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 Sue Clery, Thomas V. Pilla, Sarah Dea, Daniel J. Losen, Joseph Muskrat, Cultural Survival, Kristina Fagan, Tia Martinez, Jon Gillespie, and Urmila Mohapatra.
(1972). The Right to Remain Indian. The Failure of the Federal Government to Protect Indian Land and Water Rights. The document is submitted pursuant to a contract with the U.S. Commission on Civil Rights, in preparation for hearings held in New Mexico during November 1972. It covers the protection and preservation of the land and water rights of the American Indian tribes in the Southwest, which is as vital as any problem which now confronts the Pueblo tribes. The discussion: (1) considers the relationship which exists between the Indian tribes and the United States Government, using the Pueblo Tribes as an illustration; (2) traces the development of the legal basis for protection of the tribal rights to use water–the Winter's Doctrine; (3) chronicles legislative and administrative events affecting the Pueblo and neighboring tribes in both New Mexico and Arizona; and (4) interprets those events. [More] Descriptors: American Indian Reservations, American Indians, Civil Rights, Federal Programs
(2011). The Cherokee Syllabary: A Writing System in Its Own Right, Written Communication. Informally recognized by the tribal council in 1821, the 86-character Cherokee writing system invented by Sequoyah was learned in manuscript form and became widely used by the Cherokee within the span of a few years. In 1827, Samuel Worcester standardized the arrangement of characters and print designs in ways that differed from Sequoyah's original arrangement of characters. Using Worcester's arrangement as their sole source of evidence, however, scholars and Cherokee language learners have misunderstood the syllabary by viewing it through an alphabetic lens. Drawing on 5 years of ethnohistorical research, this article opens with a brief history of Sequoyah's invention to show the ways Worcester's rearrangement bent the Cherokee writing system to the orthographic rules of the Latin alphabet, thus obscuring the instrumental logics of the original script. Next, a linguistic analysis of the Cherokee writing system is presented in an effort to recover its instrumental workings. Adding a new perspective to research on American literacy histories in general and scholarship on the Cherokee syllabary in particular, the author argues that the Cherokee language demands a writing system uniquely Cherokee, one practiced outside of an alphabetic influence and capable of representing underlying meaning and sound with each character. [More] Descriptors: Evidence, Written Language, Linguistics, Personality
(1999). Alaskan Natives and Other Minorities in the Special Education Programs of Four Alaskan School Districts. This report provides information on the percentages of Native Alaskans and other minorities in the special education programs of four Alaskan school districts. It was prompted by a civil rights complaint by parents in the Juneau School District alleging that Native Alaskans were overrepresented in special education programs. The complaint was resolved in 1997 after the district undertook a number of remedial actions to ensure that Alaska Native students' cultural and linguistic background are considered throughout the special education referral, assessment, and placement process. The Alaska Advisory Committee to the U.S. Commission on Civil Rights requested information from four large school districts on the identification of students for placement in special education classes, number of students served, special education staff, and complaint procedures. The districts were Anchorage School District, Fairbanks North Star Borough School District, Juneau School District, and Nome Public School District, which together serve 57 percent of Alaska's K-12 students. Results were mixed, but special education programs in Anchorage and Fairbanks had overrepresentations of Alaska Natives and American Indians. As in the Juneau case, cultural and linguistic differences may account for some of this overrepresentation. The Committee recommends that other school districts review the efforts undertaken by the Juneau School District to address the issue. In addition, the Committee noted the lack of ethnic diversity in the special education staff of the districts studied and recommends the development of appropriate recruitment and hiring strategies. [More] Descriptors: Alaska Natives, American Indian Education, Disability Identification, Disproportionate Representation
(1973). Maliseet and Micmac Rights and Treaties in the United States. Written for purposes of furthering aid to the Association of Aroostook Indian (AAI) in procuring Maliseet and Micmac American Indian rights, this essay provides historical documentation of U.S. treaties verifying Native American rights. This essay asserts that although about 4,000 Micmacs and Maliseets live in New England (1,000 in Maine), they have not been formally recognized by the Federal Government and had not been given state recognition until the AAI was formed in 1967 and began to further their cause; that since they generally live off-reservation but do have reservations in Canada, they are often considered both Canadian and alien and are not, consequently, afforded government services. Arguing that these people are free to cross borders and are entitled to certain rights under a series of treaties established between the Indians and the U.S. during and after the American Revolution, this essay presents the historical basis for the following rights: (1) the right to come to the U.S. from Canada and to acquire employment without having to register as an alien; (2) full hunting/fishing rights comparable to those of other Maine Indians; (3) the right to settle on either Passamaquoddy reservation with due reservation rights; (4) full services comparable to those of other off-reservation Indians; (5) full rights of citizenship, including the right to vote. Descriptors: American Indian Reservations, American Indians, Civil Rights, Equal Opportunities (Jobs)
