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 So Yoon Yoon, Michael D. Greco, Stephanie Rae Whitney, Becky Avery Reamey, Sheilah E. Nicholas, Eleanor W. Lynch, Marci J. Hanson, Teresa L. McCarty, Marcia Gentry, and John W. Duffy.
(2008). Indigenous Nations' Responses to Climate Change, American Indian Culture and Research Journal. On August 1st, 2007, Indigenous nations from within the United States, Canada, Australia, and Aotearoa (New Zealand) signed a treaty to found the United League of Indigenous Nations. The Treaty of Indigenous Nations offers a historic opportunity for sovereign Indigenous governments to build intertribal cooperation outside the framework of the colonial settler states. Just as the Pacific Rim states have cooperated to limit Native sovereign rights and build polluting industries, Indigenous nations can cooperate to decolonize ancestral territories and protect their common natural resources for future generations. The treaty process has involved Indigenous political alliances such as the National Congress of American Indians (NCAI), the Assembly of First Nations (AFN) in Canada, and the Mataatua Assembly (including forty-four Maori tribes) in Aotearoa. The treaty identifies four main areas of cooperation: increasing trade among Indigenous nations, protecting cultural properties, easing border crossings, and responding to the urgent threat of climate change. The Treaty of Indigenous Nations builds a sense of community by including other tribal nations in the community, even those who live on the other side of imposed colonial borders or on the other side of the ocean. Indigenous peoples have survived the effects of colonialism and environmental destruction only by cooperating with each other. It is no longer just a good idea to build these relationships; climate change makes them much more urgent. This article explores some of the relationships being built, or that have the potential to be built, among Indigenous nations, local governments, national governments, and international agencies. [More] Descriptors: Indigenous Populations, Treaties, Tribes, International Cooperation
(2008). Teaching for Critical Literacy and Racial Justice, Democracy & Education. Eminent African American historian Carter G. Woodson in his book "The Miseducation of the Negro," published a generation before the "Brown v. Board of Education" decision, concerned himself not with the racial composition of classrooms and schools, but with the curricula taught both in the schools and the larger culture. Certainly Woodson acknowledged the gross disparity of resources between White and Black schools, but most importantly he recognized that it was the significance of what was taught and not taught in American public schools that ultimately limited the potential of Black children to succeed in school and the larger society. Woodson understood that an education that ignored or distorted the cultural strengths of African and African American history and praised the supposed supremacy of White civilization was more harmful than the physical isolation of Black students sanctioned by the "Plessy v. Ferguson" guideline of "separate but equal," established by the Supreme Court in 1896. This article addresses how the author has shaped his curriculum in the wake of the post-Civil Rights era to cultivate in his students a respect for and commitment to racial justice and equal opportunity. The pedagogy he shares has largely developed around his teaching of U.S. history as a White American male in the two high schools where he has spent his career, one a predominantly White school with a significant percentage of students with Asian backgrounds and the other a predominantly African American school with a significant number of Latino students. While the principles, beliefs, curricula, lessons, and materials examined in this article focus on African American history, his teaching about the history of American Indians, as well as Asian Americans, Latinos, and other immigrant groups incorporates similar approaches to uncovering both shared and unique struggles for self-identity and justice in the past and present. [More] Descriptors: African American Students, United States History, History Instruction, Civil Rights
(2009). Fractured Relations at Home: The 1953 Termination Act's Effect on Tribal Relations throughout Southern California Indian Country, American Indian Quarterly. In 1953 California Indians watched as the U.S. Congress passed House Concurrent Resolution 108 to effectively terminate federal trust protection of American Indian reservation lands. Included in the wording of the Termination Act is the following: It is the policy of Congress, as rapidly as possible, to make the Indian within the … territorial limits of the United States subject to the same laws and entitled to the same … privileges and responsibilities as are applicable to other citizens of the United States, to end their status as wards of the United States, and to grant them all of the rights and … prerogatives pertaining to American citizenship; and the Indians within the territorial … limits of the United States should assume their full responsibilities as American citizens: … it is declared … that, at the earliest possible time, all of the Indian tribes and the Individual … members thereof located within the States of California, Florida, New York, and Texas … should be freed from Federal supervision and control. This article illustrates how termination affected Southern California Indian Country and the challenges of working from within familiar Indian communities or from home. [More] Descriptors: Citizenship, American Indians, Tribes, Federal Legislation
