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Article | 02-April-2019

Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming

CSP. Principals of public schools located on Native American reservations in Montana and Wyoming (USA) were surveyed regarding their beliefs about CSIL practices and if their beliefs differed between instructional elements and cultural elements. Through a reporting of means and paired samples t-testing, the results of this study indicated principals demonstrated a significant preference for working in instructional versus cultural elements. The lowest CSIL element was student empowerment

William Holmes, Suzanne Young

Journal of Educational Leadership, Policy and Practice, Volume 33 , ISSUE 2, 17–31

Article | 11-March-2021

Preserving Values

as a tool for my situated understanding and organizing of observations, and making sense of those observations. If not useful for the reader, then attention should be moved to the underlying phenomena and Lakota navigations of the colonial order.2 This article starts with focus on the significance of powwows and militarization, including the high rates of enlistment seen by the Lakota and Native American peoples at large. It then turns attention to colonial transference and survivance at the site


Borderlands, Volume 19 , ISSUE 2, 130–156

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