Marshall, Catherine A.; And Others (1992). The Replication of a Model for Determining Community-Based Needs of American Indians with Disabilities through Consumer Involvement in Community Planning and Change: Minneapolis-St. Paul, Minnesota. Executive Summary. Interviews were conducted with 127 American Indians with disabilities living in the Minneapolis-Saint Paul metropolitan area in Minnesota. This executive summary briefly describes the research process, emphasizing that American Indians were involved in designing the project, and reports the study results. Graphs and tables indicate tribal affiliation of interviewees, disabling conditions, and services needed but not received. The summary also outlines functional limitations, educational level, and annual income. Service concerns expressed by American Indians at a public meeting are noted. Ten recommendations are presented, focusing on cultural awareness, outreach, vocational rehabilitation, employment opportunities, education regarding legal rights, self-advocacy, transportation, and other issues.   [More]  Descriptors: American Indians, Change Strategies, Disabilities, Human Services

Romero-Little, Mary Eunice (2012). Globalization from the Bottom up, inside out, and outside in: Indigenous Language Planning and Policy from an Indigenous Perspective, International Multilingual Research Journal. "Globalization", a prominent and ubiquitous term in the academy associated with linguistic human rights, power, hypercapitalism, socio-political constraints, and social justice, is defined as powerful dynamic global forces stemming from the new world economy that constrict and restrict local contexts, progress, and possibilities–in this case, of Indigenous peoples and the daily use and sustainability of their native languages. In this article, the author discusses the implications for Indigenous language planning and policy in globalizing times.   [More]  Descriptors: Social Justice, Language Maintenance, Language Planning, American Indians

Phillips, Ron S. (2016). Let's Not Call in the Lawyers: Using the Canadian Human Rights Tribunal Decision in First Nations Education, Brock Education: A Journal of Educational Research and Practice. In January 2016, the Canadian Human Rights Tribunal released its decision regarding the provision of Child and Family Services to First Nations living on reserves and the Yukon. The Tribunal found that the government of Canada had discriminated against First Nations children on the basis of their race. Many of the arguments made by the government of Canada to describe their actions in the provision of First Nations child and family services can be easily transferred to the provision of First Nations education programs and services to First Nations children throughout Canada. This article has replaced child and family services terms and phrases with education terms and phrases in the decision. Hopefully, the federal government of Canada will see the futility of fighting First Nations in education as they did in child and family services. It is time to provide First Nations students on reserves a comprehensive system of education.   [More]  Descriptors: Foreign Countries, Civil Rights, Canada Natives, American Indian Education

Rabel, Eduardo (1993). Artist in Resistance: Corwin Clairmont Makes Indian History a Contemporary Concern, Tribal College: Journal of American Indian Higher Education. Reviews the work of Corwin Clairmont, an American Indian artist who attempts to blend history with contemporary social issues using art. Describes Clairmont's multimedia pieces and exhibits on such themes as treaty rights and the Columbus Quincentenary. Descriptors: American Indian Culture, American Indian History, Art Expression, Art Products

Skinner, Linda (1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in the U.S. and abroad is followed by a call for a National Native Curriculum Project, funded by the U.S. Department of Education, that would have regional offices develop locally researched Native curricula. The result would be a curriculum in every U.S. school that would change years of misinformation and enable students to view concepts, issues, events, and themes from the unique and diverse perspectives of Native groups. Contains references in endnotes and a bibliography.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

Cornelius, H. C. (1973). The American Indian: A Non-Position Paper, Journal of Intergroup Relations. The American Indian has no position in the present American society except that outlined by the United States Federal Government. Descriptors: Acculturation, American Indians, Civil Rights, Government Role

Goin, Linda (1999). Planning Academic Programs for American Indian Success: Learning Strategies Workshop. This paper presents an overview of American Indian students' learning styles, world views, and communication styles, with implications for classroom techniques and teaching styles. Research has shown that American Indian and African American students are primarily right-brained in learning styles, while Anglo and Asian students are primarily left-brained. Characteristics of left-brained and right-brained learning are listed. Most standardized tests and classroom teaching strategies are left-brained in approach. Categorizing Gardner's seven intelligences, left-brained learning styles include linguistic, logical-mathematical, and intrapersonal learning, while right-brained learning styles include spatial, musical, interpersonal, and bodily-kinesthetic learning. Ethnic variations in learning styles can be partially explained in terms of world view. Western/scientific world view differs from tribal world view in terms of the relationship between God, man, and nature; denial of or belief in a spiritual realm; and objective versus subjective perspectives on events. Cultural differences also exist in communication styles. Different discourse patterns may cause confusion and frustration in the classroom, if the teacher is speaking/listening in a linear fashion and Indian students are communicating in a circular fashion. An equitable education for American Indian students requires appropriate teaching techniques, appropriate assessment tools, empowering school culture, student-centered strategies, and teacher awareness of the impact of their own culture and beliefs.    [More]  Descriptors: American Indian Education, Brain Hemisphere Functions, Classroom Communication, Cognitive Style

Gaillard, Frye (1972). The Struggle for Control of Indian Schools, Race Relations Reporter. Dissatisfaction over non-successful methods of educating Indian children has led to strong assertion of leadership and control by Indian educators. The need for legislation protecting the American Indians' right to self controlled education is discussed. Descriptors: American Indian Education, American Indians, Community Schools, Cultural Awareness

