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 Marci J. Hanson, Sheng Yao Cheng, Dick Pierce, R. David Edmunds, Barbara Sorensen, Washington Higher Education Coordinating Board, American Indian Journal, Kenneth J. Cooper, John Stellern, and W. James Jacob.
(1978). An Indian Water Policy. Principles submitted by American Indian leaders to the Federal Government are presented as the basic guidelines for Federal actions regarding Indian water rights. [More] Descriptors: American Indians, Federal Government, Guidelines, Natural Resources
(2002). Marginality and Aboriginal Educational Policy Analysis in the United States and Taiwan. The education of Taiwan Aborigines and U.S. American Indians is compared using eight criteria of educational policy analysis. The criteria of equity is addressed in Taiwan through policies that promote the educational quality of Aboriginal elementary and junior high schools, expand higher educational opportunities for Taiwan Aborigines, universalize Aboriginal preschool education, and develop continuous education and family education in Aboriginal communities. U.S. policies address equity through reducing poverty and substance abuse among American Indians and recognizing the government's obligation to assist in the education of Native Americans. Educational efficiency in Taiwan is being achieved by building up the educational systems of Taiwan Aborigines. In the United States, efficiency is achieved through construction and maintenance of schools and increasing high school completion and postsecondary attendance rates. Educational choice is pursued by building up the educational systems of Aborigines in Taiwan and through tribally controlled education in the United States. Educational excellence is addressed in Taiwan by fostering the special talents of Aborigines, and in the United States by improving reading, mathematics, and science education; creating safe educational environments; and expanding educational technology. In both countries, localization is achieved through emphasis on indigenous culture and language. Globalization is achieved by encouraging Taiwan Aboriginal students to go abroad for doctoral degrees, and in America through deculturalization as Indian students choose to join the dominant group. New Left influences include cultural education and bilingualism, while New Right influences are seen in tribal economic development and the emphasis on traditional values and morals. (Contains 57 references.) [More] Descriptors: American Indian Education, Comparative Education, Cultural Education, Educational Policy
(2000). Federal Indian Law and Policy Affecting American Indian and Alaska Native Education. Indian Education Legal Support Project "Tribalizing Indian Education.". The Native American Rights Fund is the national legal defense fund for American Indian and Alaska Native tribes. Its Indian Education Legal Support Project advances Native American education by emphasizing the legal rights of tribes to control the formal education of tribal members in all types of schools–federal, state, and tribal. This booklet presents an overview of major legal principles of federal Indian law, major developments in federal Indian policy, and how they have affected the education of American Indians and Alaska Natives. Three fundamental legal principles of federal Indian law are presented: tribes are independent sovereign governments, separate from the states and the federal government; tribal sovereignty generally extends over a federally recognized geographic territory and over the activities and conduct of tribal and nontribal members within that territory; and tribal sovereignty is inherent and exists unless and until Congress takes it away. Court case examples illustrating these principles are given. Since questions about tribal sovereignty are often viewed as questions of the intent of Congress, acts of Congress concerning treaties, statutes, and public laws are reviewed, along with court case examples. A history of federal Indian education laws and policies traces tribal control from pre-contact through Federal control, state control, and finally to the return toward tribal control. Laws and policies that are unique to Alaska Natives are reviewed. "Homework" questions explore implications for American Indian and Alaska Native education. [More] Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indians
