American Indian Journal (1977). Declaration of Principles for the Defense of the Indigenous Nations and Peoples of the Western Hemisphere. The product of an international conference (discrimination against indigenous populations), this Declaration addresses: recognition of indigenous nations; subjects of international law; guarantee of rights; accordance of independence; treaties; abrogation of treaties and other rights; jurisdiction; claims to territory; settlement of disputes; national and cultural integrity; environmental protection; and indigenous membership.   [More]  Descriptors: Alaska Natives, American Indians, Canada Natives, Civil Liberties

Tsuji, Leonard J. S. (2000). Modified School Years: An Important Issue of Local Control of Education, Canadian Journal of Native Education. Modified school years in First Nation schools contextualize the learning process by allowing student participation in traditional, seasonal, outdoor activities. Two case studies in which Hudson Bay area school officials unilaterally reintroduced the conventional calendar illustrate the important roles that First Nations education authorities can play in voicing community concerns and protecting community rights. (Contains 34 references.) Descriptors: American Indian Education, Canada Natives, Community Control, Elementary Education

Sellers, Stephanie (2003). The Experience of a Native American English Professor in Central Pennsylvania, American Indian Quarterly. The author is a part-time English faculty at a wealthy, 95 percent Anglo, liberal arts college in Pennsylvania, and she is a candidate for a PhD in Native American studies. College administrators and her colleagues know that she is a tribally enrolled Native American (Shawnee). She used her tribal enrollment card for Form I-9 identification when she became employed there four years ago, and she (used to) speak often of her academic endeavors in the Native American discipline. She teaches Native writers and culture as part of her English composition courses, and the course description appears in the college catalog. Despite this general knowing on campus, everything Native American about her and around her is invisible to her coworkers: her personhood, her discipline, Native colleagues in the field, Native owned and produced publications (including her own), and ultimately all Native people and Native history. College administrators proudly laud a campus "Native presence" because they allow a pan-tribal group to have a powwow once a year in their ballroom. She is invisible before people who have no idea even what questions to ask so that her field and she can be known on campus and in the curriculum. They are completely foreign. Their education–from the president to the faculty to the students–has given them no language or knowledge to use to reach her or Native culture and history. She did not anticipate the amount of loneliness she would feel among people who she believes to be quite kind and respectful–who sincerely promote diversity on campus from the faculty to the curriculum. Unfortunately, she has had some bitter experiences of blatant racism and, perhaps because she so foolishly believed racism could not exist at this fine college so lauded for its commitment to civil rights and the highest academic endeavors, she was utterly shocked and disillusioned about the institution and human beings in general. But that was a long four years ago. Now that she has stopped talking about her field, she has noticed colleagues are much more at ease around her. Perhaps this is why she experienced so much ease in being Native throughout her life: silence.   [More]  Descriptors: American Indian Studies, American Indians, Course Descriptions, College Faculty

Alaska State Advisory Committee to the U.S. Commission on Civil Rights. (2002). Racism's Frontier: The Untold Story of Discrimination and Division in Alaska. In response to an incident in which white teenagers shot Alaska Natives with frozen paintballs, the Alaska State Advisory Committee (SAC) to the U.S. Commission on Civil Rights hosted a 2-day community forum in Anchorage. The forum solicited input about improving race relations from state, local, and federal officials, representatives of advocacy groups and community organizations, and Alaska residents, and focused on education, employment, and the administration of justice. The SAC also obtained input specifically from Alaska Natives in a day-long session at the annual Conference of the Alaska Federation of Natives. Civil rights issues unique to Alaska include an urban/rural divide, with residents of remote rural villages (predominantly Native Alaskans) often receiving inferior state and federal services, if any at all; rural subsistence lifestyles based on access to natural resources; and local control of natural resources through tribal self-governance. A chapter on educational issues covers racial disparities in achievement, lack of teacher diversity and cultural integration, and inadequate funding for rural schools. A chapter on economic opportunity and employment discusses employment trends, assessment of the employment divide, and achieving employment equity for minority groups. A chapter on the administration of justice describes law enforcement and public safety, victimization of Alaska Natives, public safety in rural Alaska, the criminal justice system, and corrections. Thirty-eight recommendations are made in the areas of education, employment, and justice, as well as five general recommendations. An appendix lists forum participants. (Each chapter contains footnotes.)   [More]  Descriptors: Academic Achievement, Alaska Natives, American Indian Education, Educational Needs

