This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe: Earth Protection Team website. Some of the authors featured on this page include Owanah P. Anderson, Sophie D. Aberle, Russell L. Hamm, Washington Congress of the U.S., William A. Brody, Georgianna Tiger, William Willard, Washington National Congress of American Indians, Sedelta D. Verble, and Washington Women's Bureau (DOL).
(1966). The Indian, America's Unfinished Business; Report of the Commission on the Rights, Liberties, and Responsibilities of the American Indian. The Civilization of the American Indian Series, Vol. 83. Because a 1953 Congressional resolution established the policy of terminating the special relationship between American Indians and the Federal government, a review of historical information on this relationship is in order so that recommendations can be made with respect to the termination of services, funds, and authority. Termination should occur only after adequate information is available and solutions have been found to existing problems of health, education, economy, and government. The Indian must be motivated to participate in solving his own problems, and he should have the right to determine his own form of government. Tribal judicial systems should be integrated with state systems. The Bureau of Indian Affairs should make experts in economic planning available to Indian tribes, as its function should be to counsel and assist, not to control or regiment. The power of the Secretary of the Interior should be reduced to allow tribes to operate to the full extent of their abilities. Tribes should assume greater responsibility for health and sanitation. School personnel should have special training in dealing with Indian children, and adult education programs must be expanded and strengthened. Descriptors: Acculturation, American Indians, Citizenship Responsibility, Cultural Influences
(1980). An Analysis of Current Indian Legislation and Its Impact On Schools On or Near American Indian Reservations. Significant 1970's federal legislation regarding American Indian education includes the Tribally Controlled Community Colleges Act; the Gifted and Talented Children's Act (Title IX Elementary and Secondary Education Act, or ESEA) which focuses in part on economically disadvantaged children; the Bilingual Education Act (Title VII ESEA); and the Indian Basic Education Act (IBEA) of 1978 (Title XI ESEA). The IBEA, the result of several years of Congressional work, mandates Bureau of Indian Affairs (BIA) reform in ten areas: academic standards, boarding situations, school construction, educational functions, funding, parental participation, education personnel, information management, technical assistance, and recruitment. The IBEA addresses student rights within BIA schools and Indian control of Indian educational affairs. The law also gives the Director of the Office of Indian Education Programs line authority over all education personnel. Teachers are removed from civil service and placed under local control. Possibly the greatest impact on Indian education would result not from these new laws, but from the transferral of Indian education to the newly created Department of Education. For Indian education to remain under the authority of the BIA the IBEA must be successful. [More] Descriptors: Academic Standards, American Indian Education, American Indian Reservations, Bilingual Education
(1980). The American Indian: A Teaching-Learning Unit. Studies in Curriculum Development No. 4, 1980. One in a series of studies of selected aspects of curriculum development, this monograph utilizes an historical approach in a guide for teaching a unit on American Indian background and presents suggestions to use as follow-up measures after the study. Six specific objectives focus on the purposes of the course: (1) to point out the misleading stereotyped white concept of "Indian"; (2) to survey various Indian nations and chart their U.S. geographical distribution; (3) to describe major cultural differences between whites and Native Americans; (4) to outline problems unique to Native Americans and some approaches for their solutions; (5) to trace major historical events in Native American struggles for survival, identity, and freedom; and (6) to take a look at the history and cultural legacy of Native Americans in Indiana. Contents include discussions on the following: eight separate language families (Algonkin, Iroquois, Caddo, Muskhogean, Sioux, Penutian, Dene, Uto-Aztecan); the gulf in world view between white Americans and Native Americans; the Native American struggle for civil rights; and a focus on the history of Indians in Indiana. Questions for research and discussion and a list of activities for classroom use provide suggestions for further study, and a selected reading list includes books about Native Americans in categories of education, the past, and the present. Descriptors: American Indian Culture, American Indian Languages, American Indian Studies, American Indians