(2009). Native American Mascots in Contemporary Higher Education: Part 1–Politically Acceptable or Ethnically Objectionable?, Community College Journal of Research and Practice. The battle of the Little Big Horn in 1876 was one of the last great wars fought by Native Americans on a grassy battlefield. The battle was fought over territory and the right to live in the Dakota and Montana territories. The Native Americans won the battle of Little Big Horn but eventually lost the war and were forced to live on a reservation away from their homeland. Today another great battle involving Native Americans is taking place, not on a grassy plain somewhere out West, but in courtrooms, classrooms, and tribal meetings across the country. The battle is over the use of historical Native American images and traditions as mascots and nicknames of higher education institutions. The research reported in this paper identified seven institutions of higher learning (not a complete list) which have abolished the use of Native American mascots on their campuses. Although these seven schools do not include a community college, much food for thought is presented for the benefit of community college educators who respect the thoughts and feelings of Native American Indians. The need is for this study to be replicated among community colleges with Native American mascots. [More] Descriptors: United States History, Conflict, American Indians, Federal Government
(2015). A Lovely Building for Difficult Knowledge: The Architecture of the Canadian Museum for Human Rights, Review of Education, Pedagogy & Cultural Studies. One only needs to look at the Canadian Museum for Human Rights (CMHR) logo, with its abstract outline of the CMHR building, to see the way in which the museum's architecture has come to stand for the CMHR's immaterial meanings and content. The CMHR's architecture becomes a material intersection of discourses of cosmopolitanism, human rights, and national identity, but as this article argues, the reliance on a dominant hope narrative reinscribes problematic generalizations that do not challenge visitors to think critically about these discourses. How does the CMHR architectural structure respond to and represent "difficult knowledge" associated with the contents of the museum? The author utilizes Deborah Britzman's pedagogical theories of difficult knowledge, along with discourses of cosmopolitanism, human rights, and transnational "iconic" architecture, to argue that the CMHR architecture, in itself, falls short of addressing feelings of ambivalence that are so difficult to explore and tolerate through its symbolic narratives of hope, enlightenment, and progress. [More] Descriptors: Architecture, Civil Rights, Museums, Foreign Countries
(2007). Another Frame of Mind, Diverse: Issues in Higher Education. This year, the SUNY College of Environmental Science and Forestry announced the creation of the Center for Native Peoples and the Environment, the first of its kind in the Northeast. According to its mission statement, the center will create programs that draw on indigenous and scientific knowledge to support the goals of environmental sustainability. The establishment of the center was announced last October at a teach-in at the college entitled, "Finding Common Ground: Indigenous and Western Approaches to Healing Our Land and Waters." The event was co-sponsored by the Haudenosaunee Environmental Task Force and other community organizations. The teach-in, according to Dr. Robin W. Kimmerer, director of the center, was a holistic effort to educate the general community about indigenous land rights issues, land stewardship and the environment. Using an approach called Traditional Ecological Knowledge, or TEK, which Kimmerer describes as a "way of knowing," the center is working to bring an American Indian mindset into the scientific conversation. [More] Descriptors: Position Papers, Forestry, Community Organizations, American Indians
