Gress, Betty L. (1974). Training Needs of Indian Parent Advisory Committees. Since Title IV of the Indian Education Act of 1972 stipulates organization of parent advisory committees for input in program development and since Federal aid to American Indian education has been misused and mismanaged in the past, it is essential that parent advisory committees be trained to effectively utilize legislation affecting Indian education. Indian parents need to be thoroughly acquainted with the Johnson O'Malley Act of 1934, Title I of the Elementary and Secondary Education Act of 1965, and Title IV of the Indian Education Act of 1972 if they are to effectively serve as advisory committee members. Generally, Indian parents do not understand their rights, the kinds of information they should have access to, or how they might organize to be effective. Having tried a variety of parent training methods, the Coalition of Indian Controlled School Boards has found that sending a specialist into the home where he can meet informally with small groups has produced the best results. Generally, the specialist presents an historical review of the laws; itemizes the areas in which parents should be involved; and details legal rights relative to program operations and expenditures. Development of a statewide organization of parent advisory committees to plan for use of Johnson O'Malley funds and to produce a legislative handbook on Indian education is recommended. Descriptors: Advisory Committees, American Indians, Elementary Secondary Education, Federal Aid

Carr-Stewart, Sheila (2006). First Nations Education: Financial Accountability and Educational Attainment, Canadian Journal of Education. First Nations people have both a Constitutional and a Treaty right to education; however, the Crown's jurisdictional obligations to provide educational services have not lead to similar educational opportunities and attainment achievement for First Nations students as compared to Canadian students in provincial schools. Canada's Auditor General, in 2000, stated that Indian and Northern Affairs Canada could not demonstrate that it reached the objective to assist First Nations students on reserve in achieving their educational needs and aspirations. In 2004, the Auditor General noted a widening achievement gap. Using statistical information from the Department of Indian Affairs and the Auditor General to consider educational financial accountability, the author argues that equitable financial resources are required to support First Nations students in band-managed schools.   [More]   [More]  Descriptors: Foreign Countries, American Indians, Educational Needs, Educational Attainment

New Mexico Univ., Albuquerque. American Indian Law Center. (1976). Model Children's Code. The Model Children's Code was developed to provide a legally correct model code that American Indian tribes can use to enact children's codes that fulfill their legal, cultural and economic needs. Code sections cover the court system, jurisdiction, juvenile offender procedures, minor-in-need-of-care, and termination. Almost every Code section is supplemented with a commentary. Each comment section is divided into three subsections: law–reviews laws arising under the Indian Civil Rights Act that must be complied with by every tribe and cannot be omitted from the Code; purpose–reviews the section content and reasons for inclusion, and gives assistance in proper interpretation; and cross-reference–refers the reader to other Code sections that provide helpful information. Comment sections entitled "Law in State and Federal Courts" include only the law that is legally binding on state and Federal courts; "the law is not legally binding on tribal courts". These should not be confused with cases arising under the Indian Civil Rights Act which "are binding on tribal courts". Topics covered include: establishment, powers, duties, and authority of courts; children's court counselor, presenting officer, and guardian ad litem; original jurisdiction; transfer to adult tribal court; complaints, warrants, and custody; detention and shelter care; preliminary inquiry; investigation by the children's court counselor; the various hearings; pre-termination report and other reports. Descriptors: American Indians, Child Advocacy, Civil Liberties, Codification

American Friends Service Committee, Seattle, WA. Pacific Northwest Regional Office. (1977). Public Law 83-280 — A Report Prepared by American Friends Service Committee. Describing the "checkerboard" effect of legal jurisdiction over American Indians living on reservations currently operative under Federal, state, and local laws, this document presents a brief synthesis of the legislative history leading up to Public Law (PL) 83-280 and the Indian Self Determination Act of 1975 (PL 93-638). Specifically, this document addresses: early establishment of tribal sovereignty (the 1789 Northwest Ordinance, the 1834 Act of Congress, the case of Ex Parte Crow Dog, and the enabling acts of states) and the erosion of tribal sovereignty (1885 Major Crimes Act and the 1887 General Allotment Act); The Termination Act of 1953 and 1953 PL 83-280 (seen as an attempt by the U.S. government to end its responsibility to Indian peoples, since this law transferred civil and criminal law enforcement jurisdiction from the Federal government to the various states); the 1968 Indian Civil Rights Act (consent of tribes became mandatory for the assumption of further state jurisdiction); the 1975 Indian Self-Determination and Educational Assistance Act (recognized the right of tribes to manage their own affairs); the Indian Law Enforcement Act of 1975 (recent attempts to secure sovereignty based on the principle of local option repeal of PL 83-280); and Washington State under PL 83-280 (an illustration of the checkerboard effect of multiple jurisdiction). Descriptors: American Indian Reservations, American Indians, Court Litigation, Criminal Law

