Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in American Indian Reservations. Development Series No. 1. A collection of 13 scholarly articles and essays, this book makes available hard-to-find information and theories about American Indian economic development. Part I, "The Land and the People", emphasizes cultural traditions and beliefs of Indian people and traces the development of the concept of sovereignty and its applicability to Indian self determination. Part II, "Historical Background for Underdevelopment", contains a discussion of the significance of United States economic development in relation to Indian land policy, a summary of the history of Indian water rights, and an analysis of the colonial context as a framework for studying the historical underdevelopment of American Indian economies. Part III, a case study of the Navajo Nation, discusses (1) the Navajo postoral economy and the traditional-modern division, (2) underdevelopment and dependency in the Navajo economy, (3) strategies for increasing Indian governmental income and building a stable economic base, (4) Navajo government taxation of corporations operating in the reservation as a means to augment income and assert sovereignty, and (5) fundamental changes in the Navajo government resulting from 20 years of dependency on mineral leases and royalties. Part IV contains three studies of the politics of Indian underdevelopment and development. Descriptors: American Indian Culture, American Indian Reservations, American Indians, Colonialism

McCarthy, Theresa (2010). De'ni:s nisa'sgao'de?: Haudenosaunee Clans and the Reconstruction of Traditional Haudenosaunee Identity, Citizenship, and Nationhood, American Indian Culture and Research Journal. Among the Haudenosaunee, the clan system is an ancient tradition of matrilineal descent that has maintained the social, political, economic, and spiritual cohesion of the people for centuries. Following the American Revolution and the relocation of large numbers of Haudenosaunee people from America's traditional homelands in what is now New York State, this system became disrupted. Much of the damage was enacted through nineteenth-century federal policies supporting the dispossession of territories, which imposed definitions of citizenship and leadership on the nations or tribes. As a result, many Haudenosaunee gradually lost a sense of who they are as a distinct people with relationships and responsibilities to each other that transcend the Canadian/American border, as well as their currently bounded reserve/reservation communities. Although it is important to enumerate these consequences, it is also critical to recognize that disruptive colonial frameworks continue to reside in a context in which the Haudenosaunee paradigms that anchor cultural, political, and land-based relationships have never been successfully effaced. Illuminating this continuity through the lens of a community-based clan research and education initiative at Six Nations of Grand River in Ontario, this article presents a fuller expression of the meaning of clans evidenced by attention to Haudenosaunee languages and translation and the cultural narratives comprising historic Haudenosaunee traditionalism. The following examination of grassroots and scholarly interventions, alongside contexts of displacement and relevance, corresponds with the concomitant pedagogical processes of reflection, action, and transformation encouraged by the clan research educational initiative. Emphasizing the viability of clan-based knowledge in transforming and transcending conceptual boundaries and more tangible borders that continue to affect the Haudenosaunee today, this article explores the ongoing practical relevance of this ancient system to current challenges involving assertions of citizenship, leadership, territorial mobility, and land rights.   [More]  Descriptors: Citizenship, American Indian Languages, Foreign Countries, Leadership

Beck, David (1988). The Chicago American Indian Community, 1893-1988. Annotated Bibliography and Guide to Sources in Chicago. This annotated bibliography identifies and describes documentary evidence of Chicago's American Indian population since the 1893 World's Columbian Exposition. Sources include studies and reports generated by Indian community organizations and agencies, community newsletters, newspapers, oral histories, grant applications, personal papers, and documents of government and private agencies. Most sources are from the period since the 1950s, when the availability of factory jobs and a federal Indian relocation program encouraged Indian migration to Chicago and other cities. Chicago's Indian population grew from 775 in the 1950 census to an estimated 20,000 today. The richest sources for late 19th and early 20th century history are the papers of Dr. Carlos Montezuma, surgeon, newspaper editor, and staunch advocate of Indian rights. The topical annotated bibliography contains 2,267 entries in six sections: (1) Chicago Indian community history (general, events and activities, local organizations, health, education, economic development, religion, social and cultural life, activism and protest, media, and delegations passing through Chicago); (2) Chicago's role in national Indian organizations; (3) national conferences sponsored in Chicago; (4) leaders and people; (5) government and Chicago's Indian community; and (6) newspapers. Another section describes the relevant holdings of 12 area libraries, universities, and other repositories. An introduction provides a brief history of Chicago's Indian population and instructions for using the bibliography. Appendices contain the locations of repositories, a list of American Indian organizations, a chronology of community history, and the 1832 treaties in which the Potawatomi tribe ceded the Chicago area to the United States. Descriptors: American Indian Education, American Indian History, Annotated Bibliographies, Community Organizations