(2011). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families. Fourth Edition, Brookes Publishing Company. As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery. The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely new edition (see box), the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will: (1) Get a primer on cultural competence; (2) Deepen their understanding of cultural groups; and (3) Discover better ways to serve families. Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own. Part I, Introduction, contains: (1) Diversity in Service Settings (Marci J. Hanson); (2) Conceptual Framework: From Culture Shock to Cultural Learning (Eleanor W. Lynch); and (3) Developing Cross-Cultural Competence (Eleanor W. Lynch). Part II, Cultural Perspectives, contains: (4) Families with Anglo-European Roots (Marci J. Hanson); (5) Families with American Indian Roots (Jennie R. Joe and Randi Suzanne Malach); (6) Families with African American Roots (Tawara D. Goode, Wendy Jones, and Vivian Jackson); (7) Families with Latino Roots (Maria E. Zuniga); (8) Families with Asian Roots (Sam Chan and Deborah Chen); (9) Families with Filipino Roots (Rosa Milagros Santos and Sam Chan); (10) Families with Native Hawaiian and Samoan Roots (Noreen Mokuau and Pemerika Tauili'ili); (11) Families with Middle Eastern Roots (Virginia-Shirin Sharifzadeh); (12) Families with South Asian Roots (Namita Jacob); and Postlude: Children of Many Songs: Diversity Within the Family (Eleanor W. Lynch and Marci J. Hanson). Part III, Summary and Implications, contains: (13) Steps in the Right Direction: Implications for Service Providers (Eleanor W. Lynch and Marci J. Hanson). Suggested reading and resources are included. [For "Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families, Third Edition," see ED491776. [More] Descriptors: American Indians, Culture Conflict, Cultural Awareness, Filipino Americans
(2009). Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students, Gifted Child Quarterly. The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendents of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning gifted Asian American students from various ethnic Asian groups. Putting the Research to Use: Findings from this study highlight the need for carefully collected data in the field of gifted education concerning race and ethnicity of students in programs and provide the reader with a picture of both underrepresentation and overrepresentation of students by state and ethnic group. Attention needs to be paid to sub-groups within categories of race and ethnicity to understand representation. By considering the issue of Asian Americans and their overrepresentation, this research has raised awareness about factors, such as identification processes, acculturation, and academic motivation that might promote recognition of giftedness among some ethnic groups. Finally, this research offers readers with a new, multiple-year, current, analysis of the representation in gifted programs nationally and by state for racial/ethnic groups, an area of continued concern to those in the field of gifted education. [More] Descriptors: Ethnicity, Gifted, Acculturation, Disproportionate Representation
(2003). Who Supports Urban American Indian Students in Public Community Colleges?. In 1977 a group of urban American Indian organizations got together to protest the leveling of rental housing for urban renewal; then they learned that a community college was going up to replace that housing, right in the middle of the Indian community. Realizing the opportunities for jobs, education, and training, the community leaders decided to approach the college with a research proposal. That proposal surveyed the education and employment needs of the surrounding Indian people. In 1977 there were only six Indians with college degrees in that community. There were no lawyers, no doctors, no professors. Over half of the community lacked even a high school diploma. That proposal and the state funding that followed created the first American Indian Support Program (AISP) within a public community college in that state. This article describes the problems encountered by the AISP, the accomplishments of the students, and the end of the program after twenty-three years. [More] Descriptors: Community Colleges, Urban Renewal, Urban American Indians, American Indian Education
(2009). Students with Disabilities in U.S. High Schools. Fact Sheet. Nearly one third of the more than six million students with disabilities in U.S. public schools are of traditional high school age. Though research indicates that the majority of high school-age students with disabilities and their parents are satisfied with the services they receive, many still face barriers and challenges to receiving an equitable education. Students with disabilities are more likely than other groups to report discrimination; they are consistently involved in more than half of the complaints investigated by the U.S. Department of Education's Office of Civil Rights. Also, African American, American Indian, and Alaska Native students are largely overrepresented in special education, while Latino, Asian, and Pacific Islander American students are underrepresented, which suggests that many students in each of these groups may not be receiving an education appropriate to their respective, individual needs. This report presents the available data on the following issues: (1) dropout rates, college- and work-readiness, and transition; (2) students of color and disabilities; and (3) information on specific categories of students with disabilities. [More] Descriptors: Civil Rights, Dropout Rate, Pacific Islanders, American Indians
