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 Meghan Williams, Jennifer M. Price, Charles Jones, Floy C. Pepper, David Wilkins, William Willard, Richard West, Scott Richard Lyons, Nancy Gale, and Rima Wilkes.
(1985). Zitkala Sa: A Woman Who Would Be Heard!, Wicazo Sa Review. Although Gertrude Simmons Bonnin, a Yankton Sioux Indian from South Dakota, died in 1938, she left a legacy of activism for future generations of Indian leaders. As a writer of short stories and poetry under the pen name of Zitkala Sa, editor of the "Journal of the Society of American Indians," and collaborator on an opera ("The Sun Dance"), her literary career spanned the years from 1902 to 1919. Her career in politics took her to Washington in 1916 after. One became secretary-treasurer of the Society of American Indians. In the presidential election of 1928, she and her husband succeeded in getting a plank in the Republican Party platform calling for a presidential commission to investigate and report to Congress on the administration of Indian affairs and guarantees of treaty and property rights to American Indians. Her description of the reality of the corruption and brutality of the Bureau of Indian Affairs (B.I.A.) gained the attention of the General Federation of Women's Clubs and moved them to political action. She battled the Oklahoma trust estate abuses and, from 1926 to 1938, as president of the National Council of American Indians, she protested B.I.A. dictatorial leasing policies. Descriptors: Activism, American Indian History, American Indians, Biographies
(1975). Report to the American Indian People. Presenting a brief historical profile, program descriptions, synopses of political issues, and a policy statement (1973), this 1975 annual report on the National Indian Youth Council includes: (1) Programs (NIYC/Comprehensive Employment and Training Act manpower development; Investigative Journalism Training Project; Ex-Offender Program; San Juan County Research Project; Litigation Program; Youth Program); (2) Natural Resource Development Issues (coal gasification on the Navajo Reservation and American Indian water rights); (3) Civil Rights Issues ("The Farmington Report: A Culture of Conflict"; Farmington law suits; violence at Acoma Pueblo; Indian preference; Fairchild occupation; Equal Employment Opportunity Commission complaints; arts and crafts fraud; Cherokee religious project); (4) Education Issues (Intermountain law suit; student bill of rights; Hammon School; mobile school for dropouts; Milwaukee Area Technical College); (5) Health Issues (Lewis case and American Indian Nurses Association); (6) Trust Responsibility Issues (Tewa Tesuque; Creek government case; Southern Paiute claims; Navajo evictions; Navajo-AFL/CIO agreement; Santa Ana Pueblo); (7) Mass Media Issues (New Mexico press; Federal Communications Commission petition; Indian film company); (8) Policy Statement to the American Indian People. [More] Descriptors: Accountability, American Indians, Annual Reports, Civil Rights
(1990). Unbiased Teaching about American Indians and Alaska Natives in Elementary Schools. ERIC Digest. This ERIC digest gives elementary school teachers realistic information about American Indians and Alaska Natives and identifies some of the common myths based on ethnic bias. Bias against Indians is often the result of inaccurate information. Stylized classroom accounts of Indian life reinforce "buckskin-and- feather" or "Eskimo and igloo" stereotypes. Indians who defended their homelands from invaders have been portrayed as enemies of progress, barriers to frontier settlement, and, more recently, a "social problem" draining national resources. Teachers can be victims of the instructional materials they count on, and so they should become consciously aware of the processes by which they choose such materials. In recent years, American Indians have recognized their right to insist upon accurate and unbiased accounts of their own history and culture and more and more educators are realizing that this right extends to all students. Myths about native peoples are commonplace, occurring in history, law, sociology and economics. Many people believe, for example, that American Indians share a common language and culture, when there are actually more than 300 officially recognized tribes, distinct in many ways including language. Other examples of myths about Indians include the "first Thanksgiving" stories that were created in the 1890s to promote the "melting pot" theory of American social progress. Instead of repeating such myths, teaches should encourage classroom discussion of real and current Indian issues (such as land and fishing rights) as a means of teaching American Indian history and establishing Native Americans as a people. This document includes 10 references and a 4-item annotated list of essential resources. [More] Descriptors: Alaska Natives, American Indian History, American Indian Studies, American Indians
(1974). Law: Reverse Discrimination, Legal Briefs. Just as schools and colleges are starting to hire more black and female faculty members through affirmative action programs, there is a new battle cry on the civil rights front: "reverse discrimination." Qualified whites claim they are being shoved aside in the scramble for less-qualified blacks, Chicanos, American Indians, and members of other minority groups. Discusses legal aspects of the problem. Descriptors: Civil Rights, Employment Qualifications, Legal Problems, Minority Groups