Deloria, Vine, Jr. (1974). Federal Treaty Responsibility for Indian Education. In view of prior treaties and recent laws, American Indian affairs seem to fluctuate between two different problems–the extent of Federal control "over" Indians and the extent of Federal responsibility "to" Indians. Since treaty interpretations often come years after ratification, it is necessary that a treaty be liberally construed to the end that Indians retain the benefits conferred at the time the treaty was made. Given the trusteeship position of the U.S. government, there is no way that it can stand back and pretend it must deal with the tribes on a basis of equal responsibility for all citizens. Moreover, since treaties were made between tribes and the nation, there is a trust responsibility inherent in all government agencies, not just the Department of Interior. It is necessary to survey numerous treaties to determine the future probabilities of the treaty rights issue as it may arise in the field of education. While extensive research is needed to document responsibility to individual tribes, a brief survey of treaties reveals the following kinds of Federal educational obligations: (1) perpetual services; (2) implied perpetual services; (3) long-term services, subject to Presidential termination; (4) transfer of land for services or funds; (5) tribal educational funds upon ratification; (6) the right to Indian controlled schools. Descriptors: American Indians, Educational Responsibility, Federal Government, History

Kotlowski, Dean J. (2006). Out of the Woods: The Making of the Maine Indian Claims Settlement Act, American Indian Culture and Research Journal. "Maine appears out of the woods," the editor of the "Lewiston Evening Journal" opined, after President Jimmy Carter signed the Maine Indian Claims Settlement Act in 1980. That sigh of relief was heartfelt. During the 1970s, two Native American tribes, the Passamaquoddies and Penobscots, had sparked a long, statewide nightmare when they asserted claim to more than 12 million acres of land in the Pine Tree State. To the Indians, their claim and the ensuing settlement represented long-delayed justice. For private-property owners, however, the controversy unleashed great anxiety about the future of Maine's economy. To leaders in the Maine statehouse, Congress, and the White House, the matter was a conundrum pitting the demands of an aggrieved racial minority against the ire of an aroused white majority. When Congress, in 1980, granted the Passamaquoddies and Penobscots federal recognition and $81.5 million in cash, from which they could purchase up to 300,000 acres of land, all sides breathed easier. The land claims of these tribes form a compelling, albeit overlooked (by historians), story that illustrates three larger themes. The first involves the Native American rights movement, whose leadership and tactics proved quite diverse. Second, the Maine saga underscores the national scope of white backlash against Indian rights. Third, the Maine claims settlement cannot be separated from the shift in Indian policy. At its core, the Maine Indian Claims Settlement Act signaled an end more than a beginning. The tribes' expansive claim, the prospect of their victory in court, and the threat of similar suits in other eastern states made the road to restitution particularly long and tortuous. Passamaquoddy and Penobscot leaders at times used heated rhetoric to press their demands. Maine politicians–with the exception of Democratic Senator William D. Hathaway, who eventually brokered a compromise–sided with their non-Indian constituents, thus blocking a settlement. And the Carter administration, hamstrung by its own inexperience in governance generally and in Native American policy particularly, at best lurched toward a solution. Such happenings suggested that the Maine Indian Claims Settlement Act would be the last of its scale for the federal government.   [More]  Descriptors: Historians, Tribes, Federal Government, American Indians

Gerlach, Ernest (1972). Socio-Economic Profile of American Indians in Arizona and New Mexico. Staff Report #1. Giving the socioeconomic profile of American Indians in Arizona and New Mexico, the document presented data on the United States Indian population; Indian population in these 2 states; education; employment; income; housing; and health. Data were collected around 1970. Some of the information was: (1) the 1970 census reported that 827,982 Indians were living in the U. S., constituting less than 1 0/0 of the total population; (2) 44,500 Indians attend public schools in New Mexico and Arizona; (3) the majority of Indians residing on reservations in New Mexico and Arizona are either unemployed or underemployed; and (4) birth rates for indians are 2.2 times higher than for the general U.S. population.   [More]  Descriptors: American Indian Reservations, American Indians, Census Figures, Demography

