ABSTRACT

This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase Indigenous nationhood in other ways. Additional attention is also given to states that explicitly affirm contemporary Indigenous nationhood and sovereignty within the standards. By examining the ways state standards erase and/or affirm Indigenous nationhood and sovereignty, our hope is to support Indigenous and allied educators in their collective efforts to transform standards in their respective states to more responsibly reflect and support Indigenous nationhood and sovereignty.

摘要

本文详细介绍了对美国 K-12 公民和政府国家规定标准的全国性研究，特别关注如何代表土著民族和主权。本研究利用部落批判种族理论提供的 QuantCrit 方法，使嵌入国家公民和政府标准中的可见殖民逻辑使土著民族的消除正常化，或者以其他方式巧妙地和话语地消除土著民族。还额外关注在标准范围内明确确认当代土著民族和主权的国家。通过检查国家标准消除和/或确认土著民族和主权的方式，