When tribal sovereignty challenges democracy: American Indian education and the democratic ideal.

Autor/inn/en	Lomawaima, K. Tsianina; McCarty, Teresa L.
Titel	When tribal sovereignty challenges democracy: American Indian education and the democratic ideal.
Quelle	In: American educational research journal, 39 (2002) 2, S. 279-305Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 90
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039002279
Schlagwörter	Erziehung; Selbstbestimmung; Multikulturelle Erziehung; Sprachgebrauch; Bilinguale Erziehung; Geschichte (Histor); Ungleichheit; Demokratie; Ethnische Identität; Ethnische Gruppe; Indianer; USA
Abstract	The lessons of American Indian education - a grand experiment in standardization - can lead to a more equitable educational system for all US-citizens. While masquerading as a tool for equal opportunity, standardization has marginalized Native peoples. We argue for diversity - not standardization - as a foundational value for a just multicultural democracy, but diversity is feared by some as a threat to the nation´s integrity. Critical history analysis of the apparently contradictory policies and practices within American Indian education reveals a patterned response to cultural and linguistic diversity, as the federal government has attempted to distinguish "safe" from "dangerous" Native practices. Examples of the contest between Indigenous self-determination (rooted in internal sovereignity) and federal control illustrate the profound national ambivalence toward diversity but also the potential to nourish "places of difference" within a healthy democracy. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)