American Indian Journal (1977). Declaration of Principles for the Defense of the Indigenous Nations and Peoples of the Western Hemisphere. The product of an international conference (discrimination against indigenous populations), this Declaration addresses: recognition of indigenous nations; subjects of international law; guarantee of rights; accordance of independence; treaties; abrogation of treaties and other rights; jurisdiction; claims to territory; settlement of disputes; national and cultural integrity; environmental protection; and indigenous membership.   [More]  Descriptors: Alaska Natives, American Indians, Canada Natives, Civil Liberties

Tsuji, Leonard J. S. (2000). Modified School Years: An Important Issue of Local Control of Education, Canadian Journal of Native Education. Modified school years in First Nation schools contextualize the learning process by allowing student participation in traditional, seasonal, outdoor activities. Two case studies in which Hudson Bay area school officials unilaterally reintroduced the conventional calendar illustrate the important roles that First Nations education authorities can play in voicing community concerns and protecting community rights. (Contains 34 references.) Descriptors: American Indian Education, Canada Natives, Community Control, Elementary Education

Sellers, Stephanie (2003). The Experience of a Native American English Professor in Central Pennsylvania, American Indian Quarterly. The author is a part-time English faculty at a wealthy, 95 percent Anglo, liberal arts college in Pennsylvania, and she is a candidate for a PhD in Native American studies. College administrators and her colleagues know that she is a tribally enrolled Native American (Shawnee). She used her tribal enrollment card for Form I-9 identification when she became employed there four years ago, and she (used to) speak often of her academic endeavors in the Native American discipline. She teaches Native writers and culture as part of her English composition courses, and the course description appears in the college catalog. Despite this general knowing on campus, everything Native American about her and around her is invisible to her coworkers: her personhood, her discipline, Native colleagues in the field, Native owned and produced publications (including her own), and ultimately all Native people and Native history. College administrators proudly laud a campus "Native presence" because they allow a pan-tribal group to have a powwow once a year in their ballroom. She is invisible before people who have no idea even what questions to ask so that her field and she can be known on campus and in the curriculum. They are completely foreign. Their education–from the president to the faculty to the students–has given them no language or knowledge to use to reach her or Native culture and history. She did not anticipate the amount of loneliness she would feel among people who she believes to be quite kind and respectful–who sincerely promote diversity on campus from the faculty to the curriculum. Unfortunately, she has had some bitter experiences of blatant racism and, perhaps because she so foolishly believed racism could not exist at this fine college so lauded for its commitment to civil rights and the highest academic endeavors, she was utterly shocked and disillusioned about the institution and human beings in general. But that was a long four years ago. Now that she has stopped talking about her field, she has noticed colleagues are much more at ease around her. Perhaps this is why she experienced so much ease in being Native throughout her life: silence.   [More]  Descriptors: American Indian Studies, American Indians, Course Descriptions, College Faculty

Alaska State Advisory Committee to the U.S. Commission on Civil Rights. (2002). Racism's Frontier: The Untold Story of Discrimination and Division in Alaska. In response to an incident in which white teenagers shot Alaska Natives with frozen paintballs, the Alaska State Advisory Committee (SAC) to the U.S. Commission on Civil Rights hosted a 2-day community forum in Anchorage. The forum solicited input about improving race relations from state, local, and federal officials, representatives of advocacy groups and community organizations, and Alaska residents, and focused on education, employment, and the administration of justice. The SAC also obtained input specifically from Alaska Natives in a day-long session at the annual Conference of the Alaska Federation of Natives. Civil rights issues unique to Alaska include an urban/rural divide, with residents of remote rural villages (predominantly Native Alaskans) often receiving inferior state and federal services, if any at all; rural subsistence lifestyles based on access to natural resources; and local control of natural resources through tribal self-governance. A chapter on educational issues covers racial disparities in achievement, lack of teacher diversity and cultural integration, and inadequate funding for rural schools. A chapter on economic opportunity and employment discusses employment trends, assessment of the employment divide, and achieving employment equity for minority groups. A chapter on the administration of justice describes law enforcement and public safety, victimization of Alaska Natives, public safety in rural Alaska, the criminal justice system, and corrections. Thirty-eight recommendations are made in the areas of education, employment, and justice, as well as five general recommendations. An appendix lists forum participants. (Each chapter contains footnotes.)   [More]  Descriptors: Academic Achievement, Alaska Natives, American Indian Education, Educational Needs

