[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598691-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598691-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","thinking-outside-discipline-boundaries-to-integrate-indian-education-for-all-across-the-curriculum","Thinking Outside Discipline Boundaries to Integrate Indian Education for All Across the Curriculum","","The paper examines the Montana Indian Education for All (IEFA) Act as a long-form reform model and summarizes faculty professional development support offered at a land-grant university in the western United States. It describes how expanding disciplinary boundaries enables culturally responsive integration of Indigenous cultures and histories across P-16 education. Through workshop facilitation, surveys, and feedback, the authors show that many faculty require concrete guidance, including the Seven Essential Understandings framework and practical resources to create meaningful lessons.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/thinking-outside-discipline-boundaries-to-integrate-indian-education-for-all-across-the-curriculum/598691/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/thinking-outside-discipline-boundaries-to-integrate-indian-education-for-all-across-the-curriculum/598691.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the Montana Indian Education for All (IEFA) Act and why is it significant?","Question",{"text":63,"@type":64},"The paper presents IEFA as an unprecedented reform effort that legally defines quality education to include teaching American Indian cultures and histories. It is significant because Montana has a comparable constitutional mandate not matched by other U.S. states.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the authors describe the role of expanding discipline boundaries?",{"text":68,"@type":64},"Instead of narrowing what faculty transmit, expanding discipline boundaries is said to open a floodgate to new information and other “ways of knowing” for both faculty and students.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the paper say faculty need in order to integrate IEFA across the curriculum?",{"text":72,"@type":64},"The authors report that integrating IEFA is challenging and that many faculty feel inadequately prepared. They need handholding and specific instruction on goals and benefits of culturally responsive pedagogy, legislation chronology, and applying the Seven Essential Understandings using authentic materials.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598691,1792160612,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","17  \nThinking Outside Discipline Boundaries to Integrate Indian Education for All Across the Curriculum  \nJioanna Carjuzaa & Holly Hunts  \nMontana State University-Bozeman  \nThe Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty ata land grant university in the western United States while highlighting a faculty member’s personal efforts to integrate IEFA in a culturally responsive manner. We explain how, instead of limiting the transmission of ideas, expanding discipline boundaries has opened a flood-gate to new information and other ‘ways of knowing’for the faculty member and her students.  \nMontana’s Indian Education For All Act  \nI questioned why these ‘trainings’ were mandatory for me. Sure, I agreed that‘those’ history faculty ought to do a better job teaching American Indian history and ‘those’sociology faculty really ought to teach more about social justice. I understood why faculty would want to avoid lectures about American Indians. What a disaster it would be if faculty said something wrong. By design, I never said anything wrong in class about American Indians, because I never said anything at all (personal communication, 2012) .  \nMontana, located in the high plains and Rocky  \nMountains of the western United States borders three Canadian provinces. It is home to 12 tribes on seven reservations, each of which is a sovereign nation and each  \nproudly supports a Tribal College. In addition, the Little Shell Band of Chippewa, who are landless, call northern and central Montana home. In our context, we use the terms American Indians, Native Americans, and Indians interchangeably to describe the Indigenous population which constitutes 6.4% of the total state population and 11.8% of the K-12 student population, a percentage more than 10 times the national average of American Indian students attending public elementary and secondary schools throughout the U.S. (OPI, 2010) .  \nThe audacious reform effort described here is known as the Indian Education for All (IEFA) Act. Now a funded reality, IEFA incorporates the teaching ofAmerican Indian cultures and histories in the statutory definition ofa quality education. Consequently, P-16 educators have legal obligations, ethical commitments, and instructional responsibilities to educate all Montanans about the state’s first inhabitants. Since no other state in the United States has a comparable constitutional mandate, IEFA  \nserves as a model for all educators dedicated to embracing ideals of social justice and educational equity.  \nIn this essay, we summarize the IEFA professional development opportunities Dr. Jioanna Carjuzaa, the lead author, has provided to faculty at Montana State University (MSU) and highlight the journey of Dr. Holly Hunts, a professor in the College of Education Health and Human Development. Holly teaches courses in Family Consumer Sciences (FCS) and, through participation in several IEFA workshops, has chosen to extend the long-standing professional boundaries of her discipline to include American Indian perspectives. Her journey to integrate IEFA ina culturally responsive manner dispels the myth that content knowledge is diminished by making room for other perspectives. Instead of limiting the transmission of ideas, expanding the boundaries has opened a floodgate to new information and other ways of knowing for Holly and her students. As the director of IEFA, I (Jioanna) collected data from informal communications, surveys, and workshop feedback. The data suggest that integrating IEFA across the curriculum in a culturally responsive manner is a challenging task for many faculty members who feel inadequately prepared to do so. From my experience leading educators on this journey, it is clear they need handholding while exploring how to create meaningful lessons since faculty are likely to have had minimal expo","cbCaijAxyg0rWGzz","https://ap.wps.com/l/cbCaijAxyg0rWGzz","pdf",84333,"English","# Montana’s Indian Education For All Act\n# IEFA Professional Development Workshops\n## Workshop purpose and statewide institute\n## Supporting faculty with culturally responsive pedagogy","[{\"question\":\"What is the Montana Indian Education for All (IEFA) Act and why is it significant?\",\"answer\":\"The paper presents IEFA as an unprecedented reform effort that legally defines quality education to include teaching American Indian cultures and histories. It is significant because Montana has a comparable constitutional mandate not matched by other U.S. states.\"},{\"question\":\"How do the authors describe the role of expanding discipline boundaries?\",\"answer\":\"Instead of narrowing what faculty transmit, expanding discipline boundaries is said to open a floodgate to new information and other “ways of knowing” for both faculty and students.\"},{\"question\":\"What does the paper say faculty need in order to integrate IEFA across the curriculum?\",\"answer\":\"The authors report that integrating IEFA is challenging and that many faculty feel inadequately prepared. They need handholding and specific instruction on goals and benefits of culturally responsive pedagogy, legislation chronology, and applying the Seven Essential Understandings using authentic materials.\"}]","Thinking Outside Discipline Boundaries to Integrate Indian Education for All Across the Curriculum | PDF",1792087398,15]