Webb, Vincent J. (1976). Indian Justice: A Research Bibliography. Council of Planning Librarians Exchange Bibliography 1134, October 1976. Compiled for educators, social workers, police officers, planners, and others interested in the problem of criminal justice for Native Americans, this bibliography cites 911 materials pertaining to American Indian justice. Covering the period from 1966 to 1975, citations were extracted from the following indices and abstracts: Readers' Guide to Periodical Literature, Social Sciences and Humanities Index, Index to Legal Periodicals, Crime and Delinquency Literature, Abstracts of Criminology and Penology, Crime and Delinquency Abstracts, Poverty and Human Resources' Abstracts, Psychological Abstracts, and Sociological Abstracts. The 10 sections cover: general works which deal with the socio-historical situation of Indians in the U.S.; bibliographies and indices which deal specifically with Indian justice and other relevant topics; cultural and social organization; social psychology of Native Americans; social problems, i.e., alcoholism, criminal behavior and deviance, racial discrimination, poverty, health instability, protest confrontations between Native Americans and the state and Federal government; urban problems; administration of Indian justice; Indian law and civil rights; property and resource rights; and social policy and reform. Descriptors: Administration, Agency Role, Alaska Natives, American Indian Reservations

O'Harra, Deborah (1991). The Parents' Guide to Advocating for Children in Alaska's Schools. Parents know their children better than any outside expert and can use that knowledge to advocate for their children. This handbook is designed to assist parents in Alaska in advocating for their children, with the eventual goal of helping children identify situations that need advocacy and to take responsibility for advocating for themselves. Section 1, "Rights and Responsibilities," delineates parents' rights and responsibilities regarding their children's education. Section 2, "20 Questions: Common Concerns among Parents," presents answers to specific questions ranging from whether parents can request a specific teacher to how much to tell their child's teacher about their family life. In Section 3, "When Our Children Are in Trouble," parents and professionals discuss how to handle clashes between school authorities and students and how to advocate when the child is clearly breaking a rule. Section 4, "When Our Children Have Special Needs," provides an overview of federal and Alaska state law, and advice from parents who are veterans of special education advocacy. Section 5, "When Cultures Collide," discusses how to advocate for children from Alaska Native, American Indian, African American, and Hispanic families. Section 6, "Effective Communication," offers tips on how to navigate the system of public education and presents the "Ladder of Participation," a communications model. Section 7, "Resource Guide," lists statewide agencies and organizations and hotline numbers for parents and children.   [More]  Descriptors: Alaska Natives, American Indians, Black Students, Child Advocacy

Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children. (1979). Fact Sheets from the ERIC Clearinghouse on Handicapped and Gifted Children: 1979 Series. A series of 20 fact sheets is provided giving basic information on specific subjects of interest to those working with handicapped and gifted children. The fact sheets, developed by the ERIC (Educational Resources Information Center) Clearinghouse on Handicapped and Gifted Children during fiscal year 1979, are designed in question/answer format and have resource references. Following are the topics of the fact sheets: career education, how a parent group can effect legislation for the gifted and talented, the special education job market, federal resources for special education, assessment of minority students, cultural values and motivation, educational rights of American Indian and Alaska native handicapped children, special problems of handicapped minority students, multicultural education and the exceptional child, self identity and the culturally diverse child, affirmative action for the handicapped, reaching handicapped children in their early years, the argument for early intervention, the IEP (individualized educational plan) review, parents' rights and responsibilities, privacy and confidentiality, adjudicated handicapped youth, responsibilities of regular classroom teachers for handicapped students, higher education for handicapped students, and bilingual education for exceptional children. Descriptors: Alaska Natives, American Indians, Bilingual Education, Career Education

Seiferth, Berniece B. (1984). Censorship: Challenges, Concerns and Cures. While censorship pressures emanate from all points on the political spectrum at different times, the current censorship movement comes mostly from political conservatives. Censorship efforts by the Reagan administration include barring entry of foreign speakers whose views do not coincide with those of the administration, inhibiting the free flow of films between Canada and the United States, denying press coverage for controversial administration actions such as the invasion of Grenada, and enlarging the number of documents classified as secret. Social studies topics considered unacceptable by some present-day censor groups include women's suffrage, civil rights, America as a nation of immigrants, American Indian experiences, Watergate, slavery, and global education. These efforts by the present administration and private groups have serious implications for social studies education, which emphasizes the development of students' awareness of and ability to deal with social issues. Several techniques are open to social studies teachers trying to eliminate censorship in the classroom. Among these are awareness of teacher self-censorship, respect for parents' rights, and encouragement of a clearly stated district policy on censorship. Descriptors: Academic Freedom, Censorship, Classroom Environment, Controversial Issues (Course Content)

