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It connects tribal nation-building to Indigenous educational efforts, including charter schools, and highlights leader values such as cultural and linguistic sustenance, cultural congruity, and self-determination. Using mathematics as a lens reveals complexities in Native education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/to-sustain-tribal-nations-striving-for-indigenous-sovereignty-in-mathematics-education-journal-of-educational-foundations-vol-31-no-1-2/602587/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/to-sustain-tribal-nations-striving-for-indigenous-sovereignty-in-mathematics-education-journal-of-educational-foundations-vol-31-no-1-2/602587.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What paradox does the article focus on regarding education for Indigenous students?","Question",{"text":112,"@type":113},"It emphasizes the paradox that education can be both empowering and intentionally damaging for many Indigenous learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical lens guides the analysis?",{"text":117,"@type":113},"The article roots its analysis in Tribal Critical Race Theory (TribalCrit).",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect tribal nation-building with educational efforts?",{"text":121,"@type":113},"It links tribal nation-building to Indigenous educational initiatives, including opportunities associated with the charter school movement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602587,1792190418,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","To Sustain Tribal Nations:  \nStriving for Indigenous Sovereignty in Mathematics Education  \nSamantha A. Marshall  \nThe Journal of Educational Foundations Vol. 31 No. 1 & 2,  \nSpring/Summer 2018, pp. 9-37 Copyright 2018 by Caddo Gap Press  \nKeywords:  \nIndigenous education, Native American education,  \nAmerican Indian education, charter schools, tribal nation-building  \nAbstract  \nThat education is empowering is one of the U.S.’s most sacred tenets; however, for many Indigenous students, schooling has been intentionally damaging. Drawing on semi-structured interviews, in this article I highlight tribal education leaders’ sensemaking about the paradoxes and promises of their work in education, as they navigate the antinomical ideas that education can be both empowering and damaging. Rooting analysis in Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005), I connect tribal nation-building with various Indigenous educational efforts, including opportunities provided by the charter school movement. Findings highlight values that Indigenous leaders hold for their students’education, including cultural and linguistic sustenance, cultural congruity, and self-determination. Using mathematics as a lens to examine some of the contours of Native education, analysis illuminates complexities inherent in Indigenous education and tribal nation-building.  \nIntroduction  \nThat education is empowering is oneof the United States’ most sacred  \nSamantha A. Marshall is a Ph.D. student in the Department of Teaching and Learning at Vanderbilt University, Nashville, Tennessee. Her e-mail address is: [samantha.marshall@vanderbilt.edu](samantha.marshall@vanderbilt.edu)  \ntenets (Grubb & Lazerson,2004). However, for many Indigenous students, schooling has been intentionally damaging (Child, 2016; McBeth, 1983b; Goodyear-Ka‘opua, Kauai, Maioho, & Winchester, 2008) . Navigating the antinomical ideas that education can be both empowering and destructive, Indigenous education leaders in what is currently Oklahoma 1 are building coalitions toward education that is humanizing for Native American students. By building an international (tribal nation to tribal nation) movement, tribal nations are expanding their opportunities for self-determination and cultural sustenance in education. In this article I draw on interviews with Indigenous education leaders to understand their sensemaking about the paradoxes, promises, and perils of public education for Native American students.  \nThe foundations of education in what is currently Oklahoma set a unique landscape on which these education leaders work. When the U.S. government forcibly removed 39 tribes to “Indian Territory”(currently called Oklahoma) arrived, they promised that no white settlers would be allowed west of Fort Smith (Takaki, 2008) . After the removal, several tribal nations established schools for their citizens. Choctaw Nation operated 12 schools in 1838, and these became the model for schools opened by Creek, Chickasaw, and Seminole Nations (Reyhner & Eder, 2017) . Cherokee Nation established a school system in 1841 and operated 18 schools by 1843. As usual, the federal government did not hesitate to break its promises when they no longer suited settler desires. After the Civil War, with white settlers clamoring for the land they saw Natives “not using,” the Dawes Act of 1887 took nearly 50 million acres of land from tribal control and opened it up to white settlement (McBeth, 1983b) . In the early 1900s, as settlers were preparing for statehood, the federal government interfered in the self-government that tribal nations had reestablished in their new location and closed tribally-operated schools (Writer, 2008) . This was the beginning of mandatory state-operated schooling (Reyhner & Eder, 2017; see also Fuchs & Havighurst, 1983), a pattern that was taking shape all around the U.S.  \nIn addition to this theft of land, settlers moved toward another purpose: the Dawes Act also broke up communally","cbCaimGuP0M6jqfA","https://ap.wps.com/l/cbCaimGuP0M6jqfA","pdf",172829,29,"English","# Introduction\n## Education as empowering and damaging\n## Historical foundations in Oklahoma\n## Land theft, assimilation, and schooling\n## Boarding schools and linguistic suppression","[{\"question\":\"What paradox does the article focus on regarding education for Indigenous students?\",\"answer\":\"It emphasizes the paradox that education can be both empowering and intentionally damaging for many Indigenous learners.\"},{\"question\":\"Which theoretical lens guides the analysis?\",\"answer\":\"The article roots its analysis in Tribal Critical Race Theory (TribalCrit).\"},{\"question\":\"How does the article connect tribal nation-building with educational efforts?\",\"answer\":\"It links tribal nation-building to Indigenous educational initiatives, including opportunities associated with the charter school movement.\"}]","To Sustain Tribal Nations - Striving for Indigenous Sovereignty in Mathematics Education - Journal of Educational Foundations Vol. 31 No. 1 & 2 | PDF",1792094932,73]