Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies
Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores ho...
| Main Author: | |
|---|---|
| Other Authors: | |
| Language: | en_US |
| Published: |
University of Oregon
2017
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/1794/22788 |