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 Wendy St. Jean, Robert H. Keller, Perry A. Zirkel, C. Richard King, Arlington DBS Corp., American Indian Journal, Kirke Kickingbird, Sonia Comboni Salinas, Lyndon B. Johnson, and G. Mike Charleston.
(2005). Indigenous Education and Empowerment: International Perspectives, Rowman & Littlefield Publishers, Inc.. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. This insightful volume contributes to the understanding of indigenous empowerment through education, and creates a new foundation for implementing specialized indigenous/minority education worldwide, engaging the simultaneous projects of cultural preservation and social integration. A vital work for scholars in Native American studies, ethnic studies, and education. This book is organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon, Dorothy LeBeau; (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C.D. James Paci); (5) Hear the silenced voices and make that relationship: Issues of Relational Ethics in Aboriginal contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu, Mere Kepa); and (9) Articulating Indigenous People' Culture in Education (Leah Enkiwe Abayao). An index is included. [More] Descriptors: Social Integration, Heritage Education, Females, Exchange Programs
(2000). Education, Culture and Indigenous Rights: The Case of Educational Reform in Bolivia, Prospects: Quarterly Review of Comparative Education. Examines the implementation of intercultural bilingual education throughout Bolivia and its relationship to the linguistic and cultural rights of the majority indigenous population. Discusses institutional and curriculum reforms, particularly in rural schools; a new emphasis on students' learning needs; relationship to indigenous self-determination; community participation in educational decision making; and teacher resistance to change. (Contains 23 references.) Descriptors: American Indians, Bilingual Education, Cultural Pluralism, Decentralization
(1968). The Forgotten American. The President's Message to the Congress on Goals and Programs for American Indians (March 6, 1968), Indian Record. Emphasizing the need for a Federal-Indian partnership which promotes Indian self-help and Indian respect, this speech proposes: strengthened Federal leadership via a National Council on Indian Opportunity; Indian involvement in the determination of Indian problems and needs; enrollment of all Indian Children in a preschool program by 1971; funds to make the Head Start Program available to 10,000 Indian children; establishment of kindergartens for 4,500 Indian children by September of 1969; appropriations of $5.5 million for hiring Federal Indian school teachers and $3 million for 1969 college scholarship grants; an increase of 10% in the Indian health program; a 50% increase in the Indian Vocational Training Program; an amendment to the Federal Highway Act increasing authorization for Indian road construction to $30 million annually; an annual increase of 1,000 units in Indian home construction; increases in appropriations for broad home improvements, safe water and sanitary facilities, and community action programs; enactment of the Indian Bill of Rights, the Alaska Native Claims Act, and the Indian Resources Development Act. [More] Descriptors: American Indians, Community Action, Cultural Awareness, Elementary Secondary Education
(2006). Pedagogies of the Global: Knowledge in the Human Interest. Cultural Politics & The Promise of Democracy, Paradigm Publishers. The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs). Descriptors: Global Approach, Educational Philosophy, Democracy, Politics of Education
(2000). Safe Promises?, Phi Delta Kappan. In a suit involving an assaulted Native American middle school student, a federal court judge granted the Philadelphia Public Schools' motion for summary judgment. Even in this post-Columbine era, senseless on-campus, student-to-student violence is generally not considered a civil-rights issue. Exceptions are noted. Descriptors: American Indians, Bullying, Court Litigation, Middle Schools
(1986). The Original Americans: U.S. Indians. Third Edition. About 1.5 million people in the United States identify themselves as Indians. Despite great cultural diversity, all Native groups have a common feature: they suffer poverty and related problems stemming from their relationship to White America. For four generations, the Bureau of Indian Affairs (BIA) has exercised an incredible degree of economic and political control over Native communities, preventing the development of economic independence or true self-determination. The BIA is a rigid autocratic bureaucracy whose policies are formed in response to changing political fashions and whose institutional structure creates conflicts of interest over natural resources on Indian lands. The BIA's deficiencies are demonstrated in two case studies examining Northern Cheyenne coal resources and land rights and Paiute water rights near the Nevada/California border. This report then traces the history of Indian-White relations and developments in federal Indian policy, concentrating on the Dawes Act, the Meriam report, and policy changes from the Nixon to the Reagan presidency. Despite encouraging changes in governmental attitudes, as evidenced by Presidential proclamations and federal legislation, the majority of Americans continue to hold stereotypes that leave them unprepared for Indian demands and aspirations. The best hope of avoiding a backlash lies in educating non-Indians about the culture, history, and current predicament of Native peoples. Descriptors: American Indian History, American Indians, Colonialism, Ethnic Relations
