Watras, Joseph, Ed. (2001). American Educational History Journal, 2001, American Educational History Journal. This 2001 annual publication contains 31 articles on topics germane to the history of education. Each year, this journal publishes papers presented at the annual meeting of the Midwest History of Education Society. After the "Introduction" (R. J. Taggart) articles in this year's issue are: "Origins of the American Federation of Teachers: Issues and Trends between the Two Great World Wars" (D. T. Martin); "Class, Race, and Curriculum in Small Pennsylvania Mill Towns of the 1960s" (B. Frey); "Textbooks for Confederate School Children Pursuit of National Identity during the American Civil War" (O. L. Davis, Jr.); "Elma Neal, 'The Open Door' Readers, and Mexican American Schooling in San Antonio, Texas" (M. D. Davis; O. L. Davis, Jr.); "Defense as Preparation: Houston, Texas, Schools Face the War to Come, 1939-1941" (J. Hammer; O. L. Davis, Jr.); "William Guardia: Who Does So Much for So Many" (C. Elam); "'The Medium Is the Message': Lloyd Reynolds and the Origins of Italic Handwriting in Oregon Schools" (R. Christen; T. Greene); "Why Did Social Studies Become Popular?" (J. Watras); "Give Peace a Chance: College Students Protest and the Civil Rights Movement, 1960-1975" (W. M. Davis; C. Dulski); "The Kaiser Child Service Centers: A Brief Report" (C. J. Anderson); "Analysis of Midwest School Attendance on the Eve of the Civil War: Study of Washtenaw County, Michigan, in 1860" (A. Vinovskis); "Effect of Enlightenment Thinking and Early Nineteenth Century Imagery on Twentieth Century Views of American Indians" (G. Noley; J. Smith); "The Struggle to Reshape the American Mind: Antidotes to Popular Images of Germans in United States Schools" (D. Witkosky; S. Hood); "Flora J. Cooke: Making the Secondary Schools Progressive" (G. L. Kroepel); "Teachers in America: At Odds with the American Ethos" (R. J. Taggart); "Reflection of the Past: Desegregation in Goliad, Texas" (R. Garza); "Drawing from the Past: The Chicago Art Institute and Chicago Public Schools 1879-1914" (D. Corcoran); "Flappers, Bathtub Gin, and Gangsters: The Nature and Purpose of Character Education in Two Curriculum Models" (K. L. Riley; J. Brown); "Using New Computer Technology for Oral History Interviews and Archival Records" (T. Fogg); "'There's No Place like Home': The Modern Home School Movement, 1980-Present" (D. K. Winters); "Historic Perspectives of Multicultural Education" (C.  Young); "Paternalism's Reckoning in the Success of the Special Education Movement" (M. McKenzie); "Ellsworth Collings: A Re-Introduction" (A. W. Garrett); "Islamic History of Education in Uzbekistan" (T. Boyd; T. Owens); "'Phu Anuman Rajadhon' (1888-1969): On Knowledge and Learning" (J. Gasigijtamrong); "The 'Practicality' of Foreign Language in World War II" (L. Colangelo); "School Reorganization Act of 1961 and Its Impact on Pennsylvania School Reform" (B. Frey); "Reconsidering Paul Hanna's Content Sequencing Theory" (Y. Kim); "Educational Reform and the Unstilled Voice of Progressivism in the Twentieth Century" (J. Smith; C. Vaughn; D. Ketchum); "The Reform of Reform: How Business-Led Reformers Have Changed Their Tune" (R. Taggart); and "The Status of Social Studies Curriculum for World Understanding after World War II: 1945-1950" (S. Kim).   [More]  Descriptors: Educational Change, Educational History, Educational Practices, Elementary Secondary Education

Bland, Laurel LeMieux (1975). American Native Oral Tradition: Legal Safeguards and Public Domain–A Discussion. Demonstrating the fact that the United States recognizes tribal groups (American Indians, Eskimos, and/or Aleuts) as sovereign bodies and conducts business and civil affairs with them accordingly, this paper examines an area in U.S. Law that is either unclear or entirely lacking–the treatment of tribal right to ownership or control of the accumulated literary and intellectual heritage of a tribe and its right to protect its members from exploitation regarding their personal knowledge of tribal cultural heritage. In light of existing law and custom, several approaches to solving the problem or clarifying the situation are described. The paper concludes that: morally and ethically, elements of cultural heritage which lend themselves to ethnographic research methods and electronic or photographic recording are, by virtue of a priori right and possession, the intellectually created property of the tribes and their members; there is ample evidence that the capability and structure are present for tribes to control and administer ethnographic research with the power to receive the results as communal property of the tribal authority; and in accordance with its constitution, the federal government has a duty and obligation to initiate action in keeping with the policy statements of its leaders to render unto the Indian people that which is theirs by inheritance and possession and to clearly differentiate between that which is theirs and that which is held in common bond by the populace. Descriptors: American Indians, Civil Liberties, Constitutional Law, Cultural Background

