Rehabilitation Services Administration (ED), Washington, DC. (1992). Annual Report to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973 as Amended. Fiscal Year 1991. This annual report (fiscal year 1991) summarizes information on mandated federal activities of the Rehabilitation Services Administration and related agencies under the Rehabilitation Act of 1973. The report is organized following the titles and sections of the Act. Under the Act's General Provisions are activities of the Office of the Commissioner, publication of American Rehabilitation Magazine, program evaluation, and operation of the Clearinghouse on Disability Information. Title I programs include the Vocational Rehabilitation Services Program, the Randolph-Sheppard Vending Facility Program, the Client Assistance Program, and the American Indian Vocational Rehabilitation Services Projects. Title II focuses on activities of the National Institute on Disability and Rehabilitation Research. Title III addresses rehabilitation training and special projects for providing vocational rehabilitation services to individuals with severe handicaps, for providing supported employment services and technical assistance, for handicapped migratory and seasonal farmworkers, and for special recreation programs. Title IV authorizes the National Council on Disability. Title V addresses the employment of people with disabilities in the Federal Government, the Architectural and Transportation Barriers Compliance Board, enforcement of the Americans with Disabilities Act, nondiscrimination in federally assisted and conducted programs, and the Interagency Coordinating Council. Title VI is about the Projects with Industry program and the Supported Employment Services Program. Finally, Title VII provides funds for: the Comprehensive Services for Independent Living program, the Centers for Independent Living, Independent Living Services for Older Blind Individuals, and Protection and Advocacy of Individual Rights. Appendices comprising half the document present data from various reports required in the Act and regulations, including financial tables, caseload statistics, charts describing characteristics of rehabilitated persons, and client assistance program statistics.   [More]  Descriptors: Advocacy, Agencies, Blindness, Compliance (Legal)

Littlejohn, Jim (2000). The Impact of the Native American Languages Act on Public School Curriculum: A Different View, Journal of Law and Education. Responds to Scott Ferrin's argument (EJ 583 598) and, as the former policy director for the U.S. Office for Civil Rights (OCR), decries both Ferrin and OCR for their relentless and, in his view, unwarranted promotion of bilingual education. Contends that no civil-rights laws, including the Native American Languages Act (NALA), support or allow federal control of local school curricula or teaching methodologies. (Contains 40 footnotes.) Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Court Litigation

Tomin, Barbara; Burgoa, Carol (1986). A Multi-Cultural Women's History Elementary Curriculum Unit. This curriculum unit for elementary students contains five short biographies of American women from different cultural groups. (1) Mary Shadd Cary–teacher, newspaper editor, and lawyer–was a free Black active as an abolitionist, a proponent of black migration to Canada before the Civil War, and a suffragist; (2) Frances Willard–teacher and the first American female college president–worked for prohibition and woman's suffrage and traveled the nation speaking about the need to start kindergartens, improve prisons, and strengthen child labor and worker protection laws; (3) Tye Leung Schulze–first Chinese-American woman voter and first Chinese-American federal civil servant–worked as an interpreter with newly arrived Chinese immigrants and helped young Chinese girls escape from conditions of slavery; (4) Felisa Rincon de Gautier–first female mayor of San Juan–worked throughout her life to improve the living conditions of poor Puerto Rican people; (5) Ada Deer–first woman chief of the Menominee tribe and now a university teacher and speaker for the American Indian women's leadership network, OHOYO–lobbied Congress to pass the Menominee Restoration Act, which reestablished tribal land and rights. Follow-up lessons for each section include defining and discussing vocabulary words, finding and using root words, reading comprehension, and discussion and writing activities. Closure projects include individual, small group, and whole class activities in math, art, creative writing, public speaking, history, and geography. The unit also contains teacher's answer sheets and descriptions of other curriculum resources developed by the National Women's History Project.   [More]  Descriptors: Biographies, Class Activities, Elementary Education, Females

Svensson, Frances (1973). The Ethnics in American Politics: American Indians. Critical Issues in Political Science. The cornerstones of the Indian perspective on their relationship to American government and society lie in the fact that the Indians are the aboriginal owners of the New World and that their formal association with the U.S. is based on formal treaties. Indian tribes consider themselves as separate and sovereign nations. In early American history, their status was so recognized. Through treaties, the embryonic U.S. offered fair treatment in recognition of Indian independence and equality of military potential. Later came the assaults on Indian autonomy. In 1831 the Supreme Court definition of Indians as "domestic, dependent nations" accelerated attacks by both Federal and state governments on Indian rights, many of which were cloaked in the guise of assisting Indian people to make a better adjustment to interaction with non-Indians. In ensuing years tribal governments were destroyed, lands lost, and cultures threatened. However, in 1924 Indians were granted citizenship and gained the right to vote. The Indian Reorganization Act of 1934 began steps toward self-determination. As Indians from all tribes joined together to form political groups, the growth of Pan-Indianism spread. "Red Power" emerged in the late 1960's as Indian people responded politically with organization of issue-oriented action groups, political mobilization, and militance. Today they are working together to define a political system where they can be free to pursue their dream of tribal self-determination. Descriptors: American Indians, Attitudes, Cultural Pluralism, Culture Conflict

Stoebner, Kerry; And Others (1978). Alaska Native Water Rights as Affected by the Alaska Native Claims Settlement Act, American Indian Journal. A strong legal claim exists for retained Native water rights on Alaska Native-selected lands which are paramount to subsequent competing users. Water rights are critical to the maintenance of Native subsistence economies and continued commercial developments. These water rights can and must be asserted and secured now.   [More]  Descriptors: Alaska Natives, American Indian Reservations, Civil Liberties, Development

