Historically, education policy has frequently framed American Indians, a contested term long-used to describe peoples indigenous to the United States, through a deficit-lens as “other.” While CER publishes research that looks at other countries as a point of analysis, rarely has it included articles that compare supposedly internally autonomous territories (like American Indian reservations) to the so-called mainstream systems that surround them. This vertical case study explores how a state department of education applied a comparative lens when implementing a school accountability system and intervening in a priority school located on an American Indian reservation. The study finds that policy makers, comparative education researchers, and the field of comparative education have roles to play in attending to the sociocultural and sociohistorical contexts of policy implementation and committing to work in “Third Spaces” where official policy knowledge and the local knowledge to come together in transformational ways.

中文翻译：

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Santee Dakota Sioux Nation 的国家指导干预：一个比较案例？

从历史上看，教育政策经常将美国印第安人框定起来，这个有争议的术语长期用于通过赤字镜头将美国土著人描述为“其他人”。虽然 CER 发表的研究以其他国家为分析点，但它很少包括将所谓的内部自治领土（如美洲印第安人保留地）与围绕它们的所谓主流系统进行比较的文章。这个纵向案例研究探讨了州教育部门在实施学校问责制和干预位于美洲印第安人保留地的优先学校时如何应用比较视角。研究发现，政策制定者、比较教育研究人员、