摘要：The Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty at a land grant university in the western United States while highlighting a faculty member’s personal efforts to integrate IEFA in a culturally responsive manner. We explain how, instead of limiting the transmission of ideas, expanding discipline boundaries has opened a flood-gate to new information and other ‘ways of knowing’ for the faculty member and her students.