Harrison, David (2002). Preparing for the People To Come: Secwepemc Activism in British Columbia, Journal for Living. Opposition to ongoing theft and degradation of their land has unified the Secwepemc community, bringing together elders and youth in both direct-action resistance and a cultural rebirth. Elders not only lead and support resistance to corporate encroachment of their lands that violates treaty rights, but also teach Native youth the Secwepemc language and culture and indigenous knowledge about the land and its resources. Descriptors: Activism, American Indian Culture, Canada Natives, Corporations

Phelps, Glenn A. (1985). Representation without Taxation: Citizenship and Suffrage in Indian Country, American Indian Quarterly. Reviews history of Arizona Indian voting rights. Details current dispute over voting rights in Apache County (Arizona). Explores three unanswered questions in light of current constitutional interpretation. Stresses solution to political disputes will require climate of mutual trust, awareness of constitutional rights/obligations of all concerned, and spirit of political experimentation. Descriptors: American Indians, Constitutional Law, Court Litigation, Federal Indian Relationship

Harness, Karen (2002). The Trial of Standing Bear. Eighth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In 1877, Standing Bear and his people, the Ponca (Indians), were forcibly removed from their land in northern Nebraska and sent to Indian Territory. Since no provision for food or shelter had been made for them, a number of the tribe, including Standing Bear's son, did not survive the harsh winter. In defiance of the relocation order, Standing Bear decided to return to Nebraska with his people. Not long after visiting relatives near Omaha, the Ponca were arrested. With the help of local Indian rights activists, Standing Bear sued in district court for the right to return home. The judge found in favor of Standing Bear, giving the rights of a U.S. citizen to a Native American for the first time. The scenario asks the student to become part of a team of four investigative reporters working for an eastern newspaper. The assignment is to assemble a portfolio of interviews and background information relevant to the case for newspaper publication. The story's background includes a look at the policy of Indian removal, the current state of the war with the Plains Indians, and the 14th Amendment to the U.S. Constitution. Learning advice details four steps to follow: (1) gather information; (2) create a graphic organizer; (3) write your story; and (4) interview your subject. The teacher notes section defines grade/unit; addresses California history/social science standards; and discusses history/social science analysis skills. Resource lists appear throughout the activity guide.   [More]  Descriptors: American Indian History, American Indians, Evaluation Criteria, Grade 8

Lavelle, Robert, Comp. (1995). America's New War on Poverty: A Reader for Action. Companion to the Public Television Series "America's War on Poverty.". Companion to a five-part public television documentary, this book describes efforts across the United States to fight poverty, and also prescribes that we all take responsibility for a fight against economic inequality. The book's goal is to contribute to a meaningful discussion about poverty in America, a topic that cannot be broached today without noisy, bitter debate. Short stories, fiction excerpts, and personal essays are at the heart of the book. Policy-oriented discussions are limited to prologue and conclusion. Stories and essays were chosen to show the many manifestations of poverty today and a glimpse of the human faces usually hidden behind statistics and policies. Selections are arranged in three parts: (1) the poverty of children; (2) of families; and (3) of communities. The experience of poverty is examined in diverse places (inner cities, rural areas, farm communities) and among diverse groups (Whites, Blacks, Hispanics, American Indians, migrant workers, homeless people). Many items deal with the experiences of poor children at home and in school. Selections also seek to demythologize the War on Poverty that began in the 1960s, document the enormous human potential and leadership that came out of that period, and profile leaders and activists struggling with poverty today. The selected writings are framed by graphs, facts, and statistics. Scattered throughout the book are 42 profiles of programs involving volunteer service, financial or food assistance, preschool education, civil rights advocacy, dropout prevention, youth job training or community service, literacy education, family support, housing improvement, and community development. Appendices contain 17 additional resources for action, a bibliographic review of sources on poverty and public policy, and an annotated bibliography of 35 novels on poverty-related themes, to continue the dialogue. Descriptors: Advocacy, Capitalism, Child Welfare, Civil Rights

Janovicek, Nancy (2003). "Assisting Our Own": Urban Migration, Self-Governance, and Native Women's Organizing in Thunder Bay, Ontario, 1972-1989, American Indian Quarterly. This article discusses how Native women in Thunder Bay, Ontario, organized services and programs to help women adapt to urban life in the 1970s and 1980s. It investigates the founding of Beendigen, an emergency hostel for Native women and their children. In 1978, Thunder Bay Anishinabequek, a chapter of the Ontario Native Women's Association (ONWA), opened Beendigen because they believed Native women in crisis and their children, most of whom were fleeing violent families, should not be further isolated in non-Native environments. Beendigen, Ojibwa for "welcome," offered emergency shelter for women whose connection to their home reserve had been severed, and who subsequently faced hostility in the city. Anishinabequek insisted on Aboriginal control over services for Aboriginal people, and their programs emphasized cultural retention and promoted pride in Indigenous culture. Native women's organizing in Thunder Bay developed during a dynamic period in the broader histories of the Aboriginal rights movement and the women's movement. The debates that shaped these histories simultaneously opened up spaces for Native women's organizing and constrained their political goals. To provide a context for Anishinabequek's local initiatives, the author begins with a brief overview of the Indian rights movement and Native women's organizing in Canada in the late 1960s and 1970s. The author then discusses the general activities of ONWA to explain why women organized independently of the Native movement. The examination of the founding of Beendigen demonstrates how Thunder Bay Anishinabequek and ONWA countered the negative impact of government policies that tried to assimilate Aboriginal peoples by organizing services that drew on Aboriginal knowledge, cultures, and values. This research is based on the records of Beendigen and ONWA. Few documents remain from the founding years of the shelter, and there were not many direct references to family violence in the ONWA documents in the 1970s and 1980s. Thus, the author's interpretation of the evidence relies on oral histories with two women who were active in the founding years of ONWA and Beendigen.   [More]  Descriptors: Family Violence, Females, Canada Natives, Emergency Shelters

