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 William H. Jeynes, Alejandro Parellada, Alfred DeGrasse, Louise Zokan delos Reyes, Mae Taylor, Michael Dale, Roland Terborg, Ismael Abu-Saad, Thomas J. Berndt, and Miriam Chavajay.
(2006). The Language Situation in Mexico, Current Issues in Language Planning. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with is Spanish as the language of 90% of all Mexican citizens. While we recognise the role of Spanish as constituting a threat to the indigenous languages, it also plays an important role as a symbol of national identity and has developed a diversity of local varieties. Overall, Mexico has the greatest number of speakers of Spanish in the world and it is a major source of such cultural commodities as films, books, music and theatre. In addition, Spanish itself poses serious educational challenges, with regard to literacy. [More] Descriptors: Language Maintenance, Language Planning, Nationalism, Official Languages
(1982). Your Rights: A Handbook for Native American Youth in Arizona. A handbook for Arizona Native Americans under 18 years old explains rights and responsibilities as young people, Native Americans, tribal members, and residents of Arizona. Rights are defined, ways of protecting rights outlined, and the fact that young people's rights are changing noted. Rights as a family member are discussed, as well as changes in family structure, adoptions, step-parents, and leaving home. A section on education covers rights as a student, Bureau of Indian Affairs boarding schools, special education, school discipline, suspension, expulsion, and constitutional rights. "Youth and the Criminal Justice System" outlines legal rights of juveniles, arrest procedures, and hearings and appeals. Health care rights and the Indian Health Service are discussed. Employment rights of young people are explained, including minimum wages, hours and kinds of work, exceptions to child labor laws, job discrimination, rights to wages, workmen's compensation, unemployment compensation, and social security. Other rights and privileges noted concern marriage, driver's licenses, bicycles, glue sniffing, alcoholic beverages, gambling, traffic violations, firearms, hunting, fishing, tobacco, voting, draft registration, lawsuits, obscene materials, name changes, curfews, and contracts. Arizona agencies (12) which can help young people are listed and described. Federal regulations on students rights and due process are appended. [More] Descriptors: American Indian Education, American Indians, Boarding Schools, Child Advocacy
(2000). The Indigenous World, 1999-2000 = El Mundo Indigena, 1999-2000. This annual publication (published separately in English and Spanish) examines political, social, environmental, and educational issues concerning indigenous peoples around the world during 1999-2000. Part 1 highlights news events and ongoing situations in specific countries in nine world regions: the Arctic, North America, Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Articles of educational interest on the Arctic and the Americas discuss language use (Greenlandic versus Danish) in Greenland; native language instruction for the Sami in Russia; "Indian control of Indian education" and technology use in Indian schools in the United States and Canada; financial support for U.S. tribal colleges; controversy over university research into indigenous ethnobotanical knowledge in Chiapas, Mexico; and assimilationist efforts to decrease the number of indigenous teachers and health workers in Peru. Other education-related articles discuss the struggle for indigenous language rights in Nepal and describe research and a documentary film on the educational situation of San children in southern Africa. Other indigenous issues include violations of human rights, environmental threats and indigenous opposition, legal and political reforms, land rights, cultural assimilation, intellectual property rights, and relationships between indigenous peoples and national governments. Indigenous women's issues are included throughout. Part 2 describes developments on indigenous rights at the United Nations. (Contains maps and photographs.) Descriptors: Activism, American Indians, Civil Liberties, Colonialism
(1996). The Morality of Friendship versus the Morality of Individual Autonomy. Two studies examined people's ideas about conflicts between the morality of friendship and the morality of individual autonomy. Study 1 included 144 subjects of 15, 18, and 21 years of age. In individual interviews, subjects were asked (1) what they would do in dilemmas in which friendship expectations conflicted with individual autonomy; (2) the reason for their decision; and (3) whether meeting a friend's expectations would be breaking friendship rules. Subjects also completed a questionnaire on the quality of friendship with their best friend, and another on their acceptance of individualistic values. Findings indicated that older students emphasized the morality of individual autonomy less than younger students but were no more likely to make individualistic decisions. Younger students resolved friendship-individualism conflicts by asserting their individual rights; older students resolved these conflicts by setting boundaries on friendship obligations. Students' decisions about dilemmas were unrelated to their endorsement of individualistic values but were related to the quality of their friendships; friendships with more negative features were associated with less compliance to friendship expectations. Study 2 used the same methodology as Study 1, but included adult graduate students–79 from the United States and 69 from India. More Indian than American adults resolved conflicts by complying with friendship expectations. However, Indian adults endorsed individualism more often than American adults. The differences between American and Indian adults' decisions about the dilemmas were not related to differences in friendship quality. In both studies, decisions showed little consistency across dilemmas. Two tables list the dilemmas used in the studies. [More] Descriptors: Adolescents, Adults, Age Differences, Conflict of Interest