McCarty, Teresa L. (2008). Native American Languages as Heritage Mother Tongues, Language, Culture and Curriculum. This article examines current efforts to revitalise, stabilise, and maintain Indigenous languages in the USA. Most Native American languages are no longer acquired as a first language by children. They are nonetheless languages of identity and heritage, and in this sense can and should be considered mother tongues. The article begins with a discussion of the concept of heritage mother tongues. This is followed by an overview of the present status of Native American languages, the historical and ideological bases of Native American language shift, and the policy framework for current language reclamation efforts. I then discuss four cases of grass-roots or "bottom up" language planning that illustrate the ways in which Native American communities are working around and through historical and institutional constraints to reclaim and maintain their heritage mother tongues. I conclude with a reflection on the challenges and possibilities these efforts raise, their significance as part of a global language rights movement, and their potential to strengthen linguistic and cultural diversity in the USA.   [More]  Descriptors: Language Maintenance, Language Planning, American Indians, Cultural Pluralism

La Confluencia, Albuquerque, NM. (1978). Indian Tribal Sovereignty and Treaty Rights. Legal, philosophical, legislative, historical, and international aspects of the issue of Indian tribal sovereignty and treaty rights are presented in six articles based on transcripted proceedings of a forum held at San Diego State University April 12-14, 1978. In the introduction, Sam Deloria examines various definitions of tribal sovereignty. In "Political Ethics and Indian Advocacy" Walter Koppelman notes that after 500 years of support for the principle of Indian self-government, little Indian self-government exists and that American liberty is at stake. "Sovereignty: Fact or Fiction" is a debate between Vine Deloria, Jr., and Congressman Lloyd Meeds about recommendations of the American Indian Policy Review Commission. Clara Sue Kidwell, in "Case Studies: How Sovereignty works in the U.S. Today", reports on tribal sovereignty as observed on and by the White Earth Chippewa Reservation (Minnesota), the Choctaw Reservation (Mississippi), and the Makah Reservation (Washington). Ed Castillo speaks on the preservation of Indian heritage. The topic of "Indian Sovereignty in the Americas and in the International Community" is examined by Roxanne Dunbar Ortiz and Tom Davies; they present an international perspective and examine political experiences of indigenous peoples in Latin America. The document concludes with a poem by Simon Ortiz. Descriptors: American Indian Reservations, American Indians, Case Studies, Colonialism

Commission on Civil Rights, Washington, DC. (1982). Statement on the Fiscal Year 1983 Education Budget. Clearinghouse Publication 73. In this statement, the U.S. Commission on Civil Rights assesses the potential effects on equal educational opportunity of the Reagan Administration's proposed budget for fiscal year (FY) 1983. The statement briefly reviews the past federal role in achieving equal educational opportunity and then discusses proposals in the FY 1983 budget to change to block grants and/or reduce federal expenditures for specific programs in elementary, secondary, and higher education. The commission argues that the budget will diminish the federal role in ensuring equal educational opportunity. A lengthy appendix provides brief descriptions of programs that have helped in achieving equal educational opportunity but that are earmarked for either funding reductions or changes to block grants. Seven elementary and secondary programs are examined, including aid to disadvantaged children, civil rights assistance, and bilingual, handicapped, women's, and American Indian education. Thirteen higher education programs are reviewed, including educational opportunity grants, student loans, institutional development aid, programs for disadvantaged students, graduate and professional opportunities, land-grant and minority institutions, and migrant education.   [More]  Descriptors: Block Grants, Budgets, Educational Opportunities, Elementary Secondary Education

Aparicio, Teresa, Comp.; Dahl, Jens, Comp. (1990). IWGIA Yearbook 1989. Based on various international sources, this publication gives an overview of events affecting the indigenous peoples of the world during 1898. Part I, the International Work Group for Indigenous Affairs (IWGIA) Annual Report, describes the programs and activities of IWGIA during 1989. Part II addresses issues of political problems and progress, genocide, land disputes, health, and human rights. After an obituary for George Manuel, a great North American Indian leader, the yearbook focuses on particular geographic locations. A map for each section shows the names and locations of the indigenous people, as well as the population of the area. The report discusses the following areas: (1) the Arctic; (2) North America; (3) Central America and Mexico; (4) South America; (5) the Pacific; (6) Australia and Aotearoa (New Zealand); (7) East Asia; (8) Southeast Asia; (9) South Asia; (10) West and Central Asia; (11) Europe and North Asia; (12) Northern Africa; (13) West Africa; (14) the Horn of Africa; (15) East Africa; (16) Central Africa; and (17) South of Africa. References are listed after each section. Part III includes a series of legal documents on indigenous rights and position papers presented to IWGIA. Part IV summarizes important issues in indigenous movements, including those affecting indigenous women, indigenous people in the Soviet North, and land titling in Peru. Descriptors: American Indians, Civil Liberties, Civil Rights, Genocide