Plass, Richie (2003). From Student to Teacher in Thirty-Four Years, American Indian Quarterly. Back in the early 1990s the author applied for a spot with the Teacher Corps Program on his reservation. The program stated that he could go to school in the morning and be in the classroom in the afternoon. It was an accelerated program, and he would be a teacher in less than four years. As he was being interviewed for the spot, the man leading the interview panel said, "OK Rich, let's do a "what-if" question… let's say you are standing in the hallway outside your classroom and I'm standing outside mine, which is right across the hall from yours. The bell rings for recess and all the kids start running as kids do and I say, "Hey, children… slow down… you're all running like a bunch of wild Indians!" What would your response or reaction be to my comment?" Well, because the author has always used humor in his life, he said, "Well, sir, I"d probably say, "Hey you kids, slow down… you're running around like a bunch of wild Polacks!" Unfortunately, the interviewer who asked the question was Polish, and, offended by this response, this author was not chosen for the program. The author could easily relate similar situations and experiences he has been involved in throughout his life, but he feels at this time it is more important to share some positive news. He has recently been hired to teach Native American studies in the Pan-African Department at Kent State University in Kent, Ohio. He now goes to schools, colleges, community groups, and businesses and speaks about why using Native American names and likenesses is wrong. What is more amazing is the blatant racism still evident in explanations to him about why "his" views are wrong. As an educator he is amazed that schools and communities still allow this to continue. At some of his speeches he has actually been told that he is a racist himself because of his views, that he still uses the term "white man," and that he has no consideration for the "heritage, honor, and history" of the communities and graduates of these schools.   [More]  Descriptors: American Indian Studies, Racial Bias, American Studies, American Indians

Begay, Harold G. (1979). An Abridgement of Constitutional Rights?, Journal of American Indian Education. Applies some federal legislation and court opinions relative to citizenship and constitutional rights to Native American education policies and practices, particularly those affecting the Navajo. Contends that the Bureau of Indian Affairs policy of allowing school board members to serve only as advisors abridges the constitutional rights of Native Americans.   [More]  Descriptors: American Indian Education, Boards of Education, Citizenship, Constitutional Law

Ross, Allen Chuck (1982). Brain Hemispheric Functions and the Native American, Journal of American Indian Education. Uses brain research conducted by Dr. Roger Sperry to show that traditional Native Americans are more dominant in right hemisphere thinking, setting them apart from a modern left hemisphere-oriented society (especially emphasized in schools). Describes some characteristics of Native American thinking that illustrate a right hemisphere orientation   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Cerebral Dominance

Yeoman, Elizabeth (2000). Aboriginal Language-Learning in Cyberspace: A Typology of Language-Related Web Sites and Their Potential Uses, Canadian Journal of Native Education. The literature on language diversity, linguistic human rights, and language renewal is reviewed, and Web sites dedicated to Aboriginal languages are examined. The Internet provides a resource center where grammars, lexicons, fonts, and other resources can be developed; a means of learning languages; and a medium for communicating in Aboriginal languages. (Contains 35 references and 18 Web sites.) Descriptors: American Indian Languages, Computer Mediated Communication, Cultural Maintenance, Distance Education

Svingen, Orlan J. (1987). Jim Crow, Indian Style, American Indian Quarterly. Reviews history of voting rights for Indians and discusses a 1986 decision calling for election reform in Big Horn County, Montana, to eliminate violations of the voting rights of the county's Indian citizens. Notes that positive effects–such as election of the county's first Indian commissioner–co-exist with enduring anti-Indian sentiment. Descriptors: American Indian History, American Indians, Blacks, Citizen Participation

Hitchcock, Robert K. (1993). Africa and Discovery: Human Rights, Environment, and Development, American Indian Culture and Research Journal. Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. Descriptors: African Culture, African History, Apartheid, Blacks