Benson, Diane E. (2003). Standing up against the Giant, American Indian Quarterly. On December 12, 2000, one of the top three headlines on the front page of the "Anchorage Daily News" ("ADN") read, "Student Attacks Professor's Poem." The subtitle read, ""Indian Girls" described as racist, insulting." One of the two primary photos on the front page that garnered attention was the beleaguered look of a challenged local university professor postured amongst her books. Somehow, what seemed like a rather normal school semester and typical enough poetry class ended with a tidal wave of divisive controversy and inflamed a community already teetering from volatile race relations. The author was central to the controversy. She was the student. Tlingits have a story about the Cannibal Giant who at one time preyed on the people when they were weakened. The Cannibal Giant was once a woman but through evil became a monster. Even when she was seemingly destroyed by fire, the flame transformed her carnivorous essence from cannibal to mosquito, and thus she continues to plague the people to this day. Some say it is a metaphor for those things that would devour their sanity or their spirit. A University of Alaska classroom became another breeding ground of racial tension, an ostensible haven to a literary cannibal that feeds on the weakness of racial hatred. The author had the audacity to defend her tribal clan through e-mail by directing the attention of family and friends to a published poem she found particularly insulting if not libelous. Much to her surprise, a reporter from the "ADN" contacted her two days after she sent the e-mail. Therein began the very public battle she would have for a year with the University of Alaska-Anchorage (UAA) and with her Department of Creative Writing and Literary Arts (CWLA) poetry professor. The entire experience would cause her to postpone her long sought after master of fine arts (MFA) degree and the complete and painful alienation from her classmates. In addition would follow a public protest on campus; grade retaliation (prompting further disputes); a flurry of newspaper articles, endless letters to the editor, online hate mail, and threats; spurious charges by national, extreme right-wing, antimulticultural media; a futile human rights grievance; and, ultimately, not only a complete change of her thesis committee but an agonizing self-evaluation and question of self-worth. In this article, the author details some highlights of the experience and comments about its impact and what she learned from it.   [More]  Descriptors: Racial Bias, Race, Creative Writing, Racial Relations

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Schools Civil Rights Survey, 1984. State Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The state summaries of data are divided into seven statistical tables. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state (Tables B-G), and projected data, computed from the reported data using sampling weights for each district (Table A). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table A (projected) and Table B (reported) present state-by-state summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded (EMR); trainable mentally retarded (TMR); speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Full-time and part-time projected enrollment data is given in these areas of special education: EMR; TMR; hard of hearing; deaf; speech impaired; visually handicapped; seriously emotionally disturbed; orthopedically impaired; other health impaired; specific learning disability; deaf-blind; and multihandicapped programs. Table B additionally presents classroom data by race/ethnicity. Table C examines school desegregation. Tables D, E, and F examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Table G presents the amount of time students and schools reportedly spent in special education programs. Appendices include the survey instruments, and an explanation of the creation of the District Universe File.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. National Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The national summaries of data are divided into 12 statistical tables. Two lines of data are presented: actual reported, computed by aggregating the district level from each state (Tables 2-12), and projected data, computed from the reported data using sampling weights for each district (Table 1). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table 1 (projected) and Table 2 (reported) present summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency–LEP–given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Full-time and part-time projected enrollment data is given for programs in the above five areas of special education and in: hard of hearing; deaf; visually handicapped; orthopedically impaired; other health impaired; deaf-blind; and multihandicapped. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Table 2 additionally presents classroom data by race/ethnicity. Table 3 examines school desegregation. Tables 4-6 examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Tables 7-12 present data on: classroom desegregation; analysis of LEP pupils needs and services; special education needs and services by percent of enrollment; amount of time spent in special education programs; and analysis of the distribution of single-sex classes. Survey instrument is appended.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