Sharpe, Michael N. (1998). Disproportionate Representation of Minorities in Special Education: A Focus Group Study of Professional and Parent Perspectives. Final Report III: Asian American. This document is the report of one phase of a Minnesota study to examine the problem of disproportionate representation in special education of African American, American Indian, Latino, and Asian American students. Phase 3 of the study focused on factors which have led to the underrepresentation, rather than overrepresentation of Asian American students in special education. Two focus groups were conducted, one of professionals who serve Asian American populations and the other of parents of Asian American students with disabilities. Focus groups addressed questions concerning what works, what doesn't work, what the contributing factors are, and what needs to be done. Two main themes were found in responses of both groups concerning "what works": first, the importance of involving parents in the special education process and, second, the due process system approach to ensuring input from parents. Themes concerning what doesn't work that contribute to disproportionate representation focused on the complexity and overall effectiveness of the system; referral and assessment practices; differing cultural perceptions; language barriers; and lack of knowledge by parents of due process rights. Concerning what needs to be done, the groups stressed training initiatives for both parents and education staff, a need for parent advocates to facilitate home school communication, and more community outreach efforts. Appended are a summary of key issues from the study's three phases, the action plan of Phase 1 and 2, and an annotated bibliography. Contains 46 references.    [More]  Descriptors: American Indians, Asian American Students, Cultural Differences, Disabilities

Association of Aroostook Indians, Houlton, ME. (1975). Aroostook Sunshine: An Educational Simulation about Life in Maine. Designed for instruction at the secondary level, this curriculum guide focuses on simulated classroom experiences in prejudice and minority race relations and content materials relative to Northeast Woodland American Indian history and culture. Knowledge of the following are cited as major unit objectives: (1) Indian cultural contributions; (2) major highlights of Maine history; (3) minority white relationships; (4) the social problems having racial implications faced by Maine Indians today; (5) the way in which contemporary society influences the self-image of both on-and off-reservation Indians (Maine); and (6) identification of prejudice in self and others. Included in this guide are: (1) a map and description of a fictitious town (population and schools by racial distribution, economy, neighborhoods, citizen responsibilities, and group beliefs); (2) descriptions of the beliefs of integrationists, segregationists, neutralists (via social relations, education, jobs, housing, crime, and civil rights); (3) class member identity cards (simulated address, age, ethnic background, occupation, education, income, beliefs, and general circumstances); (4) terms to be identified (vocabulary); (5) 23 special research projects; (6) "pressure cards" (e.g., a strike); (7) a chart of contemporary American vs. traditional Indian goals; (8) a simulated town council meeting; (9) Maine Indian history; (10) a film rental list; and (11) a bibliography.   [More]  Descriptors: American Indians, Bibliographies, Cultural Background, Culture Conflict

Ballard, Michael (1999). The Future of Affirmative Action. Grade 11 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. Executive Order 11873 was introduced in June 1965 by President Lyndon B. Johnson in a speech at Howard University. This order began the first of the federal government's affirmative action programs. Since that time, these programs have become a major topic among not only government officials at all levels of government but the general population of the United States. In this lesson plan, students represent particular interest groups before a Senate subcommittee charged to determine the future of federal affirmative action programs. Some of the groups represented will be the American Indian Movement, National Association for the Advancement of Colored People, United Farm Workers, Christian Coalition, National Organization for Women, Eagle Forum, Republican Party, and Democratic Party. Noting that some of these groups will be in favor of affirmative action and some will be against it, the lesson states that each student's role will be to represent the position of the organization he/she is assigned and to prepare a presentation (and an essay) that has the evidence necessary to convince the subcommittee which course of action to pursue. Students are provided with background information, detailed instructions, and online resources. The teacher's notes describe the unit's purpose, explain the application of history/social science standards, and suggest teaching strategies. (Contains a transcript of the Lyndon B. Johnson speech.)   [More]  Descriptors: Academic Standards, Affirmative Action, Civil Rights, Essays