Brooks, Barbara J.; And Others (1980). Getting Uncle Sam to Enforce Your Civil Rights. Clearinghouse Publication 59. Revised. This is a guide designed to aid in the filing of complaints against discriminatory practices. It provides information on how and where to file complaints about discrimination because of race, color, sex, religion or national origin. Discrimination because of age, handicap, lack of citizenship, institutionalization, military service, and status as an American Indian are also covered. Areas of concern include: (1) credit; (2) education; employment and training; (3) housing; (4) law enforcement; and (5) other Federally-funded programs. Addresses of both regional and local offices of Federal agencies are provided.   [More]  Descriptors: Age Discrimination, Civil Rights, Civil Rights Legislation, Compliance (Legal)

Lippitt, Linda; And Others (1993). Integrating Teaching Styles with Students' Learning Styles (Series of 14). This document begins with a report of a study of the learning styles of American Indian students at the Sante Fe Indian School (New Mexico). Santa Fe Indian School is a secondary school of 550 students, primarily from the Pueblo communities of New Mexico. A learning style assessment instrument was administered to 459 students, Grades 7-12, in 4 tribal language groups. A preferred instructional style was not found overall or for any of the tribal language groups. Analysis of student profiles suggests that teaching strategies and curriculum should focus on: small-group learning activities; developing a positive rapport between teachers and students; augmenting information-processing skills that address right and left hemispheric approaches to learning; and developing a flexible instructional delivery that incorporates information on individual learning styles. Following the report, 14 social studies and language arts lesson units, developed for Indian middle school students as a result of the study are presented, based on the 4MAT instructional model that acknowledges a diversity of learning styles and incorporates both right and left hemispheric modes of learning. The units cover various topics related to American Indian history and culture, cultural exchange, outdoor education, study skills, and thinking skills. Each unit consists of lesson plans and learning activities related to creating and analyzing an experience; integrating experience with analysis; teaching, practicing, and personalizing the concept; analyzing personal application; and celebrating knowledge gained.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indians, Brain Hemisphere Functions

Wiley, Terrence G. (2014). Diversity, Super-Diversity, and Monolingual Language Ideology in the United States: Tolerance or Intolerance?, Review of Research in Education. Each new demographic shift and economic or social change bring seemingly new issues into popular and political focus–questions, debates, and policies about the role of language in education and society and the recent claims that transnational migrations and globalization are resulting in unprecedented forms of ethnolinguisic "super-diversity." This chapter addresses issues related to language diversity, policy, and politics within the U.S. context and notes recent trends and future projections. The first section takes as a point of departure a seemingly simple question from a popular television game show to illustrate some of the complexity in posing seemingly simple historical questions. The second major section considers how ethno-racial labeling and linguistic diversity have been constructed through time in U.S. Census data and considers their implications for claims regarding the allegedly unprecedented superdiversity of the present. The third part addresses how English became dominant during the colonial period, thereby establishing its position as the common language prior to the American Revolutions. The fourth section revisits issues and themes addressed in some of my work on the history of language policy, politics, rights, and ideologies (Ovando & Wiley, 2007; Wiley, 1998, 1999a, 1999b, 2005, 2007, 2010, 2013a, 2013b; Wiley & Lukes, 1996). In particular, it focuses on the evolution of English-only ideology and how it became hegemonic during the World War I era. This final section is largely based on Wiley (2000) as it looks in relation to language policies in the United States at the differential impact of language policies on various ethnolinguistic groups in the United States.   [More]  Descriptors: Monolingualism, Language Attitudes, Political Influences, Language Role

Feury, Russell F. (1969). A Survey of the Vocational Preparation and Race in Higher Education for the State of Michigan. Final Report. This survey of students enrolled in Michigan's colleges and universities in the fall of 1966 involved 6,928 Negroes, 1,049 Orientals, 250 American Indians, and 164,221 whites. The study revealed more Negro than white female enrollments, a Negro drop-out rate nearly double that of whites, and more Negroes than whites in graduate and graduate professional programs. A majority of both student groups were Michigan residents, and more whites than Negroes were engaged in full-time study. Two-thirds of the Orientals, and 65% of the American Indians were male. Most of the Orientals were foreign students, 29.5% of the American Indians were non-residents of Michigan, 25% of both groups studied on a part-time basis, and a high proportion of both groups pursued graduate studies. These and other findings have outlined the degree of minority group participation in higher education, a restricted program involvement of minority students enrolled in higher education institutions, their concentration in urban institutions, and their dependence on jobs or federal and local financial support. Recommendations, based on these areas of concern, propose steps that colleges and universities may take to increase the number of minority group students, and high school and college collaboration to identify, motivate, recruit, and help low-income minority students to further their education. Joint action by educational institutions and state agencies is also suggested for the development of a coordinated approach to equal educational opportunity problems in higher education.   [More]  Descriptors: Agency Cooperation, Career Choice, Comparative Analysis, Coordination