Miller, Bruce G. (1994). Contemporary Tribal Codes and Gender Issues, American Indian Culture and Research Journal. Examines the legal codes of eight Coast Salish tribes. Focuses on gender issues, including the legal statuses of males and females, inheritance, access to tribal jobs and job training, political enfranchisement, child welfare and parental responsibilities, parent rights, and public safety. The codes vary substantially in how they balance individual rights and those of extended family networks. Descriptors: American Indians, Child Welfare, Civil Liberties, Court Litigation

Greene, Bruce (1979). "U.S. v. Michigan" and "Washington v. Fishing Vessel Association": A Comparative Review, American Indian Journal. The Supreme Court joins a U.S. District Court to deliver two decisions regarding treaty right fishing which are vitally important to the law of federal-Indian treaty rights. This essay explains the nature of those cases, the matters at issue in them, and their relationship to each other.   [More]  Descriptors: American Indians, Civil Rights, Court Litigation, Federal Indian Relationship

Pino-Robles, Rodolfo (2000). Indigenous Studies as an International Field. This paper proposes the development of Indigenous Studies as an international field, both in the sense of advancing the discipline internationally, wherever there are Indigenous peoples, and in the sense of incorporating international perspectives into curricula. In Canada, Indigenous Studies has been and is still treated as something to be done by "experts" for others. Indigenous Studies does not exist in its own right as an autonomous discipline, has no serious academic recognition, and depends upon the paradigms and methodologies of non-Indigenous academia. A correctly conceived and correctly implemented Indigenous Studies program would address the "unfinished business of decolonization" and would produce both Native and non-Native graduates that understand Indigenous worldviews. The interdisciplinary approach to Indigenous Studies can be construed as a way of expanding universal knowledge while keep the subjects being studied marginalized from the "real" disciplines such as history and sociology. On the other hand, should Indigenous Studies become a discipline in its own right, an obvious area of focus should be the international field. An international Indigenous Studies would acknowledge the significance of Indigenous knowledge and establish international discussion on ethical issues related to land rights, natural resources extraction, and political recognition. Sections of the new Venezuelan National Constitution that give sweeping recognition to Indigenous rights are presented.   [More]  Descriptors: American Indian Studies, Foreign Countries, Higher Education, Indigenous Knowledge

Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed. (2007). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1, International Group for the Psychology of Mathematics Education. The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane–A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings.   [More]  Descriptors: Preservice Teacher Education, Mathematics Curriculum, Elementary Secondary Education, Mathematics Education

Erni, Christian, Ed. (1999). The Indigenous World, 1998-99 = El Mundo Indigena, 1998-99. This annual publication examines political, legal, social, and educational issues concerning indigenous peoples around the world in 1998-99. Part I highlights news events and ongoing situations in specific countries. In North America, these include court decisions on the legal status of Alaska Native tribal governments, indigenous subsistence rights and whaling by the Inuit of Nunavut and the Makah of Washington, political developments in Nunavut and the remaining Northwest Territories, and conflicts over Native land rights in the United States. Other sections cover the Arctic, Mexico and Central America, South America, Australia and the Pacific, East Asia, Southeast Asia, South Asia, and Africa. Issues in these regions include deteriorating economic and health conditions and educational needs in Russia's far north, conflicts over development of natural resources in indigenous territories by national and multinational companies, relationships between indigenous peoples and their national governments, intellectual property rights to traditional knowledge, indigenous educational policy in Brazil and elsewhere, language loss and cultural assimilation, and human rights violations and forced relocation. Part II examines indigenous women's issues and organizations in the Americas, Asia, and Africa. Part III includes two articles: "The UN Declaration on the Rights of Indigenous Peoples Is Still Intact" (Andrew Gray) and "The Ad Hoc Working Group on the Establishment of a Permanent Forum for Indigenous Peoples in the UN System" (Lola Garcia-Alix). Maps and photographs are included. Descriptors: Activism, Alaska Natives, American Indians, Civil Liberties

