438 ?58 Public Hearing: A Better Way to ?Fix? Schools ?59 LB438 and the Second Session of Nebraska?s 103rd Legislature ?61 LB438 Becomes Law ?69 5. ?Nebraska?s AQuESTT: Bolder, Broader, Better ?71 The SBOE Hires a New Commissioner of Education ?72 From Vision to Plans on Paper ?76 Codifying AQuESTT ?79 Sketching out AQuESTT?s Implementation ?80 Bolder, Broader, Better ?81 Inching Closer to Classification/Designation ?83 The First AQuESTT Classification and Designation ?85 A Retrospective View ?88 6.
?Run by Outsiders ?91 Initial Thoughts About Improvement in Santee ?92 A Diagnostic Review ?95 State Plan Development ?98 Priority Schools: Developing Progress Plans ?100 Progress Plan Approval and Initial Implementation ?106 7. ?Compliance, Kind Of ?115 Reporting First-Year Progress ?122 Continued Compliance, Kind of . and Incognito Improvement Efforts ?124 Incognito Improvement Acts Endure ?129 8. ?Wait, What Just Happened? ?133 The ?Consultocracy? ?134 Sovereignty and Who Gets to Define Educational Quality ?136 Everyday Tactics and Incognito Acts of Improvement ?138 The Decolonizing Work of Culturally Sustaining Policymaking ?139 Conclusion ?141 Afterword ?143 A Final Trip to Santee ?143 The iSanti Ozuyapi at State ?143 References ?145 Index ?161 About the Author ?171.