Plass, Richie (2003). From Student to Teacher in Thirty-Four Years, American Indian Quarterly. Back in the early 1990s the author applied for a spot with the Teacher Corps Program on his reservation. The program stated that he could go to school in the morning and be in the classroom in the afternoon. It was an accelerated program, and he would be a teacher in less than four years. As he was being interviewed for the spot, the man leading the interview panel said, "OK Rich, let's do a "what-if" question… let's say you are standing in the hallway outside your classroom and I'm standing outside mine, which is right across the hall from yours. The bell rings for recess and all the kids start running as kids do and I say, "Hey, children… slow down… you're all running like a bunch of wild Indians!" What would your response or reaction be to my comment?" Well, because the author has always used humor in his life, he said, "Well, sir, I"d probably say, "Hey you kids, slow down… you're running around like a bunch of wild Polacks!" Unfortunately, the interviewer who asked the question was Polish, and, offended by this response, this author was not chosen for the program. The author could easily relate similar situations and experiences he has been involved in throughout his life, but he feels at this time it is more important to share some positive news. He has recently been hired to teach Native American studies in the Pan-African Department at Kent State University in Kent, Ohio. He now goes to schools, colleges, community groups, and businesses and speaks about why using Native American names and likenesses is wrong. What is more amazing is the blatant racism still evident in explanations to him about why "his" views are wrong. As an educator he is amazed that schools and communities still allow this to continue. At some of his speeches he has actually been told that he is a racist himself because of his views, that he still uses the term "white man," and that he has no consideration for the "heritage, honor, and history" of the communities and graduates of these schools.   [More]  Descriptors: American Indian Studies, Racial Bias, American Studies, American Indians

Begay, Harold G. (1979). An Abridgement of Constitutional Rights?, Journal of American Indian Education. Applies some federal legislation and court opinions relative to citizenship and constitutional rights to Native American education policies and practices, particularly those affecting the Navajo. Contends that the Bureau of Indian Affairs policy of allowing school board members to serve only as advisors abridges the constitutional rights of Native Americans.   [More]  Descriptors: American Indian Education, Boards of Education, Citizenship, Constitutional Law

Ross, Allen Chuck (1982). Brain Hemispheric Functions and the Native American, Journal of American Indian Education. Uses brain research conducted by Dr. Roger Sperry to show that traditional Native Americans are more dominant in right hemisphere thinking, setting them apart from a modern left hemisphere-oriented society (especially emphasized in schools). Describes some characteristics of Native American thinking that illustrate a right hemisphere orientation   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Cerebral Dominance

Yeoman, Elizabeth (2000). Aboriginal Language-Learning in Cyberspace: A Typology of Language-Related Web Sites and Their Potential Uses, Canadian Journal of Native Education. The literature on language diversity, linguistic human rights, and language renewal is reviewed, and Web sites dedicated to Aboriginal languages are examined. The Internet provides a resource center where grammars, lexicons, fonts, and other resources can be developed; a means of learning languages; and a medium for communicating in Aboriginal languages. (Contains 35 references and 18 Web sites.) Descriptors: American Indian Languages, Computer Mediated Communication, Cultural Maintenance, Distance Education

Svingen, Orlan J. (1987). Jim Crow, Indian Style, American Indian Quarterly. Reviews history of voting rights for Indians and discusses a 1986 decision calling for election reform in Big Horn County, Montana, to eliminate violations of the voting rights of the county's Indian citizens. Notes that positive effects–such as election of the county's first Indian commissioner–co-exist with enduring anti-Indian sentiment. Descriptors: American Indian History, American Indians, Blacks, Citizen Participation

Hitchcock, Robert K. (1993). Africa and Discovery: Human Rights, Environment, and Development, American Indian Culture and Research Journal. Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. Descriptors: African Culture, African History, Apartheid, Blacks