(2006). Diversity in Washington Higher Education. Improving the participation and performance of African American, Latino, American Indian, and Asian American students, faculty and staff in Washington state's higher education system represents a pivotal element of the statewide strategic master plan. This report includes current statistics and trend data for student enrollment, retention, and graduation. An overview of some of the diversity related programs and practices currently in effect is provided. In addition, the report presents a number of recommendations for advancing programmatic efforts to foster greater equity through enhancing diversity in higher education. Three fundamental conclusions derive from the report: (1) While college enrollment for some American racial and ethnic minority students has begun to rebound since 1998 legislation, most of the data reflect areas where the state is at best maintaining the status quo; (2) Continual efforts in state colleges and universities are a step in the right direction, but do not address a greater need for systemic change; and (3) Recommendations for enhancing diversity must address four key areas: (1) Stepping up pre-college efforts; (2) Helping students succeed in college; (3) Improving faculty diversity; and (4) Promoting systemic change. In addition, increasing minority participation and achievement will require greater collaboration among stakeholders, shared responsibility for results, and ongoing benchmarks and accountability measures. Along with research data, the recommendations in this report are based on outreach efforts. Over the past few years, the Higher Education Coordinating Board (HECB) has conducted two surveys aimed at gathering information from the state's public and private, two- and four-year colleges and universities about institutional diversity efforts. Some of those outreach and recruitment strategies are highlighted in this report. The following are appended: (1) Detailed Data Tables; and (2) Pre-College Programs. [More] Descriptors: Diversity (Faculty), Diversity (Institutional), Higher Education, Recruitment
(1996). Teaching about Human Rights and American Indians, Social Studies and the Young Learner. Presents a flexible lesson plan integrating teaching about human rights into the existing curriculum about American Indians. Asserts that American Indians have the right to maintain their cultural ways and connects that subject to the United Nations Universal Declaration of Human Rights. Includes three lists of resources and references. Descriptors: American Indian Culture, American Indians, Civil Liberties, Civil Rights
(1970). Tribal Sovereignty and the 1968 Indian Bill of Rights, Civil Rights Dig. Describes recent Congressional attempts to rectify long denied federal Constitutional protections of personal freedoms to American Indians in the tribal setting. Denial had earlier resulted in confused Congressional response as well as divisive reactions in American Indian communities. Descriptors: American Indians, Civil Rights, Court Litigation, Culture Conflict
(2004). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families, Third Edition, Brookes Publishing Company. The third edition of this bestselling text brings together detailed, accurate information on working with families and children with disabilities from specific cultural, ethnic, and language groups. Filled with timely new additions such as a chapter on South Asian roots, open-ended case studies on ethical dilemmas, and an expanded discussion on Middle Eastern roots, this is a comprehensive, must-have reference for any early intervention professional working with families whose customs, beliefs, and values may differ from their own. The following parts and chapters are included: Part I: Introduction, with the following chapters: (1) Ethnic, Cultural, and Language Diversity in Intervention Settings; (2) Conceptual Framework: From Culture Shock to Cultural Learning; and (3) Developing Cross-Cultural Competence. Part II: Cultural Perspectives, with the following chapters: (4) Families with Anglo-European Roots; (5) Families with American Indian Roots; (6) Families with African American Roots; (7) Families with Latino Roots; (8) Families with Asian Roots; (9) Families with Pilipino Roots; (10) Families with Native Hawaiian and Samoan Roots; (11) Families with Middle Eastern Roots; and (12) Families with South Asian Roots; and Postlude: Children of Many Songs. Part III: Summary and Implications, with the following chapter: (13) Steps in the Right Direction: Implications for Service Providers. The following are also included: (1) Suggested Reading and Resources; (2) Author Index; and (3) Subject Index. [More] Descriptors: Disabilities, Early Intervention, Children, Family (Sociological Unit)
(2011). Citizenship Deferred, Diverse: Issues in Higher Education. After two elections and several recounts and court decisions, the Cherokee Nation of Oklahoma has installed a new principal chief for the first time in a dozen years. Unlike his predecessor, Chief Bill John Baker has not opposed descendants of the tribe's former slaves, known as the Cherokee Freedmen, having rights as tribal citizens. That legal issue has been in dispute for more than a century and has yet to be permanently resolved. At stake are the Freedmen's voting rights and access to health, housing and other services. To one degree or another, the citizenship rights of the five tribes' Freedmen and their descendants have been in contention ever since. For the past five years, the legal status of the Cherokee Freedmen, specifically, has bounced back and forth between tribal courts, federal courts and agencies, members of Congress and Cherokee voters. Cherokee politics is one consideration that is expected to shape Baker's stance on the Freedmen. [More] Descriptors: Citizenship, Elections, Court Litigation, Voting