Abu-Saad, Ismael, Ed.; Champagne, Duane, Ed. (2005). Indigenous Education and Empowerment: International Perspectives, Rowman & Littlefield Publishers, Inc.. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. This insightful volume contributes to the understanding of indigenous empowerment through education, and creates a new foundation for implementing specialized indigenous/minority education worldwide, engaging the simultaneous projects of cultural preservation and social integration. A vital work for scholars in Native American studies, ethnic studies, and education. This book is organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon, Dorothy LeBeau; (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C.D. James Paci); (5) Hear the silenced voices and make that relationship: Issues of Relational Ethics in Aboriginal contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu, Mere Kepa); and (9) Articulating Indigenous People' Culture in Education (Leah Enkiwe Abayao). An index is included.   [More]  Descriptors: Social Integration, Heritage Education, Females, Exchange Programs

Comboni Salinas, Sonia; Juarez Nunez, Jose Manuel (2000). Education, Culture and Indigenous Rights: The Case of Educational Reform in Bolivia, Prospects: Quarterly Review of Comparative Education. Examines the implementation of intercultural bilingual education throughout Bolivia and its relationship to the linguistic and cultural rights of the majority indigenous population. Discusses institutional and curriculum reforms, particularly in rural schools; a new emphasis on students' learning needs; relationship to indigenous self-determination; community participation in educational decision making; and teacher resistance to change. (Contains 23 references.) Descriptors: American Indians, Bilingual Education, Cultural Pluralism, Decentralization

Johnson, Lyndon B. (1968). The Forgotten American. The President's Message to the Congress on Goals and Programs for American Indians (March 6, 1968), Indian Record. Emphasizing the need for a Federal-Indian partnership which promotes Indian self-help and Indian respect, this speech proposes: strengthened Federal leadership via a National Council on Indian Opportunity; Indian involvement in the determination of Indian problems and needs; enrollment of all Indian Children in a preschool program by 1971; funds to make the Head Start Program available to 10,000 Indian children; establishment of kindergartens for 4,500 Indian children by September of 1969; appropriations of $5.5 million for hiring Federal Indian school teachers and $3 million for 1969 college scholarship grants; an increase of 10% in the Indian health program; a 50% increase in the Indian Vocational Training Program; an amendment to the Federal Highway Act increasing authorization for Indian road construction to $30 million annually; an annual increase of 1,000 units in Indian home construction; increases in appropriations for broad home improvements, safe water and sanitary facilities, and community action programs; enactment of the Indian Bill of Rights, the Alaska Native Claims Act, and the Indian Resources Development Act.   [More]  Descriptors: American Indians, Community Action, Cultural Awareness, Elementary Secondary Education

Dirlik, Arif, Ed. (2006). Pedagogies of the Global: Knowledge in the Human Interest. Cultural Politics & The Promise of Democracy, Paradigm Publishers. The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs). Descriptors: Global Approach, Educational Philosophy, Democracy, Politics of Education

Zirkel, Perry A. (2000). Safe Promises?, Phi Delta Kappan. In a suit involving an assaulted Native American middle school student, a federal court judge granted the Philadelphia Public Schools' motion for summary judgment. Even in this post-Columbine era, senseless on-campus, student-to-student violence is generally not considered a civil-rights issue. Exceptions are noted. Descriptors: American Indians, Bullying, Court Litigation, Middle Schools

Wilson, James (1986). The Original Americans: U.S. Indians. Third Edition. About 1.5 million people in the United States identify themselves as Indians. Despite great cultural diversity, all Native groups have a common feature: they suffer poverty and related problems stemming from their relationship to White America. For four generations, the Bureau of Indian Affairs (BIA) has exercised an incredible degree of economic and political control over Native communities, preventing the development of economic independence or true self-determination. The BIA is a rigid autocratic bureaucracy whose policies are formed in response to changing political fashions and whose institutional structure creates conflicts of interest over natural resources on Indian lands. The BIA's deficiencies are demonstrated in two case studies examining Northern Cheyenne coal resources and land rights and Paiute water rights near the Nevada/California border. This report then traces the history of Indian-White relations and developments in federal Indian policy, concentrating on the Dawes Act, the Meriam report, and policy changes from the Nixon to the Reagan presidency. Despite encouraging changes in governmental attitudes, as evidenced by Presidential proclamations and federal legislation, the majority of Americans continue to hold stereotypes that leave them unprepared for Indian demands and aspirations. The best hope of avoiding a backlash lies in educating non-Indians about the culture, history, and current predicament of Native peoples. Descriptors: American Indian History, American Indians, Colonialism, Ethnic Relations