(2003). Trading Paths: Mapping Chickasaw History in the Eighteenth Century, American Indian Quarterly. Because of its small size, the Chickasaw Nation has been relegated to the margin of studies of eastern Woodlands tribes and rarely included in narratives of Southern history. This omission is regrettable because the Chickasaws were at the center of resistance to French expansion in the region. And while representative of other southeastern Indians–sharing common fears of enslavement, disease, and military conquest–the Chickasaws were often more successful in responding to the challenges posed by European colonization. Whereas other historians have emphasized the Chickasaws' warlike reputation, readers will see that they, like other southeastern Indians, offset their warpaths to their enemies with trading paths to their friends. The Chickasaws' strategic alliances, combined with their favorable location, enabled them to overcome their military adversaries and to evade political dissolution, the fate of so many of their Indian neighbors. In his political history "Splendid Peoples, Splendid Lands: The Chickasaws to Removal" (2003), archaeologist James Atkinson draws a different conclusion, writing: "The reason for the preservation of such a small population of people is… the result of living in a small area." Unlike the Creeks and Cherokees whose towns were divided by rivers, mountains, and other natural barriers, Chickasaw settlements were located on flat prairie lands that facilitated communication. Atkinson is right to point out that geography was an important facet of Chickasaw strength; however, this alone does not account for why the Chickasaws exist today, whereas many of their neighbors were conquered and absorbed into larger political entities. As much as geography matters, it matters as a part of relationships with other peoples. By focusing on the alliances that the Chickasaws developed to preserve their homeland, readers arrive at a better understanding of their comparative advantages. The purpose of this essay to is to analyze the Chickasaws' skillful conduct of trade, war, and peacemaking. [More] Descriptors: American Indian History, American Indian Studies, War, Economic Impact
(1984). Elementary and Secondary School Civil Rights Survey, 1984 [machine-readable data file]. The "Elementary and Secondary School Civil Rights Survey" machine-readable data file (MRDF) contains data on the characteristics of student populations enrolled in public schools throughout the United States. The emphasis is on data by race/ethnicity and sex in the following areas: stereotyping in courses, special education, vocational education, bilingual education, ability grouping, and student discipline. This survey was conducted on an annual basis beginning with the 1967-68 school year and extending through the 1974-75 school year; since 1976, it has been a biennial survey. Over the years, the survey has undergone many changes in scope, coverage, content, and methodology. These changes have reflected the increased responsibilities of the Office for Civil Rights (OCR), as well as shifts in the civil rights issue as a national concern. The scope of this survey has gradually broadened to include discrimination on the basis of sex or hardship, and to address discrimination problems in discipline practices, tracking, ability grouping, or student assignments within schools and classrooms. The primary purpose of the survey is to collect data that can assist OCR in identifying school systems with potential problems. Data is collected via two forms: a district level form (ED-101) and a school level form (ED-102). Each district selected to participate in the survey completes ED-101 (about 3,500 districts) and every school within the selected district completes ED-102 (about 30,000 schools). School districts were selected from all 50 states and the District of Columbia. The final file contains the actual data submitted by the individual schools, as well as district summary data. School data is recorded by five ethnic categories (Alaskan Natives, American Indians, Asian Americans, Blacks, Hispanics), as well as by sex, giving the total number of pupils/students, those needing or enrolled in language assistance programs, those that are gifted/talented, and those suspended or given corporal punishment. Also provided are total student counts by grades 1 through 6 for each ethnic category and the number of students participating in special education programs (i.e., for hard of hearing, deaf, deaf-blind, educable mentally retarded, health impaired, multi-handicapped, orthopedically impaired, seriously