Miller, Bruce G. (1994). Contemporary Tribal Codes and Gender Issues, American Indian Culture and Research Journal. Examines the legal codes of eight Coast Salish tribes. Focuses on gender issues, including the legal statuses of males and females, inheritance, access to tribal jobs and job training, political enfranchisement, child welfare and parental responsibilities, parent rights, and public safety. The codes vary substantially in how they balance individual rights and those of extended family networks. Descriptors: American Indians, Child Welfare, Civil Liberties, Court Litigation

Greene, Bruce (1979). "U.S. v. Michigan" and "Washington v. Fishing Vessel Association": A Comparative Review, American Indian Journal. The Supreme Court joins a U.S. District Court to deliver two decisions regarding treaty right fishing which are vitally important to the law of federal-Indian treaty rights. This essay explains the nature of those cases, the matters at issue in them, and their relationship to each other.   [More]  Descriptors: American Indians, Civil Rights, Court Litigation, Federal Indian Relationship

Pino-Robles, Rodolfo (2000). Indigenous Studies as an International Field. This paper proposes the development of Indigenous Studies as an international field, both in the sense of advancing the discipline internationally, wherever there are Indigenous peoples, and in the sense of incorporating international perspectives into curricula. In Canada, Indigenous Studies has been and is still treated as something to be done by "experts" for others. Indigenous Studies does not exist in its own right as an autonomous discipline, has no serious academic recognition, and depends upon the paradigms and methodologies of non-Indigenous academia. A correctly conceived and correctly implemented Indigenous Studies program would address the "unfinished business of decolonization" and would produce both Native and non-Native graduates that understand Indigenous worldviews. The interdisciplinary approach to Indigenous Studies can be construed as a way of expanding universal knowledge while keep the subjects being studied marginalized from the "real" disciplines such as history and sociology. On the other hand, should Indigenous Studies become a discipline in its own right, an obvious area of focus should be the international field. An international Indigenous Studies would acknowledge the significance of Indigenous knowledge and establish international discussion on ethical issues related to land rights, natural resources extraction, and political recognition. Sections of the new Venezuelan National Constitution that give sweeping recognition to Indigenous rights are presented.   [More]  Descriptors: American Indian Studies, Foreign Countries, Higher Education, Indigenous Knowledge

Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed. (2007). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1, International Group for the Psychology of Mathematics Education. The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane–A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings.   [More]  Descriptors: Preservice Teacher Education, Mathematics Curriculum, Elementary Secondary Education, Mathematics Education

Erni, Christian, Ed. (1999). The Indigenous World, 1998-99 = El Mundo Indigena, 1998-99. This annual publication examines political, legal, social, and educational issues concerning indigenous peoples around the world in 1998-99. Part I highlights news events and ongoing situations in specific countries. In North America, these include court decisions on the legal status of Alaska Native tribal governments, indigenous subsistence rights and whaling by the Inuit of Nunavut and the Makah of Washington, political developments in Nunavut and the remaining Northwest Territories, and conflicts over Native land rights in the United States. Other sections cover the Arctic, Mexico and Central America, South America, Australia and the Pacific, East Asia, Southeast Asia, South Asia, and Africa. Issues in these regions include deteriorating economic and health conditions and educational needs in Russia's far north, conflicts over development of natural resources in indigenous territories by national and multinational companies, relationships between indigenous peoples and their national governments, intellectual property rights to traditional knowledge, indigenous educational policy in Brazil and elsewhere, language loss and cultural assimilation, and human rights violations and forced relocation. Part II examines indigenous women's issues and organizations in the Americas, Asia, and Africa. Part III includes two articles: "The UN Declaration on the Rights of Indigenous Peoples Is Still Intact" (Andrew Gray) and "The Ad Hoc Working Group on the Establishment of a Permanent Forum for Indigenous Peoples in the UN System" (Lola Garcia-Alix). Maps and photographs are included. Descriptors: Activism, Alaska Natives, American Indians, Civil Liberties