Hamilton, Ty (2003). The Representation and Appropriation of Indigenous Cultures at Ontario Summer Camps, Pathways: The Ontario Journal of Outdoor Education. Interviews with directors at five Ontario summer camps found that three camps exposed children to stereotypes of Indigenous peoples and to cultural appropriation. This is inconsistent with goals of educating campers about and showing respect for Indigenous cultures. Given the current issues of land-claims and Aboriginal rights, non-Indigenous North Americans must move beyond mythical understandings of Indigenous peoples. Descriptors: American Indian Culture, American Indians, Camping, Canada Natives

Farris, Pamela J. (1977). Equal Rights Versus Equal Numbers. Three current basal reading series were examined to determine the racial and sexual characteristics of the main characters of the stories and in the illustrations. All of the textbooks from preprimer through the sixth grade level were included in the analysis of the Ginn; Holt, Rinehart, and Winston; and Macmillan series. Eight-hundred sixteen main characters were counted in the 1975-77 editions of the three series. As each story was read the sex and race of the main character was noted. The five categories of race noted were: white, black, Hispanic, Asian, and American Indian. The total number of main characters was 816–329 females and 487 males. In every category except Hispanic, male main characters outnumbered female main characters. Three previous editions of the same series were examined to see if a shift had been made in the make up of the characters; there was a decrease of 204 in the total number of males and an increase of 104 in the number of females. When illustrations were analyzed according to the major figure, males again outnumbered females. Descriptors: Basal Reading, Characterization, Elementary Education, Ethnic Groups

Davis, Charlotte D., Ed.; Stickney, Edith P., Ed. (1972). The Emerging Minorities in America: A Resource Guide for Teachers. This book has been prepared as a specific reference and resource guide for teachers, and is designed to provide assistance in curriculum development through incorporation into the curriculum of the cultural and historical contributions of minority groups. In general, the criteria used for selection of entries for the book required that: (1) the contribution or achievement must have directly affected the state or national population in regard to its history or culture and (2) the contribution or achievement (a) must have been significant to a particular ethnic group, (b) must have furthered the cause of the minority group, and (c) must have been made or gained in spite of various obstacles. The teachers' guide is divided into five parts. The first four parts contain biographical data for selected members of each of the following minority groups: Afro-Americans, Asian Americans, Indian Americans, and Mexican Americans. Each part consists of four sections: (1) Historical Perspective (An overview of the minority group in relation to the majority group within the American culture); (2) Biographical Summaries (Specific information regarding name, birthdate, education, and a brief statement of significance followed by a biographical sketch. Each entry is keyed in the upper right hand corner of the narrative to provide the teacher with the source of information); (3) Bibliography of sources Used; and, (4) Other References. Descriptors: American Indians, Biographies, Blacks, Chinese Americans

Churchill, Ward, Ed. (1991). Critical Issues in Native North America, Volume II. IWGIA Document No. 68. This collection of articles forms the second of two volumes designed to impart to readers some sense of the crucial importance of what is and will be happening to the indigenous peoples of North America. "The Present and Future Status of American Indian Nations," by Robert T. Coulter argues from the perspectives of ideology, power, law, and human rights that the political existence of Native American nations and their governments, in relation to the United States and other governments, is legally and practically tenuous. "Who Will Govern Indian Country?" by Rudolph C. Ryser examines theoretical and practical jurisdictional problems related to the existence of independent sovereign states within another sovereignty and suggests that intergovernmental agreements recognizing tribal governments as the sole governing authority on reservations would eliminate current jurisdictional chaos. "The Political Economy of Radioactive Colonialism," by Ward Churchill and Winona LaDuke discusses the "new colonialism" (the expendable relationship of indigenous peoples to multinational resource-extraction corporations); and suggests that tribes must choose between Third World "development" and a Fourth World strategy of disengagement. The remaining articles address more specific issues and events such as the Pit River Indian land claim dispute, the Western Shoshone landrights struggle, the "Navajo-Hopi Land Dispute" and related inter-tribal conflicts, the Garrison Dam related land dispute, and the process of implementing Indian Treaty Fishing Rights. Descriptors: Alaska Natives, American Indian Reservations, American Indians, Colonialism