Carlson, Dennis, Ed.; Roseboro, Donyell L., Ed. (2011). The Sexuality Curriculum and Youth Culture. Counterpoints, Volume 392, Peter Lang New York. The book aims to change the conversation about sexuality education for adolescents, making it consistent with a democratic cultural politics that is attuned to changes in youth and popular culture. Traditional sex education is nearly obsolete; sexuality curriculum is now primarily learned through popular culture and youth culture, which teach young people what it means to be a man and a woman, gay and straight, white, black, and Latino, rich and poor–and what sexuality has to do with it. Ultimately, this book conceptualizes democratic sexuality education as a commitment to the idea that sexuality education should affirm the right of all young people to construct their own sexual selves and relations as much as possible, so long as they are non-exploitive, consensual, and informed. Contents of this book include: (1) Introduction (Dennis Carlson and Donyell L. Roseboro); (2) Constructing the Adolescent Body: Cultural Studies and Sexuality Education (Dennis Carlson); (3) The Place of Mutuality and Care in Democratic Sexuality Education: Incorporating the Other Person (Sharon Lamb); (4) What's Love Got to Do with It?: The Imperative of Authentic Desire (Tema Okun and C. P. Gause); (5) Alone in the Presence of Others: Autistic Sexuality and Intimacy Reconsidered (Glenn M Hudak); (6) The Politics of Information: Prevention Education, Individual Choice and the Gendered Politics of Blame (Kristen Luschen); (7) LGBTQ Youth and the Hidden Curriculum of Citizenship Education: A "Day of Silence" in a Suburban High School (Joe Wegwert); (8) Youth Constructing Meanings of Gender in the Sexuality Education Classroom (Odile Mattiauda); (9) Where Are the White Girls?: A Qualitative Analysis of How Six African American Girls Made Meaning of Their Sexuality, Race and Gender through the Lens of Rap (Bettina L. Love); (10) Adolescent African American Males and Hegemonic Aggressive Masculinity (Ajamu A. Banjoko); (11) Building a Navajo Curriculum for Life: Iina (Vivian Arviso, Shirley Waterhouse, Susie A. John, Gloria Hale, Glojean Todacheene, Janet Slowman-Chee, Dorinda Welle); (12) The Prom as a Spectacle of Heteronormativity (Pamela K. Smith); (13) Sexuality Education: Lessons from Drag Kings (Leslee Grey); (14) Teenage Sexuality, Body Politics, and the Pedagogy of Display (Henry A. Giroux); (15) The Celluloid Sexuality Curriculum: Deconstructing Teen Films (Shirley Steinberg); (16) She's the Man: Deconstructing the Gender and Sexuality Curriculum at "Hollywood High" (Elizabeth J. Meyer); (17) The Cautionary Whale, Viking, Vessel, Planet or Saint? Adolescence and Maternal Configuration in "Juno" and Beyond (Stephanie Troutman); (18) The "Twilight" of Sexual Liberation) Undead Abstinence Ideology (Carol Siegel); (19) Coming Back to the Text Again: Leslie Fiedler on Popular Culture, Sexuality, and Pedagogy (Greg Dimitriadis); (20) Undressing the Hidden Curriculum: Sexuality Education and Middle School Literature (Nicole Aydt Klein, Linda J. Markowitz, Laurel Puchner, Jill Kirsten Anderson); (21) Teachers' Perceptions of Adolescent Sexuality: Hip Hop and BET vs. Mayberry and the Moral Majority (Regina Rahimi, Deloris D. Liston); (22) Breaking through the Baby-Mama Drama (Kathalene A. Razzano); (23) Hip Hop, Sexuality, and Online Magazines (Donyell L. Roseboro); and (24) The Self-Porning of American Youth (Joshua Garrison).   [More]  Descriptors: Hidden Curriculum, Sex Education, Popular Culture, Citizenship Education

Skibine, Alex (1980). The Courts, American Indian Journal. Overview of some of the most important Indian court cases of the last decade, including ones regarding treaty rights, tribal jurisdiction and sovereignty, tax jurisdiction, land claims, and hunting and fishing rights.   [More]  Descriptors: American Indians, Court Litigation, Federal Courts, Federal Indian Relationship

Vinding, Diana, Ed.; Wessendorff, Kathrin, Ed.; Parellada, Alejandro, Ed.; Erni, Christian, Ed.; Jensen, Marianne, Ed.; Garcia-Alix, Lola, Ed. (2002). The Indigenous World, 2001-2002 = El Mundo Indigena, 2001-2002. This document contains the English and Spanish texts of an annual publication which examines political, social, environmental, and educational issues concerning indigenous peoples around the world in 2001-02. Part 1 describes current situations and events in 11 world regions: the Arctic; North America; Mexico and Central America; South America; Australia and the Pacific; east and southeast Asia; south Asia; and four sections of Africa. In general, indigenous peoples worldwide were dealing with issues related to land rights, self-determination, relations between central government and indigenous communities, outright oppression and violence, environmental destruction by economic development projects, communal rights, women's rights, access to appropriate education and to health care, and preservation of indigenous cultures and languages. The events of September 11 raised fears that indigenous peoples struggling for self-determination and fundamental rights would be unjustly accused of being terrorists. Items of educational interest in the Arctic and the Americas include ongoing debates in Greenland over the relative status of Danish and Greenlandic in the schools; efforts to protect Saami language and culture in Sweden; inadequate U.S. federal funding for tribal administration of schools and for necessary construction and repair of Bureau of Indian Affairs schools; reforms in indigenous education in Guatemala; the situation of the bilingual intercultural education system in Venezuela; efforts to protect collective intellectual property of indigenous peoples of the Amazon region; and training of indigenous teachers in Brazil. Articles on other regions discuss education as a tool of Chinese repression in Tibet; language issues in East Timor, Nepal, Morocco, Ethiopia, and South Africa; nonformal education initiatives and native language instruction for indigenous Cambodians; and language and cultural maintenance through cultural festivals in Kenya. Part 2 reports on United Nations work on indigenous rights. Descriptors: Acculturation, Activism, American Indians, Civil Liberties