St. Jean, Wendy (2003). Trading Paths: Mapping Chickasaw History in the Eighteenth Century, American Indian Quarterly. Because of its small size, the Chickasaw Nation has been relegated to the margin of studies of eastern Woodlands tribes and rarely included in narratives of Southern history. This omission is regrettable because the Chickasaws were at the center of resistance to French expansion in the region. And while representative of other southeastern Indians–sharing common fears of enslavement, disease, and military conquest–the Chickasaws were often more successful in responding to the challenges posed by European colonization. Whereas other historians have emphasized the Chickasaws' warlike reputation, readers will see that they, like other southeastern Indians, offset their warpaths to their enemies with trading paths to their friends. The Chickasaws' strategic alliances, combined with their favorable location, enabled them to overcome their military adversaries and to evade political dissolution, the fate of so many of their Indian neighbors. In his political history "Splendid Peoples, Splendid Lands: The Chickasaws to Removal" (2003), archaeologist James Atkinson draws a different conclusion, writing: "The reason for the preservation of such a small population of people is… the result of living in a small area." Unlike the Creeks and Cherokees whose towns were divided by rivers, mountains, and other natural barriers, Chickasaw settlements were located on flat prairie lands that facilitated communication. Atkinson is right to point out that geography was an important facet of Chickasaw strength; however, this alone does not account for why the Chickasaws exist today, whereas many of their neighbors were conquered and absorbed into larger political entities. As much as geography matters, it matters as a part of relationships with other peoples. By focusing on the alliances that the Chickasaws developed to preserve their homeland, readers arrive at a better understanding of their comparative advantages. The purpose of this essay to is to analyze the Chickasaws' skillful conduct of trade, war, and peacemaking.   [More]  Descriptors: American Indian History, American Indian Studies, War, Economic Impact

DBS Corp., Arlington, VA. (1984). Elementary and Secondary School Civil Rights Survey, 1984 [machine-readable data file]. The "Elementary and Secondary School Civil Rights Survey" machine-readable data file (MRDF) contains data on the characteristics of student populations enrolled in public schools throughout the United States. The emphasis is on data by race/ethnicity and sex in the following areas: stereotyping in courses, special education, vocational education, bilingual education, ability grouping, and student discipline. This survey was conducted on an annual basis beginning with the 1967-68 school year and extending through the 1974-75 school year; since 1976, it has been a biennial survey. Over the years, the survey has undergone many changes in scope, coverage, content, and methodology. These changes have reflected the increased responsibilities of the Office for Civil Rights (OCR), as well as shifts in the civil rights issue as a national concern. The scope of this survey has gradually broadened to include discrimination on the basis of sex or hardship, and to address discrimination problems in discipline practices, tracking, ability grouping, or student assignments within schools and classrooms. The primary purpose of the survey is to collect data that can assist OCR in identifying school systems with potential problems. Data is collected via two forms: a district level form (ED-101) and a school level form (ED-102). Each district selected to participate in the survey completes ED-101 (about 3,500 districts) and every school within the selected district completes ED-102 (about 30,000 schools). School districts were selected from all 50 states and the District of Columbia. The final file contains the actual data submitted by the individual schools, as well as district summary data. School data is recorded by five ethnic categories (Alaskan Natives, American Indians, Asian Americans, Blacks, Hispanics), as well as by sex, giving the total number of pupils/students, those needing or enrolled in language assistance programs, those that are gifted/talented, and those suspended or given corporal punishment. Also provided are total student counts by grades 1 through 6 for each ethnic category and the number of students participating in special education programs (i.e., for hard of hearing, deaf, deaf-blind, educable mentally retarded, health impaired, multi-handicapped, orthopedically impaired, seriously emotionally disturbed, speech impaired, visually handicapped, etc.) by ethnic category, by sex, by part-time or full-time, and by English-speaking level. Numbers of pupils/students receiving high school diplomas are provided by sex and by ethnic category. Enrollments by sex for home economics, industrial arts, and physical education are provided for grades 7 through 9. POPULATION: Public Schools (80,000); Public School Districts (16,000). TYPE OF SURVEY: National Survey; Sample Survey. RESPONDENTS: Principals of Public Schools; Superintendents of Public School Districts. SAMPLE: Public Schools (30,000); Public School Districts (3,500). FREQUENCY: Annual (1968-1975); Biennial (1975–). YEAR OF FIRST DATA: 1968. Descriptors: Ability Grouping, Alaska Natives, American Indians, Asian Americans