(1970). Thoughts on Diversity and Community in the Southwest with All Due Respect. The authors of the 4 essays presented in this document expressing minority viewpoints are members of the Southwest Intergroup Relations Council, an organization established to highlight, through publication, problems of the minorities of the Southwest. The first entry, "Blacks, Browns, and Reds–Colors Far Apart," points out the rift between Blacks, Mexican Americans, and Indians as a result of the struggle for power in organizations and for control of Federal programs. The second article, "E Pluribus Unum: La Raza," takes a historical look at the plight of Mexican Americans who, as "original" owners of the land in the Southwest, are now deposed and have been forced to an image of a people in dire need of social and cultural rehabilitation. The essay "Indian and Other Tribes" presents the Indian viewpoint regarding the integrationist's theory of the melting pot as being applied to the Indian without regard to existing rights of tribes as sovereign communities. "Patterns of American Prejudice" is a report on a major study of contemporary anti-Semitism in the United States. The final essay, "Thoughts on the Dominant American," discusses the social science and literature of America being redundantly concerned with the fates and fortunes of the minorities while the social consciousness of the dominant American needs to be reassessed. [More] Descriptors: American Indians, Blacks, Cultural Pluralism, Education
(1999). Reasserting Language Rights of Native American Students in the Face of Proposition 227 and Other Language-Based Referenda, Journal of Law and Education. Argues for new analysis of language rights of Native-American students as enunciated in the Native American Languages Act (NALA). Current efforts to model federal legislation on "English Only" referenda potentially violate NALA's statement of rights and policy in favor of supporting students' native languages. Does not take into account unique social ills confronting Native Americans, including danger of language extinction and cultural extermination. (75 footnotes) Descriptors: American Indian Education, American Indian Languages, Compliance (Legal), Court Litigation
(2000). Counterpoint-Introduction: Does NALA Provide Rights or Merely Rites?, Journal of Law and Education. Summarizes Scott Ferrin's argument in the January 1999 issue of this journal (EJ 583 598) that "English only" policies violate the language rights of Native American Students. Introduces the rebuttal by Jim Littlejohn in the following article (EA 537 750). (Contains 17 footnotes.) Descriptors: American Indian Education, American Indian Languages, Court Litigation, Elementary Secondary Education
(2007). American Educational History: School, Society, and the Common Good, SAGE Publications (CA). Designed for undergraduate and graduate courses in education, this book covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. It introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills and examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. It contains 15 chapters: (1) The Colonial Experience, 1607-1776; (2) The Effects of the Revolutionary War Era on American Education; (3) The Early Political Debates and Their Effect on the American Education System; (4) Education, African Americans, and Slavery; (5) The Education of Women and Native Americans, Latinos, and Asian Americans; (6) The Widespread Growth of the Common School & Higher Education; (7) The Effects of the Events During and Between the Civil War and World War I; (8) The Liberal Philosophy of Education as Distinguished from Conservatism; (9) The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education; (10) The Civil Rights Movement and Federal Involvement in Educational Policy; (11) The Turbulence of the 1960s; (12) The Rise of Public Criticism of Education; (13) The Rise of Multiculturalism & Other Issues; (14) Educational Reform under the Republicans and Democrats; and (15) Other Recent Educational Issues and Reforms. [More] Descriptors: African Americans, United States History, Civil Rights, Females
(2002). Special Educational Rights for Parents of Children with Disabilities. This handbook describes parent educational rights mandated under federal rules and regulations of the Individuals with Disabilities Education Act, including the amendments of 1997 (IDEA), and the Bureau of Indian Affairs/Office of Indian Education Programs special education eligibility document. Each main topic is preceded by a box that contains a brief summary in clear and understandable language. The following topics are addressed: key special education definitions; free appropriate public education; prior notice to parents; parent consent; independent educational evaluation; educational surrogate parents; student records; mediation; complaint procedures; impartial due process hearing; attorneys' fees; private school placement; and discipline. [More] Descriptors: Access to Education, American Indians, Definitions, Disabilities
(1976). Task Force Two: Tribal Government. Final Report to the American Indian Policy Review Commission. Research findings along with recommendations for change in Federal law and policy that would protect and strengthen the tribal right of self government constitute the final report of the Tribal Government Task Force. From the range of issues and problems identified in the task force effort emerged six basic subject areas around which this final report is structured. The first four chapters describe from differing perspectives the relationship of Indian tribes to the Federal Government. They discuss (1) the relationship between the Bureau of Indian Affairs and the tribes as governments, (2) the nature and extent of the governmental responsibility possessed by Indian tribes and the statutory obstacles to the exercise of tribal self government powers, (3) the specific needs tribes have expressed for resources and technical assistance to support the basic function of government, and (4) the domestic assistance programs and problems in eligibility, delivery systems and program requirements that constitute obstacles to full tribal participation. The final three chapters deal with land consolidation and acquisition, special problems of small tribes, and the task force's analysis of tribal government accountability. [More] Descriptors: American Indian Reservations, American Indians, Federal Indian Relationship, Government Role