(2008). Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Guatemala. Since the 1996 Peace Accords ended the Guatemalan civil war, the country has made strides to legally recognize the rights of its indigenous peoples and has criminalized racial discrimination. However, political exclusion, discrimination, and economic marginalization of indigenous peoples still regularly occur due to the lack of resources and political will to stop them. Precarious land tenure, delays in land restitution, disproportionately extreme poverty, and geographical remoteness result in indigenous Guatemalans having less access to healthcare, clean water, and security, and lower living standards than the country's "Ladino" population. Most indigenous children do not have access to bilingual education. Many crimes against indigenous peoples are not investigated or go unpunished; by comparison, indigenous leaders are frequently attacked or prosecuted for defending their claims to their lands. The government needs to energetically address discrimination, and to take steps to secure land rights and economic equality for its indigenous peoples. It also needs to strengthen the rule of law and increase indigenous access to effective legal remedies, and to or extradite prosecute those responsible for war crimes and crimes against humanity during the country's civil war. [More] Descriptors: Cultural Maintenance, Public Health, Violence, Water Quality
(2010). Protecting Mother Earth: Hartman Seeks to Instill His Passion in Science Students, Tribal College Journal of American Indian Higher Education. Students at Fort Berthold Community College (FBCC) have spent their entire lives hearing about the environmental issues facing the Three Affiliated Tribes (Mandan, Hidatsa, and Arikara). Located on the high plains of northwestern North Dakota, the area contains rich coal and oil resources, the development of which can damage air and water quality. Many tribal members hunt and fish and care deeply about wildlife. Development in some places has destroyed wildlife habitat as well as the native plants that tribal members use for medicine and ceremonies. Currently, oil development is exploding. Dozens of oil wells in the vicinity flare natural gas into the air, treating it as a waste product. In the most recent controversy, oil companies have proposed off-shore drilling in Lake Sakakawea, the giant reservoir that splits the Fort Berthold Reservation in two. The conflicts create opportunities for scientists, who must monitor water wells, write environmental impact statements, search for endangered species, restore native plants, and test the reservoir fish populations. For 27 years, Kerry Hartman, Ph.D., has devoted his life to preparing residents of the reservation for careers in science. In the early '90s, he spearheaded efforts that developed several two-year degrees at the college–Environmental Science, Science, and Math. Student interest and the escalating environmental problems made it obvious the time was right to offer a four-year degree in Environmental Science. This article describes how Hartman is spearheading the development of an innovative four-year Environmental Science degree at FBCC. [More] Descriptors: Program Development, Conservation (Environment), Student Interests, Tribes
(1972). Federal Policies and Programs for American Indians. Staff Report #2. The document presents Federal government policies and programs for American Indians, and the history of the Federal government-Indian relationship. Topics discussed are: (1) land management and industrial development; (2) employment programs; (3) education; (4) welfare programs; (5) other Federal programs (housing, transportation, and public safety); and (6) the Bureau of Indian Affairs. Tables relating to the topics discussed are at the end of the document. [More] Descriptors: Administrative Agencies, American History, American Indian Reservations, American Indians
(2005). Tewatatha:wi. Aboriginal Nationalism in Taiaiake Alfred's Peace, Power, Righteousness: An Indigenous Manifesto, American Indian Quarterly. In recent years the idea of Aboriginal nationalism has been creeping into public language in Canada through the widespread use of the term "First Nation." The idea that Aboriginal peoples are "Nations," not just "cultures," has also begun to influence the Canadian government, the courts, and the study of law and political science. The principle that Aboriginal peoples have the right and responsibility to determine their own paths is an ancient one, however. [More] Descriptors: Foreign Countries, Courts, Political Science, Nationalism