Seig, Louis (1976). Development of the Hopi Reservation. Repeated encroachments by Mormons and Navajos upon Arizona lands traditionally inhabited by the Hopi American Indians occasioned the Executive Order of December 16, 1882 and creation of the Executive Order Reservation. However, assignment of lands was not limited to the Hopi, for the Order stated that the lands should be "set apart for the use and occupancy of the Moqui (Hopi) and such other Indians as the Secretary of the Interior may see fit to settle thereon". Though never officially settling the Navajo on this reservation, the U.S. government did not take action to prevent further encroachment, and the Navajo continued to use these lands for grazing. Section 152, Title 25 of the Code of Federal Regulations gave the Navajo grazing rights on the Navajo reservation, which encompasses Hopi lands, and on all Hopi lands except Land Management District Number Six. Consequently, a joint-use policy has been applied to the lands in question, but such a policy has occasioned conflict between the Hopi and the Navajo. Differences in lifestyle (sedentary vs nomadic) and the Hopi's religious attachment to certain specific land formations have contributed to continued conflict between the tribes, but Public Law 93-531, enacted in 1974, has provided for final settlement of the conflicting rights and interests of the Hopi and Navajo tribes.   [More]  Descriptors: American Indian Reservations, American Indians, Conflict, Cultural Differences

Rhoads, Robert A. (1998). Student Activism in an Age of Cultural Diversity. ASHE Annual Meeting Paper. This paper examines the organizational context in which student protest is currently enacted and finds a new generation of campus activism organized around multiculturalism. Qualitative methods are used to analyze five case studies of student protest: (1) the Mills College (California) strike of 1990; (2) the Chicano studies movement at the University of California (Los Angeles) in 1993; (3) gay rights demonstrations at Pennsylvania State University from 1991 to 1993; (4) African American student resistance at Rutgers University (New Jersey)in 1995; and (5) financial aid protests involving American Indian students at Michigan State University from 1994 to 1996. Data collection involved 110 interviews with students, alumni, faculty, staff, and community members and analysis of documents and other artifacts of campus incidents and student organizing efforts. Each case study is presented in terms of a general description of the particular movement and its relationship to identity concerns, the precipitating events that escalated to highly visible campus demonstrations, the student response to the precipitating events, and organizational outcomes associated with a particular student movement. The study finds that all five cases were fundamentally linked to issues of multiculturalism and identity struggle. (Contains 46 references.)   [More]  Descriptors: Activism, American Indians, Blacks, Case Studies

Cashman, Holly R. (2006). Who Wins in Research on Bilingualism in an Anti-Bilingual State?, Journal of Multilingual and Multicultural Development. Despite its multilingual heritage, the USA has a history of linguistic intolerance. Arizona, in the country's desert Southwest, is decidedly anti-bilingual although it has significant non-English-speaking groups, especially Spanish-speaking Mexicans/Mexican-Americans and indigenous groups such as the Navajo, Hopi and Yaqui tribes, among many others. This anti-bilingual ideology has resulted in the passage of legislation restricting residents' linguistic rights, such as Proposition 106 to make English the sole official language of all state business and Proposition 203 to eliminate bilingual education in state-funded schools. Several explanations have been put forth to account for this anti-bilingual ideology, from racism to ignorance to fear. In this paper I argue that researchers of bilingualism in a state ideologically opposed to language minority groups' bilingualism have certain responsibilities vis-a-vis the members of language minority groups who are the participants in their research. I suggest that each explanation, were it true, would require a different approach from researchers working to protect and advance language minority groups' rights. I conclude that it is crucial for sociolinguists to take their responsibilities to the communities they research seriously due to the pressing political situation engendered by the latest wave of linguistic intolerance and repression.   [More]  Descriptors: Language Minorities, Language Research, Linguistics, Bilingual Education

US Commission on Civil Rights (2006). The Benefits of Racial and Ethnic Diversity in Elementary and Secondary Education. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C., July 28, 2006. Briefing Report. On July 28, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on the putative benefits of racial and ethnic diversity in elementary and secondary education. Four experts presented written statements to the Commissioners that assessed the social science literature on this issue. They also addressed whether or not racial and ethnic diversity in public schools should be mandated by the state and whether the net benefits of state-mandated diversity are different from the benefits that this diversity may yield when achieved through purely voluntary behavior. The experts also presented a number of studies to the Commission assessing the putative educational and social benefits of racial and ethnic diversity in elementary and secondary education. This volume presents the following papers: (1) The Outcomes of School Desegregation in Public Schools (David J. Armor); (2) Testimony Prepared for the U.S. Commission on Civil Rights Regarding the Educational Benefits of Diversity in Elementary and Secondary Education (Arthur L. Coleman); (3) The Benefits of Racial/Ethnic Diversity in Elementary and Secondary Education (Michal Kurlaender); and (4) Demographic Perspectives on Diversity, Racial Isolation, and the Seattle School Board's Plan to "Cure" Residential "Segregation" (Stephan Thernstrom). A bibliography is included.   [More]  Descriptors: Public Schools, Civil Rights, School Desegregation, Secondary Education

