This paper examines the paradoxical stance of South Dakota politicians who advocate for school choice broadly but oppose Oceti Sakowin charter schools, using frameworks from school choice literature, Indigenous sovereignty in education, and Indigenous pedagogical resurgence theory. It argues that these charter schools should be understood through a social capital lens, viewing them as instruments of tribal sovereignty and community empowerment rather than mere educational options for families. Given the availability of existing Lakota immersion programs, the debate transcends individual choice and centers instead on tribal control over tribal education. This perspective clarifies why Governor Noem’s administration supports certain school choice initiatives, yet resists the Oceti Sakowin charter school proposals—not out of opposition to choice itself, but likely due to a reluctance to cede control over Indigenous education. While Native educators aim to educate students to “live in two worlds at once,” South Dakota policymakers also pursue contradictory goals: promoting neoliberal policies that reduce public education responsibilities through alternative schooling, while enforcing curricula rooted in patriotism. Ultimately, the school choice debate in South Dakota’s Indigenous communities reflects a deeper conflict over educational sovereignty, autonomy, and control.
Gavin M. Furrey (Thu,) studied this question.