Ward, Martha, Comp.; Barlow, Sarah W., Comp. (1973). Your Right to Indian Welfare. A Handbook on the BIA General Assistance Program. The handbook helps American Indians and Alaskan Natives learn about their rights under the Bureau of Indian Affairs General Assistance (GA) welfare program. This program is run by the Bureau of Indian Affairs (BIA) and is only for Alaskan Natives and Indians in 15 states: Alaska, Arizona, Colorado (Southern Ute Reservation only), Idaho, Minnesota (Red Lake Reservation only), Mississippi, Montana, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Oklahoma, South Dakota, and Wyoming. The handbook tells the reader where to look in the GA part of the BIA Manual, Section 3.1, to find the rights mentioned in the handbook. It also tells the number of the Bureau's rule on a subject for further reference. This handbook covers 5 main areas with subtopics: (1) welfare programs and definitions; (2) who can get GA and how to get it; (3) GA payments; (4) BIA decisions, records, and appeals; and (5) other programs, such as food programs and legal advice.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Economically Disadvantaged

Crow, Eleanor G. (1969). A Time for Change and Challenge: Civil Rights in Colorado, 1966-1969. The minority groups of Colorado–past, present, and future–are investigated in detail in this report by the Civil Rights Commission of Colorado. The commission uses the 1967 U. S. Civil Rights Commission report and the Kerner Report to clarify the problems of minority groups and to establish a foundation for programs combating these problems. Minority groups are defined, and specific problems, complaints, and actions taken are examined. One appendix to the document probes the 1968-69 Ethnic Census of Colorado's Institutions of Higher Learning; tables indicate the total number of faculty and students (full- and part-time) involved in higher education and break down the results according to ethnic group representation (Negro, Hispano, Oriental, or American Indian). Other appendices are included.   [More]  Descriptors: American Indians, Blacks, Civil Rights, Civil Rights Legislation

Goldberg, Carole E. (1975). Public Law 280: State Jurisdiction Over Reservation Indians. American Indian Treaties Publication. Series No. 1, 1975. Since Public Law 280 (1953) transferred civil and criminal jurisdiction of American Indians to five states and offered it to all other states while still maintaining the trust status of reservation lands, this paper asserts that PL 280 constitutes an "uneasy" Federal compromise between abandoning American Indians to the states and maintaining them as federally protected wards. Specifically, this paper addresses: objections to PL 280 and legislative solutions (controversy over Indian consent to the law; controversy over the financing of state jurisdiction; and lack of provision for retrocession or the option to return to Federal jurisdiction); and objections to PL 280 and jurisdicial resolutions (the mechanics of PL 280 transfers including optional and mandatory states; broad outlines of PL 280 jurisdiction–limitations and causes of action; local government jurisdiction; and exceptions re: hunting and fishing rights, regulation of land use, and taxing power; and new state jurisdiction acquired under PL 280). The paper's concluding remarks suggest the following: the trend away from judge-made rules and in favor of a preemption analysis based on PL 280 may reflect changes in Federal Indian policy in the direction of increased respect for tribal sovereignty, since the 1968 amendments required tribal consent and authorized partial jurisdiction and limited retrocession; since PL 280 is now the funnel through which all state jurisdiction over reservation Indians must flow, controversies over its mechanics and scope have taken on added significance. Descriptors: American Indian Reservations, American Indians, Criminal Law, Federal Government

Ramirez, Bruce A. (1985). Federal Public Policy and the Education of American Indian Exceptional Children and Youth: Current Status and Future Directions. Reviewing enrollment trends in federal, public, and tribally controlled schools, this report examines progress in the education of American Indian handicapped children since the passage in 1975 of the Education for All Handicapped Children Act. The first section provides numbers of Indian handicapped and gifted and talented children receiving specialized services as reported by federal agencies including the Bureau of Indian Affairs (BIA), the Department of Education's Office of Civil Rights, and the Head Start Bureau. Children served and categories of exceptionality are compared for 1977-78 amd 1983-84, and percentages of children served by the BIA are compared to figures for the country as a whole. The second section discusses the educational settings where handicapped students are served, again comparing BIA and national figures. Section 3 indicates how selected federal programs have contributed to educational opportunities for American Indians. Brief descriptions cover state grant programs, discretionary grant programs, the Head Start Act, the Indian Education Act, the Education Amendments of 1978, and the Vocational Rehabilitation Act. The concluding section focuses on educational needs including services for gifted and talented students and preschool handicapped students, improved vocational education, and more Indian professionals working in special education and related service fields. Descriptors: Access to Education, Alaska Natives, American Indian Education, American Indians