Streiff, Paul R. (1975). School Management Options for American Indians. In response to the Presidential/Secretarial Educational Objective of 1975 which called for a statement from American Indian communities relative to their educational management preferences, the Office of Indian Education Programs (OIEP) established a program for gathering and disseminating educational management options to Indian people. A seven program series was developed by OIEP which included the following: (1) Introduction to the Series: Management Decisions in Indian Education; (2) Selecting Educational Goals and Assessing Educational Needs; (3) The Federal School; (4) The Public School; (5) The Tribal-Private School; (6) The Combination School; and (7) Another Look: It's Your Move (a review of all options). While 78 schools participated in the FY 1975 project, there has been a reluctance to officially determine community preferences as some people see the right to no decision as inherent in the definition of self-determination. Other Indian people are simply generally suspicious of any government program, believing the only real option to be that of the contract school which is perceived as just another avenue toward termination. Employing a more gradual approach to the transition period and allowing for an Indian definition of self-determination, the OIEP has extended the Objective through FY 1976 and has added 30 more schools to the project.   [More]  Descriptors: Administration, American Indians, Community Involvement, Decision Making

Rhoads, Robert A. (1998). Freedom's Web: Student Activism in an Age of Cultural Diversity. This book examines student activism in the 1990s and finds its sources in the struggle over multiculturalism and issues of social justice and equality. It is argued that identity politics is a reaction to the cultural hegemony reinforced through longstanding monocultural norms of the academy. A case study methodology used such data as formal and informal interviews, open-ended surveys, document surveys and analysis, participant observation, key informants, and artifact interpretation. Chapter 1 provides an introduction to student activism and its origins. Chapter 2 reviews student activism from the 1960s (the civil rights, free speech, and peace movements) through the acquiescence of the 1970s and the South Africa divestment movement of the 1980s. The following five chapters present case studies of specific acts of student activism in the 1990s. These are: (1) the Chicano Studies Movement at the University of California, Los Angeles; (2) the Mills College Strike, a movement against making Mills, a women's college in California, a coeducational institution; (3) the struggle of American Indians at Michigan State; (4) gay liberation at Pennsylvania State University; and (5) African American resistance at Rutgers (New Jersey). The final chapter summarizes how the case studies demonstrate development of a student activist identity and the growing influence of multiculturalism. (Individual chapters contain references.) Descriptors: Activism, Case Studies, College Students, Cultural Differences

Henry, Jeanette, Ed. (1972). The American Indian Reader: Education. Analyzing American Indian education, the book is the second in a series designed for classroom use, teacher preparation, and the general reader. A collection of the most important articles published in "The Indian Historian" during the last 7 years, the book also introduces new materials prepared specifically for the series. The contents cover 7 educational areas: approach and philosophy; lessons of history; problems of today; critique and evaluation; film and book reviews; "relevant" education; and a curriculum sampling. Subjects have been arranged for resource use and suggest a guide to study in each area. This book attempts to present ideas as well as information. Certain ideas are offered to stimulate discussion and to develop more student participation, i.e., teachers must recognize that identity with one's heritage is natural, usually a cherished possession that cannot be demeaned, discredited, or devalued. Descriptors: American History, American Indian Reservations, American Indians, Civil Rights

Jeffers, Dennis W.; Marks, Andrew J. (1980). Perceptions of Media Performance in Reporting the Current Conflict in Michigan Over Indian Fishing Rights on the Great Lakes. A study was conducted to gain an indication of how the mass media are perceived in the performance of their reporting of the conflict over American Indian fishing rights in the state of Michigan. Respondents in the study were 42 participants at a conference on Indian fishing rights sponsored by the National Science Foundation and Central Michigan University in February 1980. The invited participants were representatives from the commercial fishing industry, sports fishing associations, governmental agencies, tribal councils, and educational institutions. Results indicated that (1) all participants were dissatisfied with the accuracy, amount, fairness, and frequency of the news coverage of the conflict; (2) native Americans were more dissatisfied than the non-Indian participants; (3) most participants believed that the mass media should give top priority to reporting the status of treaty litigation rather than to the political concerns of the special interest groups involved; and (4) all respondents obtained most of their news and information from the same types of media, with newspapers as the most important source of information about the conflict. Descriptors: American Indians, Attitudes, Civil Rights, Conflict