Stemper, Kathryn2022-11-142022-11-142022-08https://hdl.handle.net/11299/243101University of Minnesota Ph.D. dissertation. 2022. Major: Education, Curriculum and Instruction. Advisor: Kendall King. 1 computer file (PDF); 148 pages.This study explores the contextual relationships between education policy and revitalization of Indigenous languages in school settings. This qualitative study analyzes how relevant education policy is understood, implemented, and practiced at one public charter K-8 Indigenous language immersion school. Drawing on critical education policy (Diem et al., 2014) and critical language policy frameworks (Tollefson, 2006), this project utilizes Interpretive Policy Analysis (Yanow, 2000) to inquire how does and how can K-12 educational policy mediate language revitalization? Based on analysis of six interviews with school teachers and administrators, juxtaposed with review of relevant policy documents, this study addresses this question by illuminating the ways varied policies have simultaneously supported and challenged the school in this study to exist and to fulfill its mission of language and cultural revitalization and reclamation. Analysis focuses on three areas of policy that the school community has had to navigate: approval of the school’s charter authorization, teacher certification, and standardized testing. This study provides nuanced examples and discussion of how these policies have been experienced by the school community. Findings inform our understanding of the intersection between education policy and Indigenous language revitalization in school settings, and thus have implications for policy making at multiple levels.enLanguage PolicyLanguage RevitalizationLanguage-in-Education PolicyThesis or Dissertation