Scott, Jerrie Cobb, Ed.; Straker, Dolores Y., Ed.; Katz, Laurie, Ed. (2008). Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practices, Routledge, Taylor & Francis Group. How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today's diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations? This landmark volume responds to the call to attend to the unfinished pedagogical business of the National Council of Teachers of English (NCTE) Conference on College Composition and Communication 1974 Students' Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations. Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students' use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need. This book contains four parts. Part I, Setting the Context, includes: (1) Cross-Currents in Language Policies and Pedagogical Practices (Jerrie Cobb Scott, Dolores Y. Straker, and Laurie Katz); and (2) Perspectives on Language Policies and Pedagogical Practices, includes: Interview 1: Issues in Global and Local Language Policies (Joel Spring); Interview 2: An Insider's View of African American Language Policies and Pedagogies (Geneva Smitherman); Interview 3: The Law of Language in the United States (Cristina M. Rodriguez); and Interview 4: What Teachers Need to Know to Educate English Language Learners (Mary Carol Combs). Part II, Educational Policies, Attitudes, and Unfulfilled Promises, contains: (3) The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind (John Baugh and Aaron Welborn); (4) Portraits Counterportraits, and the Lives of Children: Language, Culture, and Possibilities (Rick Meyer); (5) Restore My Language and Treat Me Justly: Indigenous Students' Rights to Their Tribal Languages (Dorothy Aguilera and Margaret D. LeCompte); (6) Power, Politics, and Pedagogies: Re-Imagining Students' Right to Their Own Language Through Democratic Engagement (Valeri Kinloch); (7) Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs (Laurie Katz, Jerrie Cobb Scott, and Xenia Hadjioannou); (8) Positionality: Using Self-Discovery to Enhance Pre-Service Teachers' Understanding of Language Differences (Nancy Rankie Shelton); and (9) Beyond the Silence: Instructional Approaches and Students' Attitudes (David E. Kirkland and Austin Jackson). Part III, Toward a Pedagogy of Success in Classrooms, contains: (10) "We Have Our Own Language as Well as the Languages We Bring": Constructing Opportunities for Learning Through a Language of the Classroom (Beth V. Yeager and Judith L. Green); (11) "Taylor Cat is Black": Code-Switch to Add Standard English to Students' Linguistic Repertoires (Rebecca S. Wheeler); (12) There's No "1" Way to Tell a Story (Laurie Katz and Tempii Champion); (13) Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children's Languages and Cultures to Facilitate Literary and Social Understandings (Jeane Copenhaver-Johnson, Joy Bowman, and Angela Johnson Rietschlin); (14) Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature (Tamara L. Jetton, Emma Savage-Davis, and Marianne Baker); (15) Educating the Whole Child: English Language Learners in a Middle School (Mari Haneda); (16) New Chinese Immigrant Students' Literacy Development: From Heritage Language to Bilingualism (Danling Fu); and (17) High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms (Dorothea Anagnostopoulos). Part IV, Global Perspectives on Language Diversity and Learning, contains: (18) Possibilities for Non-Standard Dialects in American Classrooms: Lessons from a Greek Cypriot Class (Xenia Hadjioannou); (19) The Writing on the Wall: Graffiti and Other Community School Practices in Brazil (Ana Christina Dasilva Iddings); (20) The Social Construction of Literacy in a Mexican Community: Coming Soon to Your School? (Patrick H. Smith, Luz A. Murillo, and Robert T. Jimenez); (21) Multilingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy) (Gerda Videsott); (22) Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages (Nkonko M. Kamwangamalu); (23) Meaningful Early Literacy Learning Experiences: Lessons from South Africa (Carole Bloch); and (24) India's Multilingualism: Paradigm and Paradox (Zarina Manawwar Hock). "3/5 of a Language?", a foreword by David Bloome, and "Reflections on Language Policies and Pedagogical Practices", an afterword by Jacqueline Jones Royster, Jerrie Cobb Scott, and Dolores Y. Straker, are included. An author index and a subject index are also included.   [More]  Descriptors: Multilingualism, Teaching Methods, Language Planning, Language of Instruction

Pilla, Thomas V. (1997). Dealing with Disproportionality in the Juvenile Justice System: The State of Washington's Approach. In 1995, a report on the Washington state juvenile justice system found that minority youth were four times more likely than white youth to be sentenced to confinement. This report reviews aspects of disproportionality in Washington's juvenile justice system, summarizes inquiries by the Washington Advisory Committee to the U.S. Commission on Civil Rights, and highlights state and community efforts to address disproportionality. A section on demography and the extent of the problem examines Washington population data overall and for youth aged 10-17 by racial group; evidence of racial disproportionality in anecdotes, arrest rates, detention rates, prosecutor actions, and sentencing patterns; and positive and negative aspects of judicial discretion. Diversion programs–a legally mandated alternative to court for kids–have had some success, but problems include lack of funding, lack of community commitment, and family difficulties that prevent youth from appearing at required hearings. Statewide efforts on disproportionality include improved data collection and analysis on the juvenile justice system, state-mandated monitoring of juvenile disposition standards and the effectiveness and cultural relevance of rehabilitative services, and extensive diversity training for law enforcement and juvenile justice personnel. Successful community programs provide mentors to oversee alternatives to detention for African American youth, work to reinstate youth in school, and provide counseling and tutoring at drop-in centers. A multitribal organization advocates for American Indian youth in the juvenile justice system. Ongoing challenges include contributing factors in the child's environment, lack of funding, detentions due to failure to appear, lack of bilingual staff, and lack of prevention services.   [More]  Descriptors: Adolescents, American Indians, At Risk Persons, Blacks

Campbell, Gregorgy R.; Foor, Thomas A. (2004). Entering Sacred Landscapes: Cultural Expectations versus Legal Realities in the Northwestern Plains, Great Plains Quarterly. Sacred and cultural geography is a universal feature of indigenous religious practices across Native North America. However, in a growing number of cases, conflicts have developed between Native North American religious practitioners and land-managing federal agencies. The contentious situations often come down to Indian peoples struggling to reassert their religious rights within an environment of "due process, federal and state statutes, and administrative policies." Here we take a case study, the Big Horn Medicine Wheel, and examine the problem of weighing a value system based on inextricably associating a spiritual world and physical geography against a system that inherently separates the two.   [More]  Descriptors: Values, Public Agencies, North Americans, Administrative Policy

