@article{ref1,
title="When tribal sovereignty challenges democracy: american indian education and the democratic ideal",
journal="American educational research journal",
year="2002",
author="Lomawaima, K. Tsianina and McCarty, Teresa L.",
volume="39",
number="2",
pages="279-305",
abstract="The lessons of American Indian education--a grand experiment in standardization--can lead to a more equitable educational system for all U.S. 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 historical 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 &quot;safe&quot; from &quot;dangerous&quot; Native practices. Examples of the contest between Indigenous self-determination (rooted in internal sovereignty) and federal control illustrate the profound national ambivalence toward diversity but also the potential to nourish &quot;places of difference&quot; within a healthy democracy.<p />",
language="",
issn="0002-8312",
doi="10.3102/00028312039002279",
url="http://dx.doi.org/10.3102/00028312039002279"
}