Orfield, Gary (2015). Connecticut School Integration: Moving Forward as the Northeast Retreats, Civil Rights Project – Proyecto Derechos Civiles. This report analyzes the data on changes in patterns of racial segregation and their education consequences over a quarter century, from