(1993). The Impact of Gaming Revenue on American Indian Education: A Case Study. This paper reviews historical and legal factors contributing to the development of gaming as a source of tribal revenue, and assesses the impact on education from revenue generated from the Mystic Lake Casino near Minneapolis, Minnesota. Corporate shareholders of the casino are members of the Shakopee Mdewakanton Sioux Community. Although U.S. law supports the status of Indian tribes as sovereign nations, the state of Florida took the Seminole tribe to court after the tribe opened a bingo parlor in 1976. In this case and a similar case in California, the Supreme Court upheld the rights of reservation American Indians to establish their own ordinances for regulating bingo games, but dissenting justices argued that unless Congress authorized and regulated tribal gaming, the State had a legitimate law enforcement interest. As a result, in 1988 Congress passed the Indian Gaming Regulatory Act to assist tribes in regulating gambling. Soon thereafter, the Minnesota Indian Gaming Association was established and reached an agreement with the State concerning gaming regulations. Monies generated from the Mystic Lake Casino have funded an after-school program, a cooperative education program, an advocate for students, an alternative school for students with special needs, and adult education training programs. Currently, Canada's First Nations are fighting the provincial government of Saskatchewan to allow a casino to remain open on the White Bear Reserve. Although the future of tribal gaming is uncertain in Canada, developments in the United States could establish a precedent regarding tribal gaming. [More] Descriptors: Adult Education, American Indian Education, American Indian History, Canada Natives
(1973). The American Indian in School: Answers to Questions–Advance Statistics for Management. Graphs, maps, and data tables are used to answer various questions about the elementary, secondary, and higher education of the American Indians. Answers to the following questions are given: (1) How many Indian children are in school? Public? Private? Bureau of Indian Affairs (BIA)? (2) Where are the Indian pupils enrolled in the public schools? (3) What is the concentration of Indian enrollment in each state at the elementary, secondary, and college levels? (4) How do patterns of "racial isolation" differ for Indian and Black pupils? (5) To what extent are Indian pupils in our public schools racially isolated? (6) What is the concentration of Indian enrollment in the large cities? (7) How well do Indian pupils score on achievement tests? (8) In which states are the BIA pupils enrolled? (9) How many Indians are in college? and (10) Where do the Indians go to college? The data used to answer these questions were collected by the Department of the Interior's Bureau of Indian Affairs and the Department of Health, Education, and Welfare's Office for Civil Rights. [More] Descriptors: Academic Achievement, American Indians, Black Students, Elementary Education
(1981). Resource Guide of American Indian and Alaska Native Women, 1980. A resource listing of 678 prominent American Indian and Alaska Native women representing 159 tribes throughout the United States provides the following information: name, address, date and place of birth, tribal membership, field of interest, current occupation, Indian activities, women's advocacy, educational background and professional interest. The following are the majority of professional and advocacy skills the women possess: administration (federal, tribal and urban), cultural advocacy and arts (arts and humanities, traditional arts and crafts), economic development (program planning/management), education (adult/vocational, bilingual, curriculum development, early childhood, educational equity, higher education, Native American studies, teacher training, tribal education), employment (affirmative action/EEO, women's employment advocacy), health (administration, alcohol/drug abuse, Indian health advocacy), legal advocacy (legislative change/testify/lobby, treaty rights/legal advocacy/sovereignty, tribal council membership), media and communications, social and human services (child advocacy, domestic violence, Indian Child Welfare Act), skills for change (commission on status of women, conference/workshop speakers, published authors). Also included are indexes by tribe, state, and resource skills. [More] Descriptors: Advocacy, Alaska Natives, American Indian Education, American Indians
(1994). The Impact of Federal Legislation on the Education of American Indian Students. This paper discusses some of the ramifications of federal laws and associated court decisions that provide the legislative foundation for education of American Indians. The legislation reviewed includes the Johnson O'Malley Act, Impact Aid laws, the Elementary and Secondary Education Act, the Indian Elementary and Secondary School Assistance Act, the Indian Civil Rights Act, the Education for All Handicapped Children Act, the Indian Self-Determination and Educational Assistance Act, the Indian Child Welfare Act, the Elementary and Secondary Improvements Amendments, and the Native American Languages Act. The effects of these laws on Bureau of Indian Affairs (BIA) schools and the level of control permitted to tribes and parents are evaluated. Most federal legislation that impacts the education of Indian children has been targeted at educational policies and practices for all children. This includes the Goals 2000 legislation because it requires the BIA to establish a panel to oversee implementation in BIA schools. While authority for overseeing the federal trust responsibility for Indian people remains with the BIA, contemporary education agendas have been directed to include laws and regulations that impact public school districts as well. References include 11 public laws, 7 court cases, and 7 books and articles. [More] Descriptors: American Indian Education, American Indian Reservations, American Indians, Categorical Aid