(2012). In Nova Scotia, a Mi'kmaw Model for First Nation Education, Education Canada. In 1999, under federal government legislation, Mi'kmaw communities in Nova Scotia won the right to manage the education of their children for the first time in a century. With support from Mi'kmaw Kina'matnewey, an education authority that provides central services, local Mi'kmaw schools deliver language immersion courses, culturally-appropriate teaching pedagogy and other initiatives to promote student success. In 2010-11, Mi'kmaw Kina'matnewey reported a high school student graduation rate of 75 per cent for students in the system, twice the Canadian average. The self-governance arrangement is drawing attention as a possible model for First Nation education in Canada. [More] Descriptors: High School Students, Foreign Countries, Graduation Rate, Federal Legislation
(2012). Against the Intentional Fallacy: Legocentrism and Continuity in the Rhetoric of Indian Dispossession, American Indian Culture and Research Journal. The road of US Indian law and policy, like its companion to hell, is paved with good intentions. Critics of its generally diabolic outcomes have had little difficulty demonstrating the moral chasm between the appealing rhetoric in which a policy or judgment was framed and the oppressive consequences to which it practically conduced. With a nod to twentieth-century literary criticism, the author calls this style of utopianism the "intentional fallacy". As originally coined, this term signaled the rejection of authorial intention as a controller of textual meaning. In this article, the author presents a historical critique of the intentional fallacy. Examples are widespread, not least in the writings of eminent historians. To reduce a pervasive phenomenon to manageability, however, this article focuses on a core historiography, moving from the three canonical Indian judgments that Chief Justice John Marshall delivered during the 1820s and 1830s–especially "Worcester v. Georgia" (1832), which many scholars have held to mark a high point in the assertion of Indian rights–through the Indian-policy nadir of congressional plenary power, which commentators have generally associated with the "Kagama" (1886) and "Lone Wolf v. Hitchcock" (1903) judgments that were delivered at the height of the Dawes-era reforms. The author argues that the intentional fallacy has not only served as a legitimating device for judges and policy makers. With significant exceptions, it has also structured the narration of Indian law and policy in historical and legal-studies scholarship. [More] Descriptors: Rhetoric, American Indians, Court Litigation, American Indian History
(1971). A Proposed Course in Law, Sociology, or History. "The American Indian and the Constitution" is a proposed course in law, sociology, or history. The document gives a course justification and intended audience. The course outline covers: 1) the sovereignty of Native American Tribes, especially as demonstrated in "Cherokee Nation" and "Worchester v. Georgia"; 2) criminal jurisdiction; 3) civil jurisdiction; 4) citizenship for Native Americans; 5) water rights as detailed in the Winters Doctrine; 6) hunting and fishing rights; 7) state taxing authority; 8) the U.S. Bill of Rights; and 9) the Indian Bill of Rights. Noted court cases and judges' opinions are given for all sections. [More] Descriptors: American Indian Reservations, American Indians, Beliefs, Constitutional History
(1972). Look to the Mountain Top. Cultural background and the contemporary situation of American Indians in the United States are covered in this book. The first section of the book covers Indian art, literature, women's rights, warriors, religion, farming, natural resources, law, and the Indian as the first American. Included in the second part are: maps of Indian land (1492-1972), history, writing systems, static images, arts and crafts, and recipes. There are also 160 bibliography listings and 4 Indian journals cited. Descriptors: American Indian Reservations, American Indians, Cultural Awareness, Cultural Background
(1982). An Annotated Bibliography for Indian Child Welfare. A bibliography and program listing surveys publications and programs dealing with welfare of American Indian children. Topics include child abuse/neglect, child development and health, parent education, counseling, social work practice among American Indians, legal/jurisdictional issues in delivering child welfare services to American Indians, foster care/adoption, legal services, social and family services, child welfare worker training programs, child rights and advocacy, and American Indian resource centers. The bibliography lists approximately 375 publications dating principally from the 1970's with some publications from the 1960's and early 1980's included. Entries are alphabetical by author and most contain annotation, availability information, and source of reference. Publication types include books, articles, Educational Resources Information Center (ERIC) documents, research and project reports, unpublished reports, directories, state and federal government publications, Congressional hearings/reports, films, and audiotapes. The program directory lists approximately 80 program/projects arranged alphabetically by state. Entries typically include contact address and description of the program/project. Also included are 20 sources used to compile the bibliography and 4 sources used to compile the program listing. Descriptors: Adoption, American Indians, Child Abuse, Child Advocacy