(1988). Indians in United States Civil Rights History, Update on Law-Related Education. Discusses the unique legal status of American Indians as citizens of tribal governments, and traces their struggle for civil rights. Examines provisions for in the U.S. Constitution dealing with the Indians, the military conquest of Indian tribes, and Indian participation in the civil rights movement. Includes a list of books on American Indian law. Descriptors: American Indian History, American Indians, Civil Rights, Civil Rights Legislation
(1986). Hemispheric Dominance of Native American Indian Students, Journal of American Indian Education. Examines language and spatial lateralization of 49 elementary American Indian students using a cognitive-manual dual task model and psychoeducational assessment techniques. All students were found to be left-hemisphere dominant for language and some were lateralized to the left hemisphere for spatial function. Contradicts evidence of right-brain dominance in American Indians. Descriptors: American Indian Education, American Indians, Cognitive Style, Educational Theories
(1983). Holistic Learning–A Must with American Indian Students, Momentum. Describes St. Mary's School's first grade mathematics program using a holistic, right hemispheric functioning process based on the rhythmic theory of learning. Reviews research indicating that learning styles among American Indians have a greater dependence upon right hemispheric functioning. Descriptors: American Indian Education, Cerebral Dominance, Cognitive Style, Elementary Education
(1995). Native Americans, New Voices: American Indian History, 1895-1995, American Historical Review. Explains that, until the decay of the post-World War II consensus on U.S. history, the history of American Indians remained in academic limbo. Contends that the events of the 1960s, including the civil rights and antiwar movements, resulted in a strong interest in American Indian studies. Descriptors: American Indian Culture, American Indian History, American Indian Studies, American Indians
(1979). The American Indian Religious Freedom Act and Its Promise. Federal Policy to Safeguard the First Amendment, American Indian Journal. The American Indian Religious Freedom Act is to enforce the constitutional provision that guarantees all Americans a right to free exercise of religion. Cited are problems in implementation, examples of infringement of Indian religions, examples of cases where the act might have an effect, and the definition of an American Indian. [More] Descriptors: American Indian Culture, American Indians, Cultural Images, Legislation
(1981). Initial Report of the American Indian Leaders Advisory Council. Of major concern to American Indians are: government to government communications; development of Indian owned energy resources; federal budget changes as they affect the American Indian; preservation, protection, and quantification of inherent and reserved Indian water rights; preservation of treaty obligations; respect for tribal sovereignty; active enforcement of trust responsibilities. [More] Descriptors: Advisory Committees, American Indians, Budgets, Energy
(1999). "Winds of Change" Magazine's 6th Annual College Guide for American Indians, Winds of Change. This guide provides college information tailored for American Indian and Alaska Native students, their families, and their counselors. The heart of the guide is a unique compilation of 199 schools selected because they have a supportive American Indian community and graduate a good percentage of their Native undergraduates. In a double-page format, the left page contains descriptive information on colleges (level of competitiveness, type, setting, enrollment, costs, and student and faculty statistics), while the right page contains information on the American Indian community (statistics on Native students, their majors, and degrees awarded to them) and financial, academic, and support programs for American Indian and Alaska Native students. The guide also includes articles that profile Native students and their experiences, describes six colleges of varying size and type that serve Native students well, discusses the role and successes of tribal colleges, highlight an intensive college preparatory seminar for Native high school students, profile four American Indian guidance counselors, give practical advice on writing the college application essay and applying for student financial aid, and describe the Teach for America program and the need for Indian teachers. Resources available on the Internet are briefly described. The guide contains photographs and many paid advertisements describing opportunities for Native Americans in colleges, universities, and corporations. Descriptors: Alaska Natives, American Indian Education, American Indians, College Admission