Publication Date: October 30, 2020
Series: Multicultural Education Series
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 address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail.
John P. Hopkins is associate dean of students, director of the Diversity and Equity Center, and senior instructor of society and social justice at Saint Martin’s University.
“Hopkins offers insightful critiques of educational disparities fueled by settler colonialism and practical suggestions for meaningful Indigenous education reform that is centered on Montana’s Indian Education for All act. His proposal for a desettling learning process for White teachers is especially needed. A must-read for educational justice across Indian Country.”
—K. Tsianina Lomawaima, School of Social Transformation, Arizona State University
“In a time of widening inequities, what should education reform entail? Focusing on Montana’s Indian Education for All, Professor Hopkins urges a move beyond inclusion toward serious engagement with decolonization and reconciliation. More than critique, the book offers concrete strategies for disrupting coloniality and enacting transformative education partnerships. This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.”
—Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles
“Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change and suggests, ultimately, that inclusion serves settler-colonialism. He compellingly argues that we must move to a politics of reconciliation and survivance through decolonizing conversations as the foundation of educational change efforts.”
—Megan Bang, professor of the learning sciences and psychology, Northwestern University; Senior Vice President, the Spencer Foundation
“This is exactly the right book at the right time. While it speaks directly to teachers and teacher educators, this book serves as a guide for all educators working to move from policy to effective practice. Grounded in place and the specificities of Montana’s Indian Education for All Act, Hopkins aims to desettle reformist strategies of inclusion and guide readers through the more culturally sustaining and revitalizing processes of reconciliation. It’s a must-read for students, practitioners, and policymakers.”
—Sandy Grande, professor of education and director, Center for the Critical Study of Race and Ethnicity, Connecticut College