(1981). Fact Sheets from the ERIC Clearinghouse on Handicapped and Gifted Children, 1981. Fifteen fact sheets–two page overviews of issues in special education developed by the ERIC Clearinghouse on Handicapped and Gifted Children in 1981–are presented. The fact sheets address topics in a question and answer format and provide references as well as resources on each subject. The following titles are included, "The Administrator's Role in the Education of Gifted and Talented Children"; "The Cost Effectiveness of Special Education"; "Advocacy and Self Advocacy for Disabled Persons"; "Learning Related Visual Problems"; "Serving the LD Student in a Vocational Education Classroom"; "Careers in Special Education"; "The Argument for Early Intervention"; "The Arts and the Handicapped Child"; "Rights of the Handicapped"; "Educational Rights of American Indian and Alaska Native Handicapped Children"; "Procedural Safeguards"; "Individualized Education Program"; "Children on Medication"; "Parents' Rights and Responsibilities"; and "Parents of Handicapped Children." [More] Descriptors: Administrator Role, Careers, Child Advocacy, Civil Rights
(1996). Asian Indian Culture in America: A Bibliography of Research Documents. A Research Report. This bibliography has been prepared as a research tool for scholars who want to conduct studies about Asian Indian Americans. Only a few published works on Asian Indian Americans are available in book length; most are journal articles, monographs, research reports, dissertations and theses, newspaper articles, and unpublished manuscripts. Works cited are grouped into 35 chapters (following a preface and introduction) that cover the following topics: (1) overviews of the Asian Indian population; (2) theoretical perspectives; (3) history of immigration, immigration patterns, and population profiles; (4) literary writings (poetry, fiction, short stories, juvenile literature, and essays) by Asian Indian Americans; (5) social life and customs; (6) teaching and studying about Asian Indian Americans; (7) political attitudes and behavior; (8) family environment; (9) community and legal environments; (10) health perspectives; (11) employment and economic status; (12) Asian Indian American professionals and businesses; (13) Asian Indian American students; (14) civil rights and discrimination; (15) interviews and surveys; (16) cultural assimilation and religiosity; (17) issues of children, women, and the elderly; (18) consumer and investment behavior; (19) biographies and travelogues; (20) community directories; (21) magazines and newspapers; (22) videos, movies, and musical productions; and (23) bibliographies on Asian Indian Americans. Contains 762 references. [More] Descriptors: Acculturation, Asian Americans, Behavior Patterns, Civil Rights
(1977). Meetings of the American Indian Policy Review Commission (Washington, D.C. and Denver, Colorado, February 20, May 8 and 9, 1976). Volume 2. The American Indian Policy Review Commission convened a hearing on February 20, 1976, to determine progress made by the task forces. The chairman of Task Force No. 1 began the testimony by explaining that his group had been involved with the determination of just what the rights of the Indian are and what the implications are for future national commitments to Indian people. Goals stated by other chairmen were: define the rights and needs of terminated and nonfederally recognized Indians; clarify jurisdictions so that various lawsuits could be settled; define Indian education by and with the Indian people, describe the present status of Indian education and develop a series of position papers on recurring problems; examine the structure and function of tribal governments and their ability to fulfill the needs and desires of tribal members; and elevate the health of American Indians and Alaskan Natives. Other goals stated were: examine in depth the problem of Indian alcoholism; look at the total federal delivery system of Indian services and Indian participation; examine resource areas; and review Federal-Indian law. On May 8, 1976, the Commission met in Denver to gather evidence from various tribal leaders and members for determining whether the governmental structures serve the Indian people. [More] Descriptors: Agency Role, Alaska Natives, American Indian Education, American Indians
(1975). Bridging the Gap: The Twin Cities Native American Community. As part of its responsibility to advise the U.S. Commission on Civil Rights concerning civil rights problems within the State, the Minnesota Advisory Committee submitted this report of its 6-month study on urban American Indians in the Twin Cities. During its investigation, which culminated in open hearings in January 1974, the Advisory Committee examined the responsiveness of Twin Cities institutions to Native Americans in the areas of employment, education, administration of justice, and health care. Interviews were conducted with citizens of the Indian community; local, State, and Federal officials; educators; officials from private agencies; and other resource persons. The Advisory Committee found that Native Americans were afflicted with much of the cultural, social, and economic damage felt by other minority groups. Their situation was complicated by the Federal Government's failure to honor treaty obligations and statutory responsibilities. Among its other findings were: (1) Indian-oriented programs which have had a beneficial impact on the administration of justice, especially the Legal Rights Center, Inc. and the St. Paul American Indian Movement (AIM) patrol, ran the risk of discontinued funding; (2) the dropout rate for Native American students was significantly higher than for students of other races; and (3) at all levels of government employment, Indians held the lower paying positions. [More] Descriptors: Academic Achievement, Adjustment (to Environment), American Indians, Civil Rights
