The Promises, Purposes, and Possibilities of Montana's Indian Education for All

Montana is often viewed as a leader in expanding inclusion of Indigenous perspectives within education. In 1972, the state's constitution was amended to mandate education that recognizes the cultural integrity of Indigenous peoples. In 1999, the legislature passed the Indian Education for All (IEFA) Act, which encourages educators to (a) increase cultural sensitivity and reduce bias, (b) enrich education for all students by expanding relevance and accuracy, and (c) revitalize pride and cultural identity for/with members of Indigenous communities. A key aspect of IEFA is the expectation that all educators—regardless of content area or grade level—will teach about Indigenous experiences to all students. This case study reflects on twenty years of IEFA, attending to ways the mandate's promises, purposes, and possibilities have been realized within the contexts of teacher education, preK-12 settings, educational leadership preparation and practice, and post-secondary education. Findings demonstrate the need to develop a critical mass of IEFA advocates, educators, and leaders through mentorship and relationship building. Across preK-20 contexts, we also note a call to expand modeling and accountability, incentives for IEFA integration, and access to financial and curricular resources.