(1978). A Guide to Conducting a Conference With American Indian Women in Reservation Areas. Among the major concerns of the Women's Bureau are the special needs of women of various racial and ethnic backgrounds who encounter double discrimination because of their sex and their racial or ethnic origin. For those who speak English as a second language, a further barrier is added. American Indian women are one group in need of special programs to create an awareness of their job rights and to increase the accessibility of employment and training opportunities for them. In response to a successful conference on "Employment Awareness for Indian Women" held on the Shiprock, New Mexico, Navajo Reservation, this guide has been prepared to aid in conducting similar projects elsewhere. While not intended to be a comprehensive "how-to" instrument, the guide is adapted to the status of Indian women and highlights those parts of the conference program needing special consideration: strong community participation in planning phases, an opening session speaker who is a known leader, availability of bilingual interpreters, minimal or no expense to participants, briefing sessions for resource people, and follow-up mechanisms. In planning such programs, it is essential to have a knowledge of the unique legal status of Indian tribes so that provision can be made to have that issue addressed. Situations and conditions vary from reservation to reservation, making flexibility and adaptability a major requirement for the use of this guide. [More] Descriptors: American Indian Reservations, American Indians, Career Awareness, Conferences
(1970). Film Evaluations of Eskimo Education. The National Study of American Indian Education, Series III, No. 4, Final Report. As a part of the Final Report of the National Study of American Indian Education, the educational environments of schools in 2 Alaskan tundra villages, in a state-consolidated school in Bethel, and in Anchorage public schools were filmed to provide empirical evidence for the evaluation of Eskimo education. This film study was pointed toward ascertaining whether schools operated by the Bureau of Indian Affairs are singularly different from other schools educating Indians. In addition, the film sample ranged from the most undisturbed environment to the most un-Eskimo environment in Alaska in an attempt to determine how the relative learning pace of children changed. Among the conclusions in the document, it is noted that there is little difference between the quality of BIA and state-operated schools; there is a need for a more culturally appropriate school curriculum and more relative subject matter; native teachers should be recruited; the number of community school programs should be increased; and there should be a restrengthening of the legal status of Eskimos with social rights and services from the Federal Government. Descriptors: American Indians, Classroom Observation Techniques, Community Characteristics, Community Organizations
(1996). Countering Prejudice against American Indians and Alaska Natives through Antibias Curriculum and Instruction. ERIC Digest. Teaching from an antibias perspective means going beyond conventional multicultural education and introducing students to a working concept of diversity that challenges social stereotypes and discrimination. This digest describes current inadequacies in teaching about Native Americans, suggests ways to avoid common pitfalls, and provides guidelines for detecting anti-Indian bias in instructional materials. Three obstacles to providing better instruction about American Indians and Alaska Natives are lack of training in teacher education programs, ongoing racist portrayals of Native Americans in the larger society, and difficulties in locating sources of trustworthy materials. When teaching about Native Americans, teachers often favor approaches that portray Native Americans as extinct, or that allow students to experience only the exotic components of a Native culture. Both approaches teach simplistic generalizations about other peoples and lead to stereotyping rather than understanding. Teachers must begin by examining their own underlying beliefs about Native Americans and by critically questioning cultural images in books and the mass media, then use this knowledge to develop an antibias curriculum. Antibias learning may be integrated into the entire curriculum through a technique called webbing. Types of instructional materials to avoid are those that make sweeping generalizations about Native Americans, present only colonizers' perspectives, exploit Native American cultural and spiritual traditions for profit, or lack respect for Native intellectual property rights and indigenous knowledge. Contains 15 references and resources. [More] Descriptors: Alaska Natives, American Indians, Consciousness Raising, Cultural Awareness
(2000). Indiana's Best Practices Celebrating Diversity: Many Communities…One Indiana. A Resource Manual of Diversity Programs & Activities. Update 2000. This updated resource manual of racial diversity programs and activities should help promote racial reconciliation and understanding among diverse communities. It includes 72 new programs, and six new Indiana communities actually embracing this challenge have been included: Crawfordsville, New Castle, Plainfield, Seymour, Valparaiso, and Wawasee. Three new categories have been added to the resource manual: Indian-American Services and Events, Persons with Disabilities, and Sexual Orientation. 14 new resources have been listed. The updated manual is not inclusive of all activities and resources occurring in Indiana, nor does the Indiana Civil Rights Commission endorse one resource over another, but it is reflective of some of the diversity programs developed and practiced by Hoosiers. The manual is divided into the following sections: "Index by Activity"; "Index by Location"; "Description of Best Practices, 1999 Edition"; and "Description of Best Practices, 2000 Update." Appendixes contain "Dialogue Guides"; "Additional Resources"; and "Supplemental Materials." [More] Descriptors: Community Involvement, Community Resources, Creative Thinking, Cultural Pluralism