Sanderson, Priscilla Lansing; And Others (1996). Independent Living Outcomes for American Indians with Disabilities: A Needs Assessment of American Indians with Disabilities in Northwest New Mexico–Cibola and McKinley Counties. Interviews were conducted with 32 American Indians with disabilities in Cibola, McKinley, and San Juan counties, New Mexico. The study sought to identify the needs of northwest New Mexico American Indians with disabilities with regard to independently carrying out daily living activities. With an average age of 49, interviewees frequently reported blindness, hearing impairments, and hypertension as disabling conditions. The most numerous tribal affiliation was Navajo (75 percent), followed by Zuni and Laguna. Interviewees described their experiences with services needed and received in the past year. A lack of knowledge about services was one of the most common barriers to receiving services. Of 32 responses regarding personal assistance services, 23 interviewees indicated that someone, usually a family member, assisted them with daily activities. Interviewees' most important concerns were service providers' involvement of family members and extended family members in rehabilitation services, the need to feel safe in home and neighborhood, the desire for the Indian community to understand its disabled members' needs, and the need for information about legal rights and self-advocacy. Two community meetings were held to review preliminary findings. Community concerns included funding needs of community-based consumers and service providers, access to cultural activities, and lack of action by tribal leaders. Includes recommendations to state and tribal agencies and the interview instrument.   [More]  Descriptors: American Indians, Disabilities, Human Services, Independent Living

Commission on Civil Rights, Washington, DC. (1980). American Indian Civil Rights Handbook. Clearinghouse Publication No. 35. Second Edition. The purpose of this handbook is to inform American Indians about their basic rights under Federal law both on and off reservations. There is a discussion of the freedoms of religion, speech, press, assembly, and petition. The next section deals with equal treatment, unlawful arrest and detention, unlawful searches and seizures, and what to do when questioned or when rights have been violated. The section on fair treatment by the courts discusses the following: the right to counsel; arraignment, notice of charges, and bail; what happens before and during a trial; sentencing and appeal; and rights of children and teenagers. There are sections on Federal grand juries, the custody of children, civil and administrative due process, and the right to vote. The section on equal employment opportunities covers government and private employment, Title VI and other Federal laws, tribal agencies, private companies with Federal contracts, and Indian job preference. The section on educational opportunities describes the programs available for Indians. There are sections on Indian student rights and on rights to fair housing, equal credit, and use of public facilities and accommodations. The next section discusses the taking of private property by eminent domain. There are instructions on how and where to file complaints followed by a description of what constitutes discrimination. There is also a list (by states) of legal service programs and list of jurisdictions covered.   [More]  Descriptors: American Indian Education, American Indians, Civil Rights, Civil Rights Legislation

Wetschler, Ed (2011). After 50 Years, Ethnic Studies Still Controversial, District Administration. In the early 1900s, sociologist and civil-rights activist W.E.B. DuBois advocated the teaching of African-American studies in American schools. The goal was to teach a history and heritage that was being ignored, not just so blacks would better understand their own past, but so white society would be more respectful. But by 1968, when students demanding ethnic studies classes at San Francisco State University (SFSU) went on strike, essentially shutting down campus, the goals had shifted from DuBois' aim of engendering more respect from whites. As explained on the SFSU Africana Studies Department History Web page, the nonintegrationist Black Students Union, Third World Liberation Front, and their allies in the Black Panthers saw ethnic studies as part of a campaign for broad reform of the university, including open admissions for minority students and courses that would "serve as a counter to white value and white attitudinal courses." SFSU hurriedly set up a division of ethnic studies, offering black, Chicano, Asian and Native American studies. This article discusses how recent events in school districts and some states show how divisive this 1960s phenomenon may prove to be in the 21st century.   [More]  Descriptors: American Indian Studies, Black Studies, American Indians, Open Enrollment

Kraus, Rebecca S.; Chambers, David R. (2001). A Bridge to One America: The Civil Rights Performance of the Clinton Administration. This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and minorities, and voting rights); and (4) "Lessons Learned." Overall, the Clinton administration transformed federal civil rights enforcement and policy efforts in many important ways but ultimately failed to develop or execute effective policies in several key areas relating to civil rights enforcement. Three appendixes present a civil rights timeline, 1990-00; executive orders relating to civil rights, 1994-00; and Clinton's recommendations for building one America.   [More]  Descriptors: Access to Health Care, Affirmative Action, American Indians, Bilingual Education