Injustice and discrimination through assimilationist policies and education against Native American students: a capability approach
type: CreativeWork
description: The European colonisation of the United States of America and the domination of its Native Nations has led to profound social problems that continue to impact Indigenous communities and which have resulted in lower educational opportunities and outcomes for Indigenous students in comparison to their non-Native peers, which some view as an educational crisis among Indigenous communities. This dissertation demonstrates how education has helped to create divisions between Indigenous communities and mainstream society in the United States by examining historic educational policies imposed on Indigenous peoples for the purpose of assimilating them into American society. I examine the current state of education for Indigenous peoples and how this is reflective of Critical Race Theory, Tribal Critical Theory and may be addressed through Nussbaum’s Capability Approach to allow Indigenous students the opportunity to avail of an educational experience in parity with non-Native peers. This study will examine the factors that have led to the discrimination experienced by Indigenous students within the current US education system; the current state of education for Indigenous peoples; the conceptual frameworks used to understand issues of justice, focussing on how the Capability Approach can be used to evaluate the situation for Indigenous students and the barriers to their education; how Indigenous peoples have regained agency and how the United States government can to redress injustices experienced by Indigenous peoples. In this conceptual study, I apply Nussbaum’s Capability Approach to examine issues of injustice and discrimination in education experienced by NA students and discuss how these issues are the product of assimilative practices during the colonisation of the US. The Capability Approach is an evaluative framework that assesses individuals’ well-being, exploring what a person can actually do and be when given opportunity freedoms. According to Nussbaum (2011) a j…
abstract: The European colonisation of the United States of America and the domination of its Native Nations has led to profound social problems that continue to impact Indigenous communities and which have resulted in lower educational opportunities and outcomes for Indigenous students in comparison to their non-Native peers, which some view as an educational crisis among Indigenous communities. This dissertation demonstrates how education has helped to create divisions between Indigenous communities and mainstream society in the United States by examining historic educational policies imposed on Indigenous peoples for the purpose of assimilating them into American society. I examine the current state of education for Indigenous peoples and how this is reflective of Critical Race Theory, Tribal Critical Theory and may be addressed through Nussbaum’s Capability Approach to allow Indigenous students the opportunity to avail of an educational experience in parity with non-Native peers. This study will examine the factors that have led to the discrimination experienced by Indigenous students within the current US education system; the current state of education for Indigenous peoples; the conceptual frameworks used to understand issues of justice, focussing on how the Capability Approach can be used to evaluate the situation for Indigenous students and the barriers to their education; how Indigenous peoples have regained agency and how the United States government can to redress injustices experienced by Indigenous peoples. In this conceptual study, I apply Nussbaum’s Capability Approach to examine issues of injustice and discrimination in education experienced by NA students and discuss how these issues are the product of assimilative practices during the colonisation of the US. The Capability Approach is an evaluative framework that assesses individuals’ well-being, exploring what a person can actually do and be when given opportunity freedoms. According to Nussbaum (2011) a j…
author: Scott, Pamela
language: eng
date published: 2021-7
date modified: 2026-07-24T03:55:45Z
provider: Queen's University Belfast
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Queen's University Belfast