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dc.contributor.authorStanton, Christine Rogers
dc.date.accessioned2015-08-25T20:27:43Z
dc.date.available2015-08-25T20:27:43Z
dc.date.issued2014-12
dc.identifier.citationStanton, Christine Rogers. "The Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. History Textbooks." Curriculum Inquiry 44, no. 5 (December 2014): 649-676. doi:10.1111/curi.12064.en_US
dc.identifier.issn0362-6784
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9219
dc.description.abstractIn the 1800s and early 1900s, the United States assigned Indian Agents—non-Native employees of the federal government—to coordinate intergovernmental efforts, to encourage the assimilation of Native peoples into European-American society, and to serve as advocates for individual tribes. Although Indian Agents no longer exist in an official capacity in the United States, the potentially contradictory expectations that informed their work continue to influence communities across the country. Instead of decolonizing education, today's curricular agents typically misrepresent the historical and future agency of Native peoples while reinforcing the patronizing, normative, dominant-culture narrative. This article outlines the critical discourse analysis of five widely adopted U.S. history textbooks, as situated within the broader scope of textbook research and emerging educational movements. Findings show that textbook authors and other curricular agents use strategies of exclusion and passivation to control the historical and curricular agency of Indigenous peoples. Given the influence of educational reform efforts such as those related to the Common Core Standards, now is the critical time to retheorize curriculum design and inquiry as dialogic, dynamic, transformational, and agentive processes. The project's conclusions demonstrate the need to confront the biases of curricular agents in order to guide the decolonization of curriculum materials.en_US
dc.subjectCurriculum developmenten_US
dc.subjectSocial studies educationen_US
dc.titleThe Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. HistoryTextbooksen_US
dc.typeArticleen_US
mus.citation.extentfirstpage649en_US
mus.citation.extentlastpage676en_US
mus.citation.issue5en_US
mus.citation.journaltitleCurriculum Inquiryen_US
mus.citation.volume44en_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1111/curi.12064en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentEducation.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage1en_US


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