King, C. Richard (2003). De/Scribing Squ*w: Indigenous Women and Imperial Idioms in the United States, American Indian Culture and Research Journal. Tracing the history of the term "squaw" offers insights into the positionings and politics of indigenous femininity in colonial America. Today, as throughout the colonization of Native America, imperial projects and projections have based themselves upon and imagined themselves through the lives, bodies, and images of indigenous women, situating these women as the ground, object, victim, and oppositional subject of coloniality in American culture. Although generally unrecognized, this situation underscores the differential impact of such projects and projections in four ways: (1) The constricted space for elaborating indigenous femininity mapped in and through "squaw" limits the kind and quality of roles open to them; (2) Colonial cliches such as "squaw" continue to focus the desires and disgust of Euro-Americans on the bodies of Native American women; (3) The insult targets women, injuring their societies; and (4) Issues of sexuality, race, culture, and history foster competing arguments for rights and tradition while fashioning identities (local, national, tribal, and pan-Indian). In this essay, the author examines the formation of the term "squaw," charting the meanings that bind femininity, indigenity, and coloniality together in vernacular and official elaborations of the term and of more recent anticolonial interventions. After examining the diverse uses and understandings of "squaw," the author focuses on three prominent oppositional strategies asserting rhetorical sovereignty, inversion, erasure, and reclamation. This essay concludes with a discussion on the significance of these patterns and practices.   [More]  Descriptors: Indigenous Populations, Sexual Identity, Females, Sexuality

American Indian Journal (1978). A Dwindling Water Supply and the Indian Struggle to Retain Aboriginal and Winters Doctrine Water Rights. Explaining the basis of Indian water rights, including the Winters doctrine, this article includes a report on President Carter's recently proposed water policy, a summary of the Comptroller General's report on reserved water rights in response to the President's proposal, and a synopsis of a water quantification bill to be introduced in the 96th Congress.   [More]  Descriptors: American Indians, Conservation (Environment), Courts, Federal Government

Kickingbird, Kirke; Charleston, G. Mike (1991). Responsibilities and Roles of Governments and Native People in the Education of American Indians and Alaska Natives. This paper traces the development of the government-to-government relationship between the United States and Native peoples and examines the implications of that relationship for Native American education. In 1532, Francisco de Vitoria refuted the Doctrine of Discovery and laid out four principles to guide Spanish governmental relations with Native peoples. Colonial powers and, later, the United States recognized the sovereignty of Native nations by entering into over 800 treaties with them. A 1794 treaty was the first to contain provisions for Indian education. In 1871 Congress ended treaty-making with Native governments, essentially legalizing Native assimilation and land annexation. The Bureau of Indian Affairs (BIA) controlled all aspects of Native education and government.  In 1934, in response to criticisms in the Meriam Report, Congress reaffirmed tribal self-government and provided financial inducements to states to enroll Natives in public schools. Following efforts in the 1950s to terminate the government-to-government relationship, the Federal Government in the 1960s reaffirmed its support for Native self-determination and tribally controlled education. The present trend of shifting responsibility for Native education from BIA and tribal schools to public schools has resulted in a real loss of Native control. Contemporary roles in Native education are described for various federal agencies, tribal governments, Native communities, and state governments. Recent Supreme Court decisions concerning the rights and jurisdiction of tribal governments are outlined. This paper contains 26 references and cites 46 court cases and 30 statutes.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian History, Court Litigation