(1978). Official Policy Positions of the National Congress of American Indians for Convention Year 1977-1978. During its convention year of 1977-78, the National Congress of American Indians held an annual convention in Dallas in September, 1977, an executive council meeting in Washington in January, 1978, a special conference on federal recognition and the impact of the Oliphant decision in Nashville, Tennessee in March, 1978, and a mid-year conference in Spokane, Washington in June, 1978. At the Dallas convention sixty-six resolutions were passed in such areas as reservation development, legislation, education, housing, sovereignty, health, and welfare. The January executive council meeting featured resolutions supporting individual tribes in such efforts as distribution of federal funds, land acquisition, educational and health facilities, housing, and disaster assistance. The Native American Economic Stimulus Program was hailed as innovative, creative, and the most promising new program in recent years to further the Indian Self-Determination and Education Act of 1973. The March meeting yielded a Declaration of Principles on Tribal Recognition by the U.S. Government. Resolutions adopted in Spokane included ones on religious freedom, water rights, and public works projects. The official resolutions as well as excerpts from key convention speeches are included in the report. Descriptors: Alaska Natives, American Indian Education, American Indian Reservations, American Indians
(1986). The Ninth Inter-American Indian Congress Historical Overview, Wicazo Sa Review. The Ninth Congress of the Inter-American Indian Institute (IAII) was held October 28-November 1, 1985 in Santa Fe, New Mexico, and was–for several reasons–a major event in the history of the indigenous people of this hemisphere. First, it was the first Congress held in the United States in the 45 years since the Institute was organized. Second, holding the Congress in New Mexico was an unofficial recognition that the origins of the Institute and Congress are in the Santa Fe- and Taos-based organization of political action to save Pueblo land and water rights in the 1920s. Third, the meeting had a larger contingent of Indian delegates and observers, and Indian participants took a larger role than in the past when non-Indian government representatives controlled the proceedings. Fourth, the emergence of trans-national political power of indigenous people was apparent in the movement to establish a fifth committee consisting of non-governmental Indian delegates as an official component of the Congress. The IAII is recognized as a specialized Inter-American organization of the Organization of American States. Its primary purposes include dissemination of information to its 17 member nations in planning for the economic, social, education, and cultural improvement of Indians throughout the hemisphere. This paper concludes with results of a brief poll concerning the reactions to the Congress of a sampling of people connected with U.S. and Canadian universities. Descriptors: American Indians, Federal Indian Relationship, Indigenous Populations, International Cooperation
(1978). Meetings of the American Indian Policy Review Commission (January 6, 7, February 4 and 5, 1977). Volume 5. The meetings of the American Indian Policy Review Commission on January 6, 1977, were concerned with the markup of the first draft of the final report, the status of the Commission extension, training, distribution of task force reports, and transition coordination. The session on February 4 opened with the announcement that the Senate had passed the joint resolution introduced by Senator Abrouzek for an extension of three months for the Commission. The Commission questioned sovereignty and constitutional rights and contemplated the issue of defining "Indian" and "tribe". During the discussion on trust responsibility, Commissioner Whitecrow expressed the Indian's viewpoint of "land–as the Mother Earth, the sustenance of life, giving life with growth and minerals of that specific soil and it gives life and it takes life". He stressed trust responsibility as the Government's obligation to fulfill responsibility in delivery of services and protect those services agreed to provide the Indian tribes. A brief session discussed social services, specifically child placement, health services, and education. [More] Descriptors: Agency Role, American Indian Education, American Indians, Compliance (Legal)
(1980). American Indian Community Controlled Education: "Determination for Today, Direction for Tomorrow". The reemergence in the 1960's of the traditional Indian philosophy of education as preparation for societal productivity coincided with a movement within Indian communities toward more active participation in and self-control of the education of their people. By recognizing the historical right of American Indians to control their own education, the Basic Indian Education Act (PL 95-561) and the Indian Self-Determination Education Assistance Act (PL 93-638) have made these goals a reality and paved the way for the casting off of the policy of coercive assimilation which has characterized most previous national Indian education programs and led to academic failure among Indians. In the 1980's the focus of Indian community controlled education will center on the consolidation of school contracting procedures in PL 93-638, including obtaining a centralized contractive authority under the Bureau of Indian Affairs; curriculum development in the area of cultural education; and parental and tribal participation in the public schools. This will require a united effort among Indian communities to explore the potential of federal legislation and utilize it to its fullest. Indian communities must also determine how to strengthen community control, sustain educational successes, establish Indian education priorities, and strengthen internal and external resources. [More] Descriptors: American Indian Culture, American Indian Education, Community Control, Educational Change