(2012). Suspended Education in California, Civil Rights Project / Proyecto Derechos Civiles. The Civil Rights Project has been examining out-of-school suspensions since 1999 due to concerns about the frequency of suspensions, observed racial disparities in their systemic use and the possible negative impact, especially for children of color. Most important, a robust study of school discipline by the Council of State Governments tracked every middle school student in Texas over 6 years and has helped educators crystalize what the evidence has always suggested: that the frequent use of out-of-school suspensions has no academic benefits, is strongly associated with low achievement, a heightened risk for dropping out and a greater likelihood of juvenile justice involvement. If suspending a student out-of-school for minor infractions is a counterproductive educational response, logic dictates that it should be reserved as a measure of last resort. Unfortunately, education policy makers and parents are not fully aware of just how many students are at risk for being suspended. For the first time, this report and companion spreadsheet covering nearly 500 districts reveals to the public the unusually high levels of risk for suspension as well as the stark differences in discipline when these risks are presented by race, gender and disability status. The alarming findings suggest not only a hidden crisis for many historically disadvantaged subgroups in too many districts but also a widespread need to reform discipline policy for California's public schools. Data released from the Office for Civil Rights (OCR) at the US Department of Education revealed that more than 400,000 students were suspended out-of-school at least one time during the 2009-10 school year in California. That's enough students suspended out-of-school to fill every seat in all the professional baseball and football stadiums in the state, with no guarantee of any adult supervision. OCR collected data from districts on the number of students who were suspended just once during the year and the number suspended more than once. The analysis in this report combined these two mutually exclusive categories in order to report the number of students suspended one or more times as a percentage of their total enrollment. This report describes this percentage as the "risk" for suspension. Methods are appended. (Contains 3 figures and 3 tables.)[Note: Spreadheet in Excel format with additional data available at publisher's web site.] [More] Descriptors: Suspension, Civil Rights, Low Achievement, Juvenile Justice
(2006). Women in History–Sarah Winnemucca: Native Educator and Human Rights Advocate, Journal of Women in Educational Leadership. This article profiles Sarah Winnemucca, a Native educator and dedicated human rights advocate who devoted her life to building communication and creating understanding between the Native and white cultures. On March 1, 2005, Congressman Jon Porter of Nevada addressed Congress on a bill to allow for the placement of a statue of Sarah Winnemucca into the National Statutory Hall. "Sarah led an incredible life," Porter asserted, adding that Winnemucca "has become a part of Nevada history that will never be forgotten" (Porter, 2005). One of only eight women represented in the National Statutory Hall Collection, Winnemucca was a spokesperson and advocate for Indian rights. Her autobiography, "Life Among the Piutes," the first published book by a Native American woman, relates the story of white settlement from the Native American perspective. Although she died at the age of 47, Winnemucca's accomplishments were numerous; she is revered as an educator and defender of human rights. [More] Descriptors: Females, American Indians, Profiles, Advocacy
(1999). Higher Education Staff, NEA Higher Education Research Center Update. This report reviews changes in higher education staff by occupation between 1993 and 1997. Specific attention is paid to staffing patterns in states with right to work laws compared to those without it. When a state enacts a right to work law, it can be assumed it is not supportive of public unions. This analysis is based on data from the National Center for Education Statistics 1997 Fall Staff in Postsecondary Institutions data file. The number of higher education employees increased very slightly between 1993 and 1997, as did full-time equivalent (FTE) student enrollment. The ratio of staff to FTE students remained nearly constant. Over the same time period, part-time staff increased 7%, while full-time staff declined 1%. The number of part-time employees increased in all occupational categories. The percentage of women in higher education remained constant from 1993 to 1997, but the share of women in clerical and secretarial positions decreased, and women represented a large share of full-time and part-time employees in executive and administrative and faculty positions in 1997 than in 1993. The share of Hispanic, African American, or American Indian higher education staff changed little from 1993 to 1997, and the share of new hires that were minority decreased slightly. The economic expansion of the Southern and Plains states, often states with right to work laws, resulted in higher education enrollment and staffing increases between 1993 and 1997. In states without a right to work law, although the number of faculty decreased, the number of new faculty hires with tenure increased. This may indicate a general trend to reduce job security among faculty in right to work states. [More] Descriptors: College Faculty, Employment Patterns, Higher Education, School Personnel