Lyndon B. Johnson Space Center, Houston, TX. (1979). American Indian Telecommunications Satellite Demonstration Project. Summary Report. The technical feasibility of voice and television communication within and between tribes, between tribes and federal agencies, and between educational institutions and tribes was demonstrated by broadcasts which took place April 10, 12, and 14, 1978, with equipment located at four sites: Crow Agency, Montana; All- Indian Culture Center, New Mexico; Moffett Field, California; and Washington, D.C. Two-way interactive television with the TV signals transmitted by satellite allowed tribe members, government officials, and congressmen to see and talk with one another. The National Aeronautics and Space Administration arranged for the use of the Communications Technology Satellite and other technical equipment; the tribes otherwise planned and conducted the broadcasts which included informative presentations by representatives of government agencies, discussion between tribes and a panel of congressmen, instructional programs, and question-and-answer periods with tribes and government representatives participating. Health services, education, rural development, water rights, and the Bureau of Indian Affairs were topics of discussion. Indian groups and federal agencies must now study the possible uses, benefits, and cost effectiveness of using satellite communications to improve Indian information networks.   [More]  Descriptors: American Indians, Communication (Thought Transfer), Communications, Communications Satellites

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. District Summary Volumes 1 and 2. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state, and projected data, computed from the reported data using sampling weights for each district. The data are summarized by Office of Civil Rights (OCR) client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black, not of Hispanic origin; White, not of Hispanic origin; male; and female. Three types of reports are included: (1) National and State Summary of Projected Data, by state; (2) National and State Summary of Reported Data, by state; and (3) District Summary Report, by state. Each report has: (1) Identification Data (state and name and location of school district); (2) Summary Data–by individual racial/ethnic categories, total, and by sex (except for bilingual data) for the following areas: enrollment; bilingual (in need of language assistance programs); bilingual (enrolled in language assistance programs); gifted/talented; corporal punishment; suspensions; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability; and graduates; (3) Special Education Data is subdivided by children: awaiting initial evaluation; identified as requiring special education; in special education programs in school district; in special education program in nondistrict facility; part-time; full-time; (4) Supplemental Data reports: (1) Limited English Proficiency (LEP) students identified as in need of language assistance but not enrolled in such programs, and (2) students in selected courses (home economics, industrial arts, and physical education), by sex in single-sex and mixed-sex classes.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Corporal Punishment, Disabilities

Hill, James F. (1994). Tribal Colleges: A Success Story. An overview is provided of the tribal college movement, including information on the students, curricula, funding, and future of these institutions. The paper begins by examining the history of the establishment of tribal colleges, citing the influence of the civil rights movement of the 1960's, never-realized interest in establishing a single national university to serve all tribes, and the creation of tribal colleges by individual tribes, beginning with the establishment of Navajo Community College in 1968. Next, common traits of the early tribal colleges are explored, including tribal charter and control; a mission strongly committed to the enhancement, preservation, and teaching of tribal culture; and a commitment to strong transfer and vocational functions. The paper then looks at the curricula of individual colleges as a reflection of institutional mission and tribal needs, underscoring the importance of Indian and Tribal Studies programs and courses and programs related to such contemporary issues as tribal management and federal laws. A profile of tribal college students is presented next, indicating that most are from the reservation, older than traditional college students, and often the first in their families to attend college. Additional information on Native American participation in higher education is also provided. After addressing the federal government's responsibility for and failure to adequately fund the education of Indians on reservations, the paper points to other sources of funding. Next, the paper discusses the formation and role of the American Indian Higher Education Consortium, and identifies reasons for the success of tribal colleges. Finally, prospects for the survival of the tribal college movement are analyzed. Information on tribal college funding and enrollments is appended.   [More]  Descriptors: American Indian Education, American Indian Reservations, Community Colleges, Tribally Controlled Education

Steiner, Stan (1979). The Mexican Americans. For more than 400 years the ancestors of the Mexican American have contributed to the spiritual and material wealth of this land, yet recognition of their cultural and national rights has been slow to come. Like the American Indians, Chicanos can claim, "We did not come to America, America came to us". As a conquered people, they have been repressed by the dominant society. Mexican Americans can trace their ancestry back to the Spanish conquistadores who subjugated the Aztec. From the blending of the two cultures came the Mestizo population. It was the Mestizos and Mexicans, rather than the Spaniards, who settled the American Southwest; but most of the millions of acres of rich lands granted by the Spanish Land Grants were lost after the U.S. victory in the Mexican American War.  Some Mexican Americans worked as laborers on the large farms or ranches; others migrated to the cities and settled in the barrios. From within the barrios has come the growth of the Chicano movement, which protests against the status quo and its social institutions and seeks to establish Mexican Americans as part of the social and political structure of the nation. Mexican Americans today number between 7 to 12 million and will soon be the largest minority in America. Their future depends on how they define their national identity and the direction they choose to take as a national minority. It also depends on how the nation itself chooses to define the political and constitutional union that binds our culturally pluralistic people together. Descriptors: American History, American Indians, Civil Rights, Cultural Pluralism

