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 David H. DeJong, Rick Whaley, Bernita L. Krumm, Vancouver. British Columbia Human Rights Commission, Marion Therese Casey, Mary Carroll Nelson, Walter Bresette, Carolyn M. Callahan, Earl J. Ogletree, and John Copenhaver.
(1979). A Brief History of the Federal Responsibility to the American Indian. As tribes and individuals, Indians claim dual rights in American society. Granted full citizenship in 1924, Indians are entitled to all protections and benefits enjoyed by other citizens, including free public education for their children. As the original inhabitants of the United States, Indians also claim rights accruing to no other population groups based on treaties signed between individual tribes and the Federal Government between 1778 and 1871, acts of the U.S. Congress to implement the treaties and provide for the general welfare of Indian people, and court decisions upholding the validity of treaties and special legislation to deal with Indian matters. This summary, written for the layman with special emphasis on education, reviews the treaty guarantees made by the Federal Government and the services actually provided under the guarantees. It summarizes congressional intent, from the end of the treaty period to the present, in assigning responsibilities for Indian affairs to a number of Federal agencies. Finally, it examines the consistency with which the courts have upheld the concept of dual Federal responsibility to Indian citizens, as expressed in treaties and general law. As the nation seeks to redress past failures and to develop a Federal policy responsive to Indian needs in the years ahead, it should be recognized that the legal and judicial history tends to support the Indian claim of dual rights–both by treaty and special Congressional acts and by inherent rights of citizenship. [More] Descriptors: American Indian Education, American Indian Reservations, American Indians, Educational Needs
(1988). Native Media Environments: More on the Genesis of American Indian Journalism, Northeast Indian Quarterly. Describes the characteristics of two distinct Native American news environments: urban Indian populations, and reservations and Alaskan villages. Discusses the extension of the right of free press to tribal lands, and the financing of Indian newspapers, magazines, radio, and television. Descriptors: Alaska Natives, American Indian Reservations, American Indians, Federal Indian Relationship
(1994). Identifying Outstanding Talent in American Indian and Alaska Native Students. This report reviews and synthesizes the most promising practices used to identify exceptionally talented students from the Native American population. Preliminary information includes an Indian Student Bill of Rights, discussion of the problem of talent identification, and discussion of special issues including diversity within the Native American population and cultural assimilation versus accommodation. Eight principles of identification are then presented. These include, among others, using assessments that go beyond a narrow conception of talent; using appropriate instruments with underserved populations; and using a multiple-measure/multiple-criteria approach to identification. Specific practices are then considered, which address: balancing the ideal and the practical; deciding on a concept of talent; recognizing the issues of a particular school; identifying traits that may influence manifestations of talent; recognizing behaviors that distinguish some Native American students from the general population; looking for manifestations of talent potential, alternative behaviors, situations, and interpretations; selecting and constructing appropriate assessment tools; and using the collected student data to make decisions. Recommendations address technical assistance, professional development, assessment portfolios, experimental programs, and program funding. Five appendices include technical information concerning evaluation measures, two sample case studies, and a list of assessment instruments. (Contains 77 references.) [More] Descriptors: Ability Identification, Alaska Natives, American Indians, Cultural Differences
(1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in 42 languages (23 in American Indian and Eskimo languages) existed and $68,000,000 in Elementary and Secondary Education Act (ESEA) Title VII funds were expended for bilingual education. Significant legislation and court decisions that provided a foundation for bilingual education were Meyer v. Nebraska (1923), Farrington v. Tokusnige (1927), ESEA Title VII, Title VI of the Civil Rights Act (1964), the Bilingual Education Act (1968), Lau v. Nichols (1974), and Serna v. Portales (1964). Descriptors: Biculturalism, Bilingual Education, Bilingualism, Court Litigation
(1971). Promoting Social Justice in the Multigroup Society: A Casebook for Group Relations Practitioners. This volume represents a modest effort to meet the critical need for teaching materials of all sorts relating to work with racial and ethnic groups, both in social work and other human service professions. The approach taken here is to produce a range of source materials which illustrate and illuminate aspects of group relations practice. Such a source book, composed of cases, documents, episodes of practice, agency reports, etc., is intended to highlight issues and techniques and to provoke systematic analysis relative to this area of practice. Its purpose is both to teach and to stimulate further conceptualization concerning this very important field of work. The framework concerning group relations practice which is reflected in the book is broad and eclectic. The field is defined in terms of a series of functions designated Group Rights, Group Solidarity and Power, Intergroup Attitudes and Relationships, and Group Welfare. The term "group relations" is used to describe intervention in the ethnic and racial field and in other group relations areas. Material is included on a wide range of American groups: American Indians, blacks, Chicanos, Puerto Ricans, Catholics, Jews, Protestants, whites in the suburbs, blue-collar ethnic nationalities, and women. Descriptors: Case Studies, Change Agents, Community Services, Ethnic Relations
(2001). Equality through Access. Annual Report, 2000/01. This report describes the British Columbia Human Rights Commission's activities during 2000-01. The Commission held public hearings to learn about barriers that prevent Aboriginal students from full participation in the British Columbia education system, and published a report on the findings with recommendations for improving educational opportunities for Aboriginal students. Workshops were held to instruct non-profit groups in assisting people filing human rights complaints, and to let the public hear about the Commission's work and what they can do to promote human rights in their communities. The Commission hosted the annual conference of the International Association of Official Human Rights Agencies and received the Association's International Award for successfully raising international awareness about human rights issues. A report was released calling for a renewed employment equity strategy for the public service sector that included a detailed implementation and monitoring plan. A program was sponsored in which students submitted works of art showing how promoting human rights can help prevent bullying, discrimination, and homophobia. The Commission lobbied the government to introduce legislation to end discrimination faced by people living in poverty and those who use assistive animals. A guide was published to assist employers in developing and implementing anti-harassment policies. The Commission's public interest program produced three research reports. The complaints process is described, and statistics for the year 2000-01 are presented. Sidebars describe cases the Commission pursued. [More] Descriptors: American Indian Education, Annual Reports, Attitudes toward Disabilities, Bullying
(1994). Walleye Warriors: An Effective Alliance against Racism and for the Earth. Each spring when the ice clears, the Anishinabe (Chippewa) harvest fish from Wisconsin and Minnesota lakes. Their ancient subsistence fishing and hunting tradition is protected by treaties and reinforced by federal court rulings, but for years they were met by stones, racial epithets, and death threats hurled by local sports fishermen, resort and cottage owners, and other White neighbors. This book tells the story of how a multiracial alliance of Anishinabe, local residents, and activists defused these confrontations by witnessing and documenting them. The "walleye warriors" were successful at protecting Chippewa sovereignty and are continuing the struggle for environmental justice by striving to stop corporate attempts to mine (and so destroy) northern Wisconsin. In addition to tracing the events in these struggles, chapters also provide a brief history of the Anishinabe and discuss: (1) the development of anti-Indian backlash in Wisconsin in the mid-1980s (owing, in part, to the lack of education about American Indian history and culture in Wisconsin public schools); (2) training of nonviolent "witnesses"; (3) one activist's "leadership training"–learning about activist politics from family, friends, and tribal governments; (4) parallels to the Civil Rights Movement of the 1960s; (5) Indian treaty rights as a tool against mining interests; (6) reconciliation–respect for cultural differences and finding common ground; (7) Anishinabe leadership today; and (8) sustainable economic development. Contains 89 references, an index, political cartoons, photographs, and lists of publications and organizations related to indigenous resistance. Descriptors: Activism, American Indian History, Chippewa (Tribe), Consciousness Raising
(1993). The State of the Nation's Public Schools. A Conference Report. This book contains 16 papers presented at a conference on the state of America's public schools. Phi Delta Kappa, the Institute for Educational Leadership, and the Educational Excellence Network sponsored the conference held in Washington, D.C., on February 4-5, 1993. The authors of the papers were asked to comment on what is right and what is wrong with the public schools, and to offer a vision for the future. Following the introduction by Jack Kosoy, the 16 chapters in part 1 include: (1) "Strengths and Weaknesses of American Education" (Michael W. Kirst); (2) "American Education: The Good, the Bad, and the Task" (Harold Hodgkinson); (3) "American Schools: Good, Bad, or Indifferent?" (Denis P. Doyle); (4) "Mythology and the American System of Education" (David C. Berliner); (5)"What's In? What's Out? American Education in the Nineties" (John Murphy); (6) "American Public Education: The Relevance of Choice" (Nathan Glazer); (7) "From Tinkering to True Reform" (Keith Geiger); (8) "The Task Before Us" (Albert Shanker); (9) "Quickening the Pace: The Need for Faster Improvement in Public Education" (Ted Sanders); (10) "Perfect Policies and Imperfect People: What Happens When They Collide?" (Kati Haycock); (11) "Keeping Our Promise to America's Children: A Standards-Based Vision for School Reform" (Pascal D. Forgione, Jr.); (12) "A Case Study in Systemic Reconstruction: The Struggle to Transform the Schools in Springfield, Massachusetts" (Peter J. Negroni); (13) "The Butterfly Effect–Small Changes with Big Consequences: Challenges for Public Education" (Sally B. Kilgore); (14) "Reclaiming American Indian Education" (Norbert S. Hill, Jr.); and (15) "Revitalizing America's Public Schools Through Systemic Change" (Gene R. Carter). Part 2 contains the keynote address by Harold Hodgkinson; a summary of what's right and what's wrong with America's educational vision; a summary of discussion session; group summaries of the plenary session; information on the Clinton Administration, the 103rd Congress, and education; and the principal conference themes and participants. Descriptors: Conference Proceedings, Educational Change, Educational Trends, Elementary Secondary Education
(1972). Annie Wauneka: The Story of an American Indian. Annie Dodge Wauneka, daughter of a great Navajo leader, is in her own right a respected leader of her people. The first woman ever to be elected to the Navajo Tribal Council, she has worked tirelessly to improve the health and welfare of the Navajos. Ever since she, as a young schoolgirl, helped nurse her classmates through a disastrous flu epidemic, Annie Wauneka has fought the diseases that were killing so many of her people. The fact that tuberculosis is no longer the main cause of death on the reservation is largely due to her efforts. Because she emphasizes the importance of preventing disease as well as curing it, much of her work is aimed at improving the Navajo's living conditions and educating them on the causes and prevention of disease. In 1963 she was awarded the Medal of Freedom, America's highest civilian honor. This biography is written for grades five and up and is part of a series on famous Indian people. While summarizing her years of growing up on the Reservation and her political involvement and service to her Navajo people, this document also explores the customs, history, and religious beliefs of the Navajo, while providing a sensitivity to the problems encountered by the Navajo as they have been forced to adjust to the ways of the white man's world that surrounds them. Descriptors: Adolescent Literature, American Indian Reservations, American Indians, Aspiration
(2007). Bureau of Indian Education (BIE), Albuquerque Service Center (ASC) Due Process Hearing Officer Manual. Resolution Session and Due Process Hearing Procedures in Special Education. Revised, Mountain Plains Regional Resource Center (MPRRC). Due process is a set of procedures that seeks to ensure fairness of education decisions and accountability, for both parents and educational professionals. The due process hearing provides a forum where disagreements about the identification, evaluation, educational placement, and provision of a free appropriate public education for students with disabilities may be adjudicated. Usually parents and school personnel assume their responsibilities in regard to the education of children with disabilities. They usually have little or no difficulty in reaching mutual agreement about the initiation, continuation, or termination of special education services. When disagreements arise, due process is available to bring in an impartial special education due process hearing officer to make a ruling. Ultimately, the intent of federal special education due process requirements is to protect the rights of students from inappropriate actions by schools or by parents. Due process rights begin when educational professionals or the parents request an evaluation to determine whether a student is eligible and needs special education and related services. Examples are providing Prior Written Notice to parents; obtaining informed parent consent when required; and conducting meetings for initial evaluation, reevaluation when needed, Individualize Education Program (IEP) development, and educational placement. Ideally, educators and parents will work together and agree on what is appropriate for the student. All parent-school contacts can be used to communicate openly about the student's situation. Parents and education professionals should be willing to consider various services or approaches to benefit the student. However, if differences of opinion occur, both the educators and the parents should try to resolve those differences through mediation and/or a resolution session. Only as a last resort should the legal method of a special education due process hearing and appeal procedure beused. The purpose of this manual is to review procedures by which the Bureau of Indian Education (BIE) Albuquerque Service Center (ASC) will appoint contract hearing officers and operate the administrative hearing mandated by the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) or its implementing regulations. Due process activities, hearing officer qualifications, checklists, guidelines for the hearing and post-hearing tasks, questions and answers, sample forms, and reimbursement and travel procedures are discussed. Step-by-step description and graphic is included for the following areas: (1) Parent Initiation of Hearing; (2) Non-Parent Initiation of Hearing (School or Public Agency); (3) Timelines; (4) Filing and Procedure for a Due Process Hearing; (5) Appointment of Hearing Officers: (6) Scheduling of Resolution Session and Hearing: (7) Scope of Hearing; (8) Access to Records and Information; (9) Conducting the Hearing; (10) Issuance of Hearing Decision; and (11) Student Status during Procedures. [Cover title varies.] [More] [More] Descriptors: Related Services (Special Education), Special Education, Public Education, Civil Rights
(2005). Women in History–Dr. Susan LaFlesche Picotte: American Physician and Heroine, Journal of Women in Educational Leadership. This article profiles Susan LaFlesche Picotte, the first Native American woman doctor in the United States. Several accounts record that at a very young age Picotte witnessed an incident involving a Caucasian doctor who refused to care for a dying Native American woman. Picotte was inspired by that incident to become a physician, ultimately becoming the first Native American woman to earn a medical degree. In addition to her medical career, Dr. Picotte was a public health advocate and a civil rights activist. Picotte became a spokesperson for her people, battling government bureaucracy and working for economic, social, and spiritual advancement of Native Americans. Picotte dedicated her life to the service of others; Picotte is without a doubt the true American heroine. [More] Descriptors: Medical Education, Civil Rights, Physicians, American Indians
(1993). Vocational Rehabilitation. Evidence for Federal Program's Effectiveness Is Mixed. Report to the Chairman, Subcommittee on Select Education and Civil Rights, Committee on Education and Labor, House of Representatives. A study gathered information on the estimated population eligible to be served by the federal-state vocational rehabilitation (VR) program. It contrasted those accepted and those not, described services clients received, and evaluated the program's outcomes. The study found that, in national surveys in the 1980s, 14-18 million people reported work limitations that made them potentially eligible for VR, but a much smaller group was actually served by the state-federal VR program: in any one year, 5-7 percent of those potentially eligible. Those accepted were generally similar to those who applied, except that those accepted were much more likely to be classified as having a severe disability. Most VR clients received only modest services. Less than half received any type of education or training services, the total value of purchased services averaged only $1,573 per client, and just under half received purchased services costing less than $500. States purchased more services for clients with physical than with mental disabilities, more for clients with severe than with nonsevere disabilities, and more for White clients than for Black, Hispanic, or American Indian clients. Evaluation of long-term outcomes found that rehabilitants' gains in employment and earnings faded after about 2 years. (Appendixes include a list of major disabling conditions of VR clients, racial differences on variables, regression analyses for long-term outcomes, 19 references, and a glossary.) [More] Descriptors: Adult Vocational Education, American Indians, Blacks, Client Characteristics (Human Services)
(2010). Voices of Contact: Politics of Language in Urban Amazonian Ecuador, ProQuest LLC. This dissertation is a study of diverse linguistic resources and contentious identity politics among indigenous Amazonian Kichwas in the city of Tena, Ecuador. Tena is a rapidly developing Amazonian provincial capital city with a long history of interethnic and interlinguistic contact. In recent decades, the course of indigenous Kichwa identity formation has been dramatically altered by increasing urban relocation, a burgeoning international eco-tourism industry, a generational language shift toward Spanish monolingualism, and the introduction of bilingual and intercultural education into native communities. The current era of nationalistic Ecuadorian "interculturality" and cultural tourism have heightened the public visibility of threatened indigenous practices. Paralleling these national social currents has been a growing indigenous activist movement in Ecuador that has very recently introduced a controversial new Kichwa language-planning project in Napo province. The national standard, "Unified Kichwa", is currently being socialized into a young population of indigenous students in the Tena region in an effort to create cultural and political solidarity among geographically separate communities. The move has been met with considerable backlash from Tena Kichwas who believe local Amazonian language identity and "natural" socialization practices are under threat of displacement. As part of this fracturing of ideologies surrounding language production and socialization, Tena Kichwas are creating innovative strategies for objectifying marked linguistic forms in order to use them for specific political purposes. The city of Tena has been reconceptualized as an indigenous space for publicly exhibiting opposing identity construction strategies, particularly through the use of new semiotic media, including folkloric performance and mass-communications technology. Language choice, variation and change are becoming very apparently politicized in this unique socio-cultural milieu, where new and old varieties are being symbolically elevated and denigrated through high-profile semiotic work. Language has become a critical site for the intellectualization of cultural change and a key vehicle for asserting rights to self-representation and self-determination. This dissertation combines theoretical and methodological approaches in linguistic anthropology, ethnographic sociolinguistics and discourse analysis to examine language variation, change and ideologization in progress. It attempts to illuminate aspects of the process by which language forms emerge and transform as products of social experience. [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: Socialization, Multicultural Education, Language Planning, Tourism
(1976). Ethnic Minorities in America: Past, Present, Future. This paper investigates the nature of ethnic prejudice and examines the treatment of four ethnic minorities in the United States–American Indians, blacks, Chinese Americans, and Mexican Americans. The hypothesis is that, despite inequality, ethnic minorities in the United States enjoy a better lot than ethnic minorities elsewhere. Two forms of prejudice against ethnic minorities are recognized–legal (involving qualification for citizenship and for jobs and educational opportunities) and personal (involving personal relations in neighborhood and community situations, for example). Several types of evidence are offered in support of the contention that ethnic minorities are relatively well off in the United States. These include general observation of historical events and contemporary society, literature reviews, analysis of census figures, citation of court decisions, and examination of activism among minority groups with regard to their civil rights. A brief overview of the discrimination/acculturation experiences of each of the four ethnic groups under study indicates that there are currently fewer ethnic biases and fewer obstacles to equality and full social participation in the United States than at any other time in history and that the United States compares well with other nations generally regarding treatment of ethnic minorities. Specific freedoms and privileges enjoyed by ethnic minorities in the United States, which are often not offered in other nations, include the right to practice their own religion, have their own customs, keep their own names, strive for a good education, and live in a relatively free class structure. The conclusion is that America has made great strides in wiping out flagrant legal and personal prejudice against ethnic minorities. Descriptors: Acculturation, American Indians, Blacks, Case Studies
(2004). Forced to Abandon Their Farms: Water Deprivation and Starvation among the Gila River Pima, 1892-1904, American Indian Culture and Research Journal. This article discusses the water problems faced by the people of the Pima tribe. On June 17, 1902, after more than a decade of political debate and maneuvering, the National Reclamation Act became law. This legislation provided direct federal subsidies for the development of irrigation projects across the arid West. The Reclamation Act generated challenges across much of Indian Country in the West as non-Indians began appropriating the remaining flow of many western streams, including the Gila River. There are several reasons why the Indian Service ignored the rights of its Indian charges. First, westerners were opposed to federal involvement in Indian resource development because they perceived such potential projects as giving Indians leverage over them since they were categorically excluded in such legislation. Second, and equally important, neither Congress nor the courts ever sanctioned a principle of Indian water rights outside of state prior appropriation laws. When Congress enacted into law the National Reclamation Act in 1902, it assumed the first federal reclamation project would be for the benefit and relief of the Pima on the Gila River Indian reservation. Yet no sooner had the bill become law than political maneuvering in the Salt River Valley and Washington, DC, persuaded the newly formed Reclamation Service to support what became known as the Salt River Project. The loss of water resulted in the Pima's becoming completely displaced from their traditional economy and economically dependent. There was little immediate hope they could join the growing economy of central Arizona without protection of their water, a modern irrigation system to replace the one they had abandoned because of water loss, and financial assistance to compensate for the years of starvation. Without such support the Pima would remain marginalized from the local economy. [More] Descriptors: Courts, Water, Earth Science, American Indians