(2009). Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education, International Journal of English Studies. Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article discusses the right that minoritized peoples in Ecuador have to learning other languages while reinforcing their own. After describing briefly the Ecuadorian main linguistic and educational policies in regards to the teaching of foreign languages, this article analyses the contrasting viewpoints of indigenous and non indigenous peoples towards the process of teaching-learning foreign languages. Finally, it offers some suggestions and general parameters related to foreign language teaching in the multilingual context of the study. [More] Descriptors: Multicultural Education, Indigenous Populations, Multilingualism, Educational Policy
(1997). Convoluted Essence: Indian Rights and the Federal Trust Doctrine, Native Americas. Discusses the nature of the trust responsibility of the federal government toward American Indians and what primacy it has in the pyramid of federal values and decision making. Examines the contested origins of the federal trust doctrine, negative and positive aspects of the relationship, three kinds of trust responsibility, and the enforceability of the trust doctrine. Descriptors: Court Litigation, Definitions, Federal Government, Federal Indian Relationship
(2009). The Link: Connecting Juvenile Justice and Child Welfare. Volume 7, Number 2, Winter 2009, Child Welfare League of America (NJ1). This issue of "The Link" newsletter contains the following articles: (1) Understanding the Commercial Sexual Exploitation of Children (Lisa Goldblatt Grace); (2) Native American Juvenile Rights: Who Cares? (Terry L. Cross and Kathleen A. Fox); and (3) Strong Juvenile Justice Legislation Passes Senate Committee: Includes Expanded Coordination of JJ and Child Welfare (Tim Briceland-Betts). Director's Message, Policy Update, and Recommended Reading information are also included. [More] Descriptors: American Indians, Child Welfare, Juvenile Justice, Childrens Rights
(1978). "Hypocrisy and an Outrage": Human Rights from a Native Perspective. The first position paper to be presented by the Navajo, the Sioux, and the Iroquois nations, this statement asks President Carter to meet with the traditional and spiritual leaders of these American Indians to begin serious negotiations on issues vital to the survival–physical and spiritual–of Native Peoples. [More] Descriptors: American Indians, Civil Liberties, Federal Government, Political Issues
(2010). Nationalism and Media Coverage of Indigenous People's Collective Action in Canada, American Indian Culture and Research Journal. Over the past several decades indigenous people in Canada have mounted hundreds of collective action events such as marches, demonstrations, road blockades, and land occupations. What the general public knows about these events and their causes overwhelmingly comes from the mainstream mass media. For this reason, media coverage of these events plays an important role in shaping public opinion about the events and indigenous rights. The problem is that the media does not merely mirror events, but rather filter information through a process called "framing." Framing results from a system of reporting wherein reporters use a particular narrative structure, rely on officials as sources, and invoke public opinion in particular ways that, taken together, serve to marginalize collective actors and their issues. Coverage of indigenous peoples' collective action in Canada and the United States has been predominantly delegitimizing: stories overwhelmingly emphasize militancy and violence. However, past work on framing has tended to focus only on how challengers are portrayed in media coverage. By considering nationalism and how it may be embedded in the framing of these events, the research presented in this article shows that non-indigenous people are also being framed in media coverage. A growing body of literature has shown that the media is heavily involved in creating, promoting, and reflecting ideologies about citizenship and the nation. The authors consider the ways in which nationalism is reflected in coverage of multiple collective-action events in Canada. They find that when faced with collective action by indigenous peoples asserting group-based citizenship rights, the media respond by emphasizing individual citizenship responsibilities. [More] Descriptors: Indigenous Populations, Nationalism, Ideology, Citizenship
(2000). Rhetorical Sovereignty: What Do American Indians Want from Writing?, College Composition and Communication. Discusses the concept of rhetorical sovereignty as the inherent right and ability of peoples to determine their own communicative needs and desires. Claims rhetorical sovereignty requires writing teachers to rethink how and what they teach as the written word at all levels of schooling. Sketches out some preliminary notes toward the praxis that is rhetorical sovereignty. Descriptors: American Indians, Higher Education, Instructional Design, Nontraditional Students