Jones, Eliza, Ed.; And Others (1989). Bakk'autugh Ts'uhuniy = Stories We Live By. Traditional Koyukon Athabaskan Stories Told by Catherine Attla, with Teacher's Guide. This collection of eighteen traditional stories are told in Koyukon Athabaskan, an American Indian language variety spoken in Alaska, on the left page and in English translation on the right page. Introductory sections provide background information on the oral tradition from which the stories come, the translations, the storyteller and her storyteller grandfather, and Koyukon Athabaskan orthography. The stories are in five categories according to theme: power and compassion ("Wind Man,""The One Who Secured His Axe to the Sky,""The One Who Had Been Willed To Come for a Man's Daughters,""Eagle Man Who Carried People Far Away"); Raven ("The Baby Who, According to His Aunt, Resembled His Uncle,""Great Raven Who Killed a Water Monster,""Great Raven Killed a Whale,""Great Raven Who Abducted a Young Girl"); love and jealousy ("The Woodpecker Who Starved His Wife,""The Taahsol Woman,""The One Who Recognized Her Younger Brother's Little Finger"); death ("The One Who Tore the Bowpiece from Her Grandmother's Canoe,""K'itlinbaalots'ik"); and war ("Liver's Head,""Unkk'uya,""Deeneegidzee,""Northern Lights Man,""The One Who Drank Water with Dog Droppings in It"). A separate teaching guide providing background notes on the tales, comprehension and discussion questions and activities, has been appended. Descriptors: Alaska Natives, American Indian Culture, Athapascan Languages, English

Fuentes, Nancy (1995). Maryetta School: The Center of a Rural Community, Issues…about Change. This theme issue describes Maryetta School, a rural pre-K-8 school in Stilwell, Oklahoma, with an enrollment of approximately 500 students, mostly American Indians of Cherokee descent. Although the area has a high poverty rate and virtually all the students are judged to be at risk, the school has an impressive array of programs and facilities and has won numerous awards, including National School of Excellence in 1988. This case study report traces the school's development, particularly since the early 1980s, and identifies leadership strategies that have promoted school improvement. Since 1968, the school has been under the leadership of a visionary "superintendent" (the title given to heads of dependent schools, which send students to another district for high school). The superintendent's beliefs that physical activity promotes academic learning and that right-brain learning styles are prevalent among Indian children led to the development of a "psychomotor program" that uses physical activities to reinforce cognitive skills and retention. This program and others have been funded through aggressive grantsmanship. The superintendent is the driving force for change and has several leadership strategies for effecting change and steady improvement. These include securing grants, determining and implementing the community's priorities, organizing special events that include the community, providing community education programs and other services, and planning for the long term and managing money wisely. The superintendent also hires strong, supportive staff with a variety of complementary skills, maintains good working relationships with them in a collegial atmosphere, and encourages new ideas.   [More]  Descriptors: American Indian Education, Case Studies, Change Strategies, Cherokee (Tribe)

Alberta Education (2008). Cree Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4. This document is designed to provide assessment materials for specific Grade 4 outcomes in the Cree Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Cree Language and Culture Nine-year Program, Grades 4-5-6 provided the basis for the development of the performance tasks and accompanying evaluation tools in this document. These assessment materials are intended to be closely linked to classroom practices and are aligned to the general and specific outcomes for Grade 4. The guide discusses purposes of assessment as divided into two categories: "for learning" (formative assessment) and "of learning" (summative assessment). Suggestions for how and when to use assessment materials, and activity templates are included. The guide summarizes effective classroom assessment as: (1) addressing specific outcomes in the program of studies; (2) sharing intended specific outcomes with students prior to instruction; (3) assessing before, during and after instruction; (4) employing a variety of assessment strategies and evaluation tools to indicate student achievement; (5) grounding assessment within contexts that are meaningful to students; (6) sharing criteria with students before assessment activity begins; (7) providing frequent and descriptive specific feedback to students; (8) facilitating students' communication with others who have a right to know about their progress and achievement; and (9) ensuring students can describe what comes next in their learning. (Contains 2 footnotes.) [For "Cree Language and Culture: 9-year Program Guide to Implementation, Grades 4-5-6," see ED506220.]   [More]  Descriptors: Feedback (Response), Student Evaluation, Formative Evaluation, Program Guides

Adams, Karen L., Ed.; Brink, Daniel T., Ed. (1990). Perspectives on Official English. The Campaign for English as the Official Language of the USA. Essays on the campaign to establish English as the United States' official language include: "Official Languages and Language Planning" (Richard Ruiz); "Una lingua, una patria?: Is Monolingualism Beneficial or Harmful to a Nation's Unity?" (David F. Marshall and Roseann D. Gonzalez); "Canadian Perspectives on Official English" (Joseph E. Magnet); "Language Policy and Linguistic Tolerance in Ireland" (Alan Hudson-Edwards); "Languae Policies in Western Europe and the Union of Soviet Socialist Republics" (Leslie J. Limage); "The Legislation of Bahasa Malaysia as the Official Language of Malaysia" (William G. Davey); "English – The Official Language of California, 1983-1988" (Stanley Diamond); "Testimony Before the State Legislature on California Proposition 63″ (Geoffrey Nunberg);"Voting Rights, Liberal Voters and the Official English Movement: An Analysis of Campaign Rhetoric in San Francisco's Proposition 'O'" (Kathryn A. Woolard); "The Popularity of California's Proposition 63: An Analysis" (Connie Dyste); "The Official English Movement in Florida" (Max J. Castro, Margaret Haun, and Ana Roca); "Who Supports Official English and Why?: The Influence of Social Variables and Questionnaire Methodology" (Ana Celia Zentella); "Ethnic and Linguistic Minorities in the Southwest: An Overview" (Karen L. Adams); "Official English and the Learning of English" (Jon Amastae); "On the English Proficiency Act" (The Honorable Jeff Bingaman); "The Official English Movement and the Role of First Languages" (Elizabeth A. Brandt); "Official English and the Urge to Legislate" (Betty Lou Dubois); "The Navajo Language Today" (AnCita Benally and T. L. McCarty); "American Indian Language Policy" (Ofelia Zepeda); "Legal Background and History of the English Language Movement" (Barnaby W. Zall and Sharon McCloe Stein); "Is Language Choice a Constitutional Right?: Outline of a Constitutional Analysis" (James Weinstein); "Bilingualism and the Constitution" (John Trasvina); "Language and the Law in the Classroom: Bilingual Education and the Official English Initiative" (Rachel F. Moran); "Language Rights as Collective Rights" (Joseph E. Magnet); and "On Walling In and Walling Out" (The Honorable Noel Fidel). Six appendices covering amendments, initiaties, and resolutions; the Treaty of Guadalupe Hidalgo, article VIII; congressional hearings; the New Mexico state Constitution–Articles XII, XX; and representitive data are included. Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Classroom Communication