McCoy, Melody (1998). Cooperative Agreements in Indian Education. Indian Education Legal Support Project: "Tribalizing Indian Education.". The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document compiles 10 voluntary cooperative agreements among federal, public, and tribal schools and between Indian organizations with regard to various Indian education matters as of October 1, 1998. The agreements are voluntary because, while federal, state, and tribal laws may authorize such agreements, no law requires them. Summaries of the 10 agreements are presented, followed by the full text of the agreements. Five agreements between a public school district and a tribe, tribal school, or Bureau of Indian Affairs (BIA) school address creation of a joint school board; joint operation of a public school, a tribal or BIA school, and a new program for at-risk tribal students; and distribution of state funding for American Indian students in a public school district. Three agreements among tribal schools address cooperative arrangements for student bus transportation, cooperative sponsorship of student sports, and shared special education services. The other two agreements establish an interdistrict consortium of six public school districts to meet the needs of Native students, and formalize the relationship of two national Indian organizations on Indian education matters. Descriptors: American Indian Education, Educational Cooperation, Elementary Secondary Education, Institutional Cooperation

Klasky, Philip M. (2001). The Storyscape Project Preserves Indian Cultures and Lands. Their Way Home, Winds of Change. A nonprofit indigenous rights organization in California helps indigenous communities safeguard their lands and culture. Recordings of the last speakers of endangered languages and their tribes' stories and creation songs are used in language restoration programs and to establish historical evidence of tribal land use through landmarks described. Intellectual property rights are retained by those who were recorded. Descriptors: American Indian Culture, American Indian Languages, Audiotape Recordings, Conservation (Environment)

Nelson, Melissa; Klasky, Philip M. (2001). Storyscape: The Power of Song in the Protection of Native Lands, Orion Afield: Working for Nature and Community. An indigenous rights organization works to preserve and revitalize indigenous communities and their lands by recording tribal creation songs. The songs spiritually reconnect Native people with their land, establish indigenous territorial rights, and preserve endangered languages. An ethnographic audio recording training program will enable tribes to create their own educational and language tools. Descriptors: American Indian Culture, American Indian Languages, Audiotape Recordings, Conservation (Environment)

Diamond, Tom (1974). State Responsibilities for American Indians — Texas. The Tiguas of El Paso, Texas; the Coushattas of Louisiana; and the Tortugas of Las Cruces, New Mexico share a common background in that they represent American Indian tribes who, having lost their land base, have been abandoned by the Bureau of Indian Affairs (BIA) and have experienced recent circumstances of poverty. Since Indian rights stem from their original ownership of land, the BIA generally takes the position that it will not assume responsibility for an Indian group without a land base. However, Title 25 of the U.S. Code (Section 334) states that equal treatment should be afforded all Indians regardless of place of residence. Due to recent efforts on the part of the Tiguas, the Texas State Legislature has assumed full legal responsibility for these El Paso Indians. While the Coushattas and the Tortugas have not been as successful, the Tiguas have provided a precedent and a blueprint for recognition of tribes without a land base. Recognition is a relationship between a unit of government (State or Federal) and a tribe, wherein the government provides services for the tribe which are not provided for the general public. A suggested blueprint for recognition involves procurement of: (1) an anthropologist to document tribal history; (2) an attorney to accept responsibility for coordinating the effort; and (3) an effective public relations man. Descriptors: American Indians, Equalization Aid, Federal Government, Land Acquisition

Lukaczer, Moses; And Others (1971). A Guide to the Rights of the American Indian to Food Programs — In Federal Schools for American Indian Children and in Public Schools Subsidized by the Bureau of Indian Affairs. Written for all American Indians and Alaska Natives, this guide is designed to provide information relative to the Native American's rights to food programs in Federal schools and in public schools subsidized by the Bureau of Indian Affairs (BIA). Aimed at stimulating Native Americans to assume a more active role in the development and assessment of these food programs, this handbook presents the following information: (1) Food Programs in Schools and Dormitories Operated by the BIA (number of federally recognized Indian children of school age; different kinds of BIA schools; BIA nutrition responsibilities; unknown nutritional status of "other" Indian children; BIA boarding schools, dormitories, and day schools; general food policy issues–tests, monitoring, and surplus foods); (2) Food Programs in Public Schools Funded by Authority of the Johnson O'Malley Act (JOM), (Indian children covered; service standards vs JOM regulations; parent costs; definitions of selected federally funded food programs; BIA regulation needs for administration of JOM lunch monies; BIA responsibility for Indian children in JOM funded schools; inequities in JOM fund administration; unaggressive use of JOM funding device; findings of the U.S. Commission on Civil Rights' survey of JOM schools; the School Breakfast Program; phasing out JOM funding; policy considerations). Descriptors: Alaska Natives, American Indian Reservations, American Indians, Boarding Schools