emotionally disturbed, speech impaired, visually handicapped, etc.) by ethnic category, by sex, by part-time or full-time, and by English-speaking level. Numbers of pupils/students receiving high school diplomas are provided by sex and by ethnic category. Enrollments by sex for home economics, industrial arts, and physical education are provided for grades 7 through 9. POPULATION: Public Schools (80,000); Public School Districts (16,000). TYPE OF SURVEY: National Survey; Sample Survey. RESPONDENTS: Principals of Public Schools; Superintendents of Public School Districts. SAMPLE: Public Schools (30,000); Public School Districts (3,500). FREQUENCY: Annual (1968-1975); Biennial (1975–). YEAR OF FIRST DATA: 1968. Descriptors: Ability Grouping, Alaska Natives, American Indians, Asian Americans
(2003). De/Scribing Squ*w: Indigenous Women and Imperial Idioms in the United States, American Indian Culture and Research Journal. Tracing the history of the term "squaw" offers insights into the positionings and politics of indigenous femininity in colonial America. Today, as throughout the colonization of Native America, imperial projects and projections have based themselves upon and imagined themselves through the lives, bodies, and images of indigenous women, situating these women as the ground, object, victim, and oppositional subject of coloniality in American culture. Although generally unrecognized, this situation underscores the differential impact of such projects and projections in four ways: (1) The constricted space for elaborating indigenous femininity mapped in and through "squaw" limits the kind and quality of roles open to them; (2) Colonial cliches such as "squaw" continue to focus the desires and disgust of Euro-Americans on the bodies of Native American women; (3) The insult targets women, injuring their societies; and (4) Issues of sexuality, race, culture, and history foster competing arguments for rights and tradition while fashioning identities (local, national, tribal, and pan-Indian). In this essay, the author examines the formation of the term "squaw," charting the meanings that bind femininity, indigenity, and coloniality together in vernacular and official elaborations of the term and of more recent anticolonial interventions. After examining the diverse uses and understandings of "squaw," the author focuses on three prominent oppositional strategies asserting rhetorical sovereignty, inversion, erasure, and reclamation. This essay concludes with a discussion on the significance of these patterns and practices. [More] Descriptors: Indigenous Populations, Sexual Identity, Females, Sexuality
(1978). A Dwindling Water Supply and the Indian Struggle to Retain Aboriginal and Winters Doctrine Water Rights. Explaining the basis of Indian water rights, including the Winters doctrine, this article includes a report on President Carter's recently proposed water policy, a summary of the Comptroller General's report on reserved water rights in response to the President's proposal, and a synopsis of a water quantification bill to be introduced in the 96th Congress. [More] Descriptors: American Indians, Conservation (Environment), Courts, Federal Government
(1991). Responsibilities and Roles of Governments and Native People in the Education of American Indians and Alaska Natives. This paper traces the development of the government-to-government relationship between the United States and Native peoples and examines the implications of that relationship for Native American education. In 1532, Francisco de Vitoria refuted the Doctrine of Discovery and laid out four principles to guide Spanish governmental relations with Native peoples. Colonial powers and, later, the United States recognized the sovereignty of Native nations by entering into over 800 treaties with them. A 1794 treaty was the first to contain provisions for Indian education. In 1871 Congress ended treaty-making with Native governments, essentially legalizing Native assimilation and land annexation. The Bureau of Indian Affairs (BIA) controlled all aspects of Native education and government. In 1934, in response to criticisms in the Meriam Report, Congress reaffirmed tribal self-government and provided financial inducements to states to enroll Natives in public schools. Following efforts in the 1950s to terminate the government-to-government relationship, the Federal Government in the 1960s reaffirmed its support for Native self-determination and tribally controlled education. The present trend of shifting responsibility for Native education from BIA and tribal schools to public schools has resulted in a real loss of Native control. Contemporary roles in Native education are described for various federal agencies, tribal governments, Native communities, and state governments. Recent Supreme Court decisions concerning the rights and jurisdiction of tribal governments are outlined. This paper contains 26 references and cites 46 court cases and 30 statutes. [More] Descriptors: Alaska Natives, American Indian Education, American Indian History, Court Litigation