Villegas, Malia Maya (2010). 500 Maori PhDs in Five Years: Insights from a Successful Indigenous Higher Education Initiative, ProQuest LLC. With this thesis, I present a case study of the effort to graduate 500 "Maori" doctorates in five years in New Zealand in order to advance our understanding of a successful Indigenous higher education initiative. By paying careful attention to contextual factors, I describe the theoretical and practical significance of this effort and discuss the implications for higher education and for Alaska Native doctoral development. Through the presentation of data, I explore why such an effort was desirable for "Maori," how this initiative was made possible, and what kinds of changes it has inspired. I argue that the goal of supporting the development of 500 "Maori" PhDs is fundamentally aspirational and focused on generating success through establishing right relationships as specified in "Maori" cultural understandings and beliefs about creation, or cosmogony. "Maori" culture and cosmogony serve as foundation for inquiry and allows for an alternate conception of scholarship that is not based in academic disciplines or tertiary education institutions.   The "Maori" doctoral development initiative has inspired similar efforts to develop Indigenous doctorates in First Nations communities in Canada, Native Hawaiian communities, and Alaska Native communities. As such, this study seeks to provide information about how this initiative emerged and took hold to those interested and involved in Indigenous higher education development. Case study data include: institutional documents and archival records; data from interviews with 44 initiative leaders, participants, and university administrators; and participant observation data from gatherings of "Maori" scholars. I draw on analytic methods from grounded theory, including: open and axial coding, data displays, and the constant comparative method. In order to come to a full understanding of the particularities and resonant qualities of this case, I also draw on existing research on "Maori" social and political movements, Indigenous higher education, and the history of universities and scholarly development. Through this dissertation, I hope to engage "Maori" people, Alaska Native and Indigenous leaders, and higher education researchers in a conversation about how the "Maori" doctoral development effort might inform our understandings about higher education development in an Indigenous context.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Grounded Theory, Higher Education, Participant Observation, Alaska Natives

Innes, Robert Alexander (2004). "I'm On Home Ground Now. I'm Safe" Saskatchewan Aboriginal Veterans in the Immediate Postwar Years, 1945-1946, American Indian Quarterly. In 1945 the Saskatchewan Aboriginal veterans from World War II returned to a rapidly changing world. The economy was improving dramatically as expanding industries encouraged unprecedented consumerism. In addition, new social values reflected an optimism for the elimination of the social inequality epitomized by Nazi Germany. The new social consciousness culminated with the United Nations' Declaration of Human Rights in 1948. In Canada the postwar years saw the federal government begin to investigate Indian policy reforms. In Saskatchewan the postwar years ushered in a new optimism epitomized by a new provincial government. In 1944 the people of the province of Saskatchewan elected the first socialist government in North America, the Co-operative Commonwealth Federation (CCF). The CCF, elected on the slogan "humanity first," began examining the possibility of implementing an Aboriginal policy. The change of economic, social, and political environment in Canada immediately after the war added to the excitement brought on by the ending of hostilities. Saskatchewan Aboriginal veterans' active participation in the immediate postwar changes was minimal.   [More]  Descriptors: Foreign Countries, State Government, Social Values, War

Nelson, Mary Carroll (1971). Pablita Verarde: The Story of an American Indian. Pablita Velarde Hardin is a famous Tewa Indian artist, born in Santa Clara Pueblo, New Mexico in 1918. She has helped revive and reinterpret traditional Indian art forms, preserving both for the pleasure of people today and for future generations. From ancient tales told to her by her father she has written and illustrated "Old Father, the Story Teller", a book of Tewa legends. Pablita's life has been one of conflict between her Indian heritage and her life in the Anglo world. Her years were much like those of any other Tewa baby, although when she was three her mother died. She was educated in Indian boarding schools and in the eighth grade received her first art training at the Bureau of Indian Affairs boarding school in Santa Fe. There Indian children were taught basic art concepts but were encouraged to develop their own art styles and to reflect their own cultures. By the end of the first year her detailed paintings of pueblo life were chosen for exhibit in Chicago and Washington, D.C. She graduated from high school in 1936, a feat seldom accomplished by girls of her tribe at that time. At 23 she married Herb Hardin, an accomplished Anglo, and became the mother of two, Herby and Helen, the latter being an artist in her own right. She kept to her art resulting in fame for her murals and paintings. Her work is related to her Indian culture and she has attempted to preserve Santa Clara Pueblo culture; she uses her art to interpret Indian life. Today she is the most famous Indian woman painter in the world. This biography is written for grades five and up.  Descriptors: Adolescent Literature, American Indian Reservations, American Indians, Artists