Decker, Craig (1977). Statement of Craig Decker, Assistant Chief, Indian Claims Section, Land and Natural Resources Division Before the House Interior & Insular Affairs Committee, Subcommittee on Indian Affairs and Public Lands, House of Representatives Concerning: H.R. 2664 – To Amend the Indian Claims Commission Act and H.R. 3377 – To Authorize the Wichita Indian Tribe of Oklahoma to File Certain Claims with the Indian Claims Commission on May 10, 1977. Maintaining that a Federal policy re: unresolved American Indian claims is a necessary element for an overall Federal policy toward Indian affairs, this statement by the Assistant Chief of the Indian Claims Section/Land and Natural Resources Division argues against enactment of: H.R. 2664 (a bill "to amend the Indian Claims Commission Act of August 13, 1946, and for other purposes") and H.R. 3377 (a bill "to authorize the Wichita Indian Tribe of Oklahoma, and its affiliated bands and groups of Indians, to file with the Indian Claims Commission any of their claims against the United States for lands taken without adequate compensation, and for other purposes"). Specifically, this statement contends "H.R. 2664, as written, would be an amendment to Section 20 of the Indian Claims Commission Act. The amendment provides private relief to the Sioux only", while all sections of the Act as originally enacted and as amended provide for the claims of all tribes equally. This statement recommends, therefore, that action on H.R. 2664 be deferred until the administration can complete a general study of ancient Indian claims and that if this recommendation is not accepted, the bill be modified as specified in this statement. Recommending deferment or specific modifications of H.R. 3377, this statement maintains that waiver of res judicata and collateral estoppel in all Indian claims would be so far reaching that Congress would want to establish this precedent only after most careful consideration.   [More]  Descriptors: American Indians, Equal Protection, Federal Government, Federal Legislation

Keller, Robert H. (1989). America's Native Sweet: Chippewa Treaties and the Right to Harvest Maple Sugar, American Indian Quarterly. Argues in favor of a Chippewa right to harvest maple sap from trees on federal land. Discusses the history of Indian production of and trade in maple sugar, examines relevant treaties, and draws parallels with tribal rights to fish and harvest wild rice. Contains 91 references. Descriptors: American Indian History, American Indians, Federal Indian Relationship, Food

Whitford, Lea (1998). Teaching Tribal Histories from a Native Perspective, Cultural Survival Quarterly. The Browning (Montana) school district on the Blackfeet reservation teaches Blackfeet studies, language, arts, and crafts. Discusses the benefits of Native studies for Native and non-Native students, the value of experiential learning and storytelling, and the importance of respecting elders' rights to impart certain knowledge at the right time and place. A sidebar discusses Blackfeet educational customs. Descriptors: American Indian Culture, American Indian Education, American Indian Studies, Cultural Education

Forbes, Jack D. (1993). Native Americans of California and Nevada. Revised Edition. This book is designed to provide an introductory synthesis of the history and sociocultural evolution of Native American peoples in the Far West, with strong emphasis on California and Nevada. The book focuses particularly on those historical and cultural experiences likely to have contributed to the present conditions of Native communities and individuals, and on basic concepts related to Indian studies and improvement of Indian education. The book intends to counter widespread "mis-education" about the Native experience in North America, which leaves most non-Indians with a vague idea that Indians were "wronged" at some remote time but no accurate notion of what actually occurred or of the continuing reality of Indian life today. Chapters cover: (1) historical, cultural, and biological (genetic) legacies of American Indians and their significance for U.S. society; (2) the evolution of Native California and Nevada (origin of first Westerners, ancient American cultures, cultural elaboration and variation in the Far West, Spanish invasion and Native response, Mexican-Indian period, Anglo-American invasion); (3) the conquest and accompanying powerlessness and poverty, 1850s-1920s (seizure of Indian lands, labor exploitation, early treaties later ignored by federal and state governments, resistance and survival strategies, Bureau of Indian Affairs, Indian schools and literacy); (4) the Native awakening, 1920-1980s (struggles for equality of citizenship, for land and compensation, against discrimination and poverty, and for better education); (5) basic concepts for understanding Native history and culture; (6) a community-responsive multicultural approach to Indian education (principles, suggestions for personnel training, suggestions for teachers and administrators); and (7) extensive bibliography. Appendix includes the linguistic classification of California and Nevada Indians, with maps. Also included are notes and an index. Descriptors: Activism, American Indian Culture, American Indian Education, American Indian History