(1977). Statement of Craig Decker, Assistant Chief, Indian Claims Section, Land and Natural Resources Division Before the House Interior & Insular Affairs Committee, Subcommittee on Indian Affairs and Public Lands, House of Representatives Concerning: H.R. 2664 – To Amend the Indian Claims Commission Act and H.R. 3377 – To Authorize the Wichita Indian Tribe of Oklahoma to File Certain Claims with the Indian Claims Commission on May 10, 1977. Maintaining that a Federal policy re: unresolved American Indian claims is a necessary element for an overall Federal policy toward Indian affairs, this statement by the Assistant Chief of the Indian Claims Section/Land and Natural Resources Division argues against enactment of: H.R. 2664 (a bill "to amend the Indian Claims Commission Act of August 13, 1946, and for other purposes") and H.R. 3377 (a bill "to authorize the Wichita Indian Tribe of Oklahoma, and its affiliated bands and groups of Indians, to file with the Indian Claims Commission any of their claims against the United States for lands taken without adequate compensation, and for other purposes"). Specifically, this statement contends "H.R. 2664, as written, would be an amendment to Section 20 of the Indian Claims Commission Act. The amendment provides private relief to the Sioux only", while all sections of the Act as originally enacted and as amended provide for the claims of all tribes equally. This statement recommends, therefore, that action on H.R. 2664 be deferred until the administration can complete a general study of ancient Indian claims and that if this recommendation is not accepted, the bill be modified as specified in this statement. Recommending deferment or specific modifications of H.R. 3377, this statement maintains that waiver of res judicata and collateral estoppel in all Indian claims would be so far reaching that Congress would want to establish this precedent only after most careful consideration. [More] Descriptors: American Indians, Equal Protection, Federal Government, Federal Legislation
(1989). America's Native Sweet: Chippewa Treaties and the Right to Harvest Maple Sugar, American Indian Quarterly. Argues in favor of a Chippewa right to harvest maple sap from trees on federal land. Discusses the history of Indian production of and trade in maple sugar, examines relevant treaties, and draws parallels with tribal rights to fish and harvest wild rice. Contains 91 references. Descriptors: American Indian History, American Indians, Federal Indian Relationship, Food
(1998). Teaching Tribal Histories from a Native Perspective, Cultural Survival Quarterly. The Browning (Montana) school district on the Blackfeet reservation teaches Blackfeet studies, language, arts, and crafts. Discusses the benefits of Native studies for Native and non-Native students, the value of experiential learning and storytelling, and the importance of respecting elders' rights to impart certain knowledge at the right time and place. A sidebar discusses Blackfeet educational customs. Descriptors: American Indian Culture, American Indian Education, American Indian Studies, Cultural Education
(1993). Native Americans of California and Nevada. Revised Edition. This book is designed to provide an introductory synthesis of the history and sociocultural evolution of Native American peoples in the Far West, with strong emphasis on California and Nevada. The book focuses particularly on those historical and cultural experiences likely to have contributed to the present conditions of Native communities and individuals, and on basic concepts related to Indian studies and improvement of Indian education. The book intends to counter widespread "mis-education" about the Native experience in North America, which leaves most non-Indians with a vague idea that Indians were "wronged" at some remote time but no accurate notion of what actually occurred or of the continuing reality of Indian life today. Chapters cover: (1) historical, cultural, and biological (genetic) legacies of American Indians and their significance for U.S. society; (2) the evolution of Native California and Nevada (origin of first Westerners, ancient American cultures, cultural elaboration and variation in the Far West, Spanish invasion and Native response, Mexican-Indian period, Anglo-American invasion); (3) the conquest and accompanying powerlessness and poverty, 1850s-1920s (seizure of Indian lands, labor exploitation, early treaties later ignored by federal and state governments, resistance and survival strategies, Bureau of Indian Affairs, Indian schools and literacy); (4) the Native awakening, 1920-1980s (struggles for equality of citizenship, for land and compensation, against discrimination and poverty, and for better education); (5) basic concepts for understanding Native history and culture; (6) a community-responsive multicultural approach to Indian education (principles, suggestions for personnel training, suggestions for teachers and administrators); and (7) extensive bibliography. Appendix includes the linguistic classification of California and Nevada Indians, with maps. Also included are notes and an index. Descriptors: Activism, American Indian Culture, American Indian Education, American Indian History