McKinley, Francis; And Others (1970). Who Should Control Indian Education? A History, Three Case Studies, Recommendations. Conducted in 1967 by the Far West Laboratory for Educational Research and Development at the request of the National Indian Youth Council, this 1-year study was made on American Indians at the following sites; Loneman, South Dakota; Ponca City, Oklahoma; Crow Agency, Montana; Fort Berthold, North Dakota; Nondalton, Alaska; South Nek Nek, Alaska; Mescalero Apache Reservation, New Mexico; Papago Indian Reservation, Arizona; Seattle, Washington; and Indian boarding schools. The report describes the state of education available to American Indian children, presents 3 case studies, and offers a set of recommendations for improvement. Collection of base-line data included obtaining information on school administration, curriculum and teaching methods, student achievement, attitudes of teachers and administrators, and unique characteristics of the schools attended by the Indian children. Conclusions were that education provided for Indian children is a failure and has not succeeded in preparing them to be productive citizens in the larger society. In addition to the study activities, 3 pilot projects were developed at various sites: (1) educational materials libraries in Head Start schools, (2) a tutoring program for junior high students, and (3) a nonprofit organization for community development.   [More]  Descriptors: Administration, American Indians, Attitudes, Civil Rights

Gerlach, Ernest J. (1977). Indian Employment in New Mexico State Government: 1977. To update a 1974 report on the status of American Indian employment in the state of New Mexico, a 1977 study on the composition of the state's work force was undertaken, including descriptions of the overall distribution of state employment by job category, grade, and salary level. Despite progress, it was found that: (1) Indians still constituted only about 2% of the state's merit system work force; (2) Indian employees continued to be concentrated in a few agencies, with 60% working for the Employment Security Commission, Health and Social Services, and the Highway Department; (3) few Indians were employed even in areas where large proportions of Indians resided; (4) American Indians continued to be concentrated in low skill, low pay jobs with little upward mobility (almost 40% of all Indian employees were classified as paraprofessionals or in service/maintenance); (5) improvements notwithstanding, a disproportionate number of Indian employees remained concentrated in lower salary levels and in lowest grade levels (more than 72% of Indian employees were between grade levels 01 and 10 compared to almost 55% of entire work force, and only 9% were at or above level 15 compared to more than 20% of total employees). The report contains numerous statistical comparisons broken down by race/ethnicity and sex.   [More]  Descriptors: Affirmative Action, American Indians, Black Employment, Employed Women

Senese, Guy; Wood, Gerald (2009). Like the Other Kings Have: A Theory of Sovereignty and the Persistence of Inequality in Education, Journal for Critical Education Policy Studies. Public education discourse is dominated by nostalgia for an idea of humanity, which has existed more strongly in high culture discourse than it has in public schools. Political liberal and conservative discourses agree that the process of compulsory public education is an expression of the state as it works to justly distribute "life chances" through the exercises of schooling and the credentials that ensue from those exercises. The debate is centered on whether the exercises are just. This paper is an attempt to apply a developing scholarship on the concept of sovereignty to this old problem, and particularly to help explicate a deeper level of resistance to change regarding educational inequality. Drawing from Hannah Arendt, Carl Schmitt, and from the Italian philosopher and philologist Georgio Agamben, this re-visitation of the concept of sovereignty is a Foucauldian excavation of the substrate of feudalism and imperial Romanism, whose ancient tropes of property and humanity work like a parasite on the body of public education, appearing periodically right under its skin. This work suggests the power of pre-Christian even pre-"European" enlightenment ideas, toward a deeper archeology of exclusion.   [More]  Descriptors: Credentials, Equal Education, Tribal Sovereignty, Public Education