(2010). CURA Reporter. Volume 40, Numbers 1-2, Spring/Summer 2010, Center for Urban and Regional Affairs, University of Minnesota. The "CURA Reporter" is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes. [More] Descriptors: Civil Rights, American Indians, School Community Relationship, Corporations
(2004). Blood, Lies, and Indian Rights: TCUs Becoming Gatekeepers for Research, Tribal College Journal of American Indian Higher Education. The article reports that a wayward research project shattered the trust last year between Arizona State University and a small American Indian tribe in the bottom of the Grand Canyon. This scandal exposed once again the need for tribal governments and Native American communities to get involved in regulating research on human subjects. In response to this need, tribal colleges and universities are slowly but increasingly adopting procedures to make themselves gatekeepers for research conducted at their schools and among their affiliated American Indian communities. They want to prevent exploitation of Indian people, train their own students in research and encourage the medical research field to meet the health needs of the Indian community. [More] Descriptors: Tribally Controlled Education, Medical Research, Health Needs, American Indians
(2005). "Her Heritage Is Helpful": Race, Ethnicity, and Gender in the Politicization of LaDonna Harrris, Great Plains Quarterly. This article chronicles LaDonna Harris's experiences with the media, the public, and government leaders as she rose from humble origins in the Great Plains to national prominence as a leading advocate of Native American rights in the latter half of the twentieth century. Harris helped to integrate Lawton, Oklahoma, in the early 1960s, founded Oklahomans for Indian Opportunity (OIO) in 1965, and established Americans for Indian Opportunity (AIO) in 1970. [More] Descriptors: Women Administrators, American Indians, Civil Rights, Advocacy
(2015). 50(0) Years out and Counting: Native American Language Education and the Four Rs, International Multilingual Research Journal. Fifty years after the U.S. Congress passed the 1964 Civil Rights Act (CRA), Native Americans continue to fight for the right "to remain an Indian" (Lomawaima & McCarty, 2006) against a backdrop of test-driven language policies that threaten to destabilize proven bilingual programs and violate hard-fought language rights protections such as the Native American Languages Act of 1990/1992. In this article we focus on the "four Rs" of Indigenous language education–rights, resources, responsibilities, and reclamation–forefronting the inherent sovereignty of Indigenous peoples in language education decision making. Drawing on our work together and our individual long-term ethnographic work with Native American communities, we present three case studies that illuminate larger issues of language rights, resources, responsibilities, and reclamation as they are realized in these communities. We conclude by "reflecting forward" (Winn, 2014) on language education possibilities and tensions, 50 years out from passage of the CRA and more than 500 years out from the original Indigenous-colonial encounter. [More] Descriptors: American Indian Languages, Language Maintenance, Language Skill Attrition, Civil Rights Legislation
(2010). Multiple Representations and Rate of Change: The Nature of Diverse Students' Initial Understanding, ProQuest LLC. Access to quality mathematics content and instruction has been equated as a civil right (Moses & Cobb, 2001). However, access to empowering mathematics is not a reality for many urban youth. Data show an achievement gap between Black, Hispanic and American Indian students and their peers which, in turn, result in unequal access to education and economic opportunities (NAEP, 2007; U.S. Department of Education, 1997). This evaluative case study focused on eight racially diverse high school students from an urban charter school who were studying Algebra 1 in classroom contexts that were student-centered and discourse-based. The study took place after a sequence of six lessons that introduced representations of linear functions through geometric patterns. Pairs of students participated in a series of interview tasks which were largely modeled from problems in their curriculum Algebra Connections (Dietiker, Kysh, Sallee, Hoey, 2005). The tasks focused on their understanding of representations of functions (tables, graphs, equations and context), the embodiment of rate of change in the representations and translating among the representations. The study sought to understand the nature of the students' initial understandings of representations and translations including their natural language when describing observations, the perspectives from which they approached the tasks (explicit or recursive) and how their thinking compares to literature in the field. The students were able to translate linear functions directly between any two representations and many were able to extend their thinking to novel problems involving non-linear functions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D [More] Descriptors: High School Students, Urban Youth, Urban Schools, Charter Schools