Matthews, Frank (2005). Dissecting Diversity Part II, Diverse: Issues in Higher Education. This article presents "Dissecting Diversity, Part II," the conclusion of a wide-ranging two-part roundtable discussion on diversity in higher education. The participants were as follows: Lezli Baskerville, J.D., President and CEO of the National Association for Equal Opportunity (NAFEO); Dr. Gerald E. Gipp, Executive Director of the American Indian Higher Education Consortium; Dr. William Harvey, Vice President and Director, Center for Advancement of Racial and Ethnic Equity, American Council of Education; Dr. Anita Nahal, Visiting Professor, Howard University Graduate School; Dr. Narcisa Polonio, Vice President for Board Leadership Services, Association of Community College Trustees; Dr. Ronald Walters, Distinguished Leadership Scholar & Director of the African American Leadership Institute, University of Maryland; Frank H. Wu, J.D., Dean and Professor of Law at Wayne State University Law School; and Dr. Claire Van Ummersen, Vice President and Director, Office of Women in Higher Education, American Council of Education. In this roundtable discussion, scholars weigh in on group identity, the Black/Brown Alliance and the future of historically Black colleges. [For Part I, see EJ762799.]   [More]  Descriptors: African Americans, American Indians, Asian Americans, Hispanic Americans

Winds of Change (1994). Annual College Guide for American Indians, 1994-1995. This guide provides college information especially tailored for American Indian and Alaska Native students, their families, and their guidance counselors. The heart of the guide is a unique compilation of 200 colleges and universities selected because they have a supportive American Indian community and graduate a good percentage of their American Indian undergraduates. In a double-page format, the left page provides the usual descriptive data (size, location, affiliations, costs, and student and faculty statistics), while the right page contains information on the American Indian community (number of total Indian students, Indian undergraduates, baccalaureate degrees, graduate students, and faculty, as well as Indian percentages) and on financial, academic, and support programs specifically for American Indians. The guide also includes articles that profile Native American college students and their educational experiences, describe eight colleges with exceptional programs for Indian students, highlight opportunities at tribal colleges in the United States and Canada, explain the basics of paying for college, give practical information and advice on writing a college application essay, interview 10 outstanding school guidance counselors, and list summer programs for American Indians. This publication contains photographs and many paid advertisements describing opportunities for American Indians in colleges, universities, and corporations. Descriptors: American Indian Education, American Indians, College Admission, College Choice

Loew, Patty; Thannum, James (2011). After the Storm: Ojibwe Treaty Rights Twenty-Five Years after the "Voigt" Decision, American Indian Quarterly. Twenty-five years ago a "perfect storm" of economic, environmental, and social conditions swirled in northern Wisconsin and battered attempts by the Ojibwe to exercise their treaty-based fishing rights. This article examines the socioeconomic, political, and cultural factors that contributed to the spearfishing crisis twenty-five years ago and the state of relations between Native and non-Native residents in the ceded territory today. It focuses on Wisconsin, where the most virulent protests occurred. Because most residents learned about the controversy through newspaper and television news accounts, the article pays special attention to media coverage of the boat landing struggles. It argues that the relative calm that exists today is attributable to increased public awareness about treaty rights and sovereignty, largely due to education efforts and better reporting by the media. It also argues that the contributions of the Ojibwe bands themselves over the past twenty-five years to maintain and improve the natural resources within the ceded territory has also had a positive effect.   [More]  Descriptors: Treaties, American Indian Education, News Reporting, Cultural Influences

Nickeson, Steve (1973). On the Road to Wounded Knee, Race Relations Reporter. Describes the seventy-day confrontation between the Oglala Sioux Civil Rights Organization and American Indian Movement, and the U.S. Department of Justice at Wounded Knee, South Dakota.   [More]  Descriptors: American History, American Indians, Civil Rights, Racial Relations

American Indian Historical Society, San Francisco, CA. (1974). Indian Voices: The Native American Today. The Convocation of American Indian scholars was conceived, organized, and directed by the American Indian Historical Society. The first convocation was held at Princeton University in 1970. Unlike conventions, the convocations are called when emergencies in Indian life exist, when changes are needed, and when new directions are emerging. This second convocation responded to the desperate struggle of the Indian people to protect their rights, particularly in the area of natural resources. With the exception of a specialist on water rights, the meeting was restricted to Indians. It was also felt that the convocation should stir up ideas and independent thought in education, curriculum development, and health professions. This report is offered as a means of communicating what the Indians themselves think about the issues confronting them today. It is also emphasized that the participants were individuals involved in Indian affairs who do not necessarily speak for their tribes or organizations. Discussion areas are: Water Rights: Life or Death for the American Indian; Goals and Perspectives of the American Indian in Education; Education and the American Indian; Curriculum Development; Land Use and Economy on Indian Reservations; Health Professions and the American Indian; Museums and the American Indian; and the Indian Claims Commission. Additionally, conference participants and their tribal affiliations are also listed. Descriptors: American Indians, Civil Rights, Communication (Thought Transfer), Conference Reports

Benham, William J. (1972). In Albuquerque: An Indian Education Resources Center, Journal of American Indian Education. An Indian Education Resources Center has been established to improve educational opportunities for American Indian students by providing leadership or help for change, resources for improvement, and advocacy of Indian rights.   [More]  Descriptors: American Indians, Educational Facilities, Educational Finance, Educational Resources

Thurow, Lester C. (1976). The Economic Status of Minorities and Women, Civil Rights Digest. Discusses blacks versus whites, Spanish heritage families, American Indians, female workers, minorities and the recession, and the Equal Employment Opportunity Commission.   [More]  Descriptors: Blacks, Comparative Analysis, Economic Climate, Economic Factors