Thompson, Morris (1974). Self-Determination: First Steps. The year 1974 marked the first full year in which the Bureau of Indian Affairs (BIA) officially embarked on a policy of advising and assisting American Indian tribes to assume the administration of their own affairs (self-determination). It seeks to strengthen and stabilize tribal governments while continuing to maintain and fulfill its trust responsibilities. BIA trust responsibilities consist of protecting the Indians' land, water, minerals, forests, and other resources. Some positive accomplishments regarding these responsibilities have been the three-stage format for inventorying water resources affecting reservations; the Catalog of Rights Issues, which identifies a multitude of Indian rights problems; the Menominee Restoration; and the Alaska Native Claims Settlement Act.  In the area of education, new initiatives are emerging such as more community involvement. Indian services provided by the BIA include: (1) the Tribal Government Development Program, which encourages the growth of self-determination by using program funds to establish effective tribal governments; (2) the implementation of the court decision which restored the off-reservation fishing rights of 14 tribes in western Washington State; (3) housing for Alaska Natives; (4) faster action on roll appeals; and (5) development of tribal resources, such as setting up new enterprises and expanding old ones.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Community Control

Leitka, Eugene (1974). Sources of Financial Aid for American Indian Students. Some 22,000 American Indian students requested assistance for higher education from the Bureau of Indian Affairs (BIA) in 1973, but the BIA only had funds for 11,395 students. While funds theoretically were available from other sources, only 3,000 out of 12,000 eligible students were able to benefit from them. A cooperative agreement between the U.S. Office of Education, the BIA, and the Office of U.S. Civil Rights is pending release. The agreement is designed to eliminate discrimination against Indian students seeking financial aid from other available Federal sources and is directed toward the educational institutions as recipients of Federal funds, placing them under contractual compliance procedures and making it their responsibility to serve all races without discrimination.  A proposed draft was produced in January of 1974 by the U.S. Office of Civil Rights, which if adopted will bring about clarification of college responsibilities in this matter. The directive states: (1) that funds provided under the Basic Educational Opportunity Grant or other Federal programs are to be made available to all eligible Indian applicants on an equal basis without regard to their eligibility for assistance through programs operated by the BIA; and (2) that the level of Indian need is not to be projected as lower than that of non-Indians. Descriptors: Agency Role, American Indians, Civil Rights, College Programs

Ford Foundation, New York, NY. (1977). Ford Foundation Assistance to Native Americans. During the past decade the Ford Foundation has assisted American Indians to improve their educational opportunities, assert their legal rights, and preserve their traditional culture and way of life. The Foundation has funded various efforts in the areas of school planning and finance, leadership development, undergraduate and graduate fellowships, establishment of Indian colleges, legal challenges, economic and community development, communications, and culture. Among the numerous Foundation-supported programs have been the Leadership Development Program which has given promising young Native American teachers and community workers from rural areas opportunities for innovative and advanced training; programs to help talented young Indians serve as links between their own culture and the larger society by assuming leadership positions in school systems and community agencies; an Upper Division Scholarship Program to help talented graduates of community colleges go on for bachelor's degrees at four-year colleges and universities; a one-year advanced study fellowship to faculty members with some graduate work who want to study full-time for their doctorates; a doctoral fellowship program designed for students entering graduate school and planning careers in higher education; the Native American Rights Fund, a nonprofit legal organization which has helped Indians throughout the country launch a comprehensive litigation campaign to secure and protect their rights. Appended is a listing of Ford Foundation grants concerning Native Americans. Descriptors: Alaska Natives, American Indians, Community Development, Cultural Awareness

General Accounting Office, Washington, DC. Resources, Community, and Economic Development Div. (1988). Indian Affairs: Statistical Data on Indian Rights Cases Handled by Justice. Fact Sheet for the Honorable Harry Reid, U.S. Senate. This fact sheet was written in response to a Senatorial request for information that would quantify litigation costs, in time and money, associated with federal efforts to defend and promote the rights of American Indians from 1982 through 1987. Costs incurred on behalf of Alaskan Natives were to be excluded in the report. It was found that for fiscal years 1982 through 1987, the Indian Resources Section of the Justice Department spent about $5.1 million to carry out its mission of litigating Indian rights cases. Of that amount, about $3.9 million was for personnel compensation and benefits while the remaining $1.2 million was for other expenses. The funds supported approximately 10 attorneys and 4 staff members each year, or 84,638 staff hours on 654 cases for the 6-year period.  The information is contained in a response letter and in several statistical tables showing data on Indian Rights cases handled by Justice's Indian Resources Section. The tables show numbers and status of Indian cases, hours attorneys worked, staff and salary costs, and costs of expenses. A list of major of contributors to the fact sheet is included.   [More]  Descriptors: American Indians, Civil Rights, Clerical Workers, Court Litigation

Journal of American Indian Education (1999). The Coolangatta Statement on Indigenous Rights in Education. Presents the 1996 revised Coolangatta Statement on Indigenous Rights in Education, a framework for discussing indigenous educational rights and self-determination, generated by an international task force. Lists task force members and fundamental principles for further discussion. Descriptors: Access to Education, Civil Liberties, Culturally Relevant Education, Educational Principles