(1985). Adoption and the American Indian Child: A Manual for Social Service Workers. Written for social service workers involved with Indian child welfare cases in which adoption through a state court is being considered, this manual presents basic information about the requirements of the Indian Child Welfare Act of 1978 (ICWA) in cases of Indian adoption. Background material explains that the ICWA–intended to establish standards to help keep Indian families intact and prevent unnecessary out-of-home placement–is, apparently, misinterpreted by many social service agencies as prohibiting the adoption of any Indian child. A summary is provided of the way adoption is perceived in Indian communities and the circumstances in which adoption of an Indian child is appropriate. Specific information is provided about ICWA requirements for voluntary and involuntary termination of parental rights, preferred adoptive homes, diligent search for a suitable adoptive home, and obligations of the state upon finalization of an Indian adoption. The manual includes a directory of Bureau of Indian Affairs Area offices and seven organizations that maintain national or regional registries of prospective Native American adoptive families and/or children. Descriptors: Adopted Children, Adoption, American Indians, Child Advocacy
(2000). Las bases y fundamentos del derecho indigena del pueblo maya de Guatemala (The Foundations and Principles of Indigenous Rights of the Maya People of Guatemala), Asuntos Indigenas. The Guatemalan peace accord recognizes the institutions and local authorities of indigenous peoples, as well as their customs, common lands, and the "customary right" (common law) that structures intracommunity relations. However, it is difficult to define "customary right" and its applications and limits. A systematic study of traditional community rights and practices was carried out in Guatemalan towns and villages speaking six Mayan languages, two multilingual communities, and one that had lost its indigenous language. The study found the Mayan culture to be dynamic and adaptive, but it suffered great changes during the 1980s-90s when political violence and forced migration broke the social and political structure of indigenous communities. Urbanization and access to services, particularly education, have also been forces of change. Findings about Mayan culture, community structure and authority, and the role of the family are presented in these sections: the sacred as the basis of indigenous rights; the relationship between the community and nature; traditional intergenerational relationships and recent weakening of cultural transmission to youth; community "space" and community members' right to use common lands; the common good and the authority of the community assembly; community service as sacred obligation; systems of community authority, local government, and leadership qualities; the community basis of personal identity; reciprocity and communal work; barter of food and basic goods between villages; family responsibilities, nonformal education, and parent-child relationships; family formation and transition to adult responsibilities through marriage; behavioral norms and transgressions; definition of indigenous rights; cultural values of balance and harmony, respect, and justice; and relationships between the community and the State. Descriptors: American Indian Culture, Behavior Standards, Child Rearing, Community
(1996). Supporting Diversity, Impact. This newsletter feature issue focuses on services for persons with developmental disabilities that support the whole person by acknowledging, respecting, and incorporating aspects of identity such as race, ethnicity, religion, sexual orientation, gender, age, and class. Articles include: (1) "Serving the Whole Person: The Journey to Embracing Diversity" (Bonnie Shoultz and Marijo McBride); (2) "Supporting Diversity: What Will It Take?" (Betty T. Horton); (3) "The Need To Reconfigure Our Hard Drives" (James L. Mason and others), which describes the need to change attitudes and become culturally competent; (4) "Forging Coalitions" (John W. McClain and James E. Van Arsdall), which provides strategies for integrating the issues of minorities with disabilities into the national agenda of traditional civil rights organizations; (5) "Finding Support in a New Land" (Dao Xiong), which describes a parent outreach program for refugee families; (6) "Family Support in Inner-City Atlanta" (Lesa Nitcy Hope and Mary Yoder); (7) "Honoring Diversity through Spirit and Faith" (Bill Gavental); (8) "Is It Okay for Me To Love?" (Dave Hingsburger), which describes a program that provides sex education resources for individuals with developmental disabilities; (9) "Empowering Families To Manage Service" (Marijo McBride); (10) "Seeing the Wheel within the Wheel" (Early Schwartz), which describes an educational program for Jewish individuals with developmental disabilities; (11) "Making Inclusion a Reality" (Ella Gross), which describes a program that promotes community inclusion for African American individuals with developmental disabilities; (12) "Serving Children and Families Who Are Homeless" (Tawara D. Taylor and others); and (13) "Improving Outreach to American Indians" (Priscilla Sanderson). Stories of individuals with developmental disabilities who have taken part in the described programs are included. A list of eight resource publications is also provided. [More] Descriptors: Age, American Indians, Attitude Change, Blacks
(2006). Indigenous Education and Empowerment: International Perspectives. Contemporary Native American Communities #17, Altamira Press. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to the understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education. The book opens with an introduction entitled "Seeking Common Ground through Education: An Introduction." The book is then organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon and Dorothy LeBeau); (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C. D. James Paci); (5) Hear the Silenced Voices and Make that Relationship: Issues of Relational Ethics in Aboriginal Contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu and Mere Kepa); and (9) Articulating Indigenous People's Culture in Education (Leah Enkiwe Abayao). An index and information about the authors conclude the book. [More] Descriptors: Empowerment, Social Integration, Social Development, American Indian Education
(1975). The Legend of the Red Eagle, Weewish Tree. A magic arrow kills a troublesome red eagle only when it is shot by the "right" man. Descriptors: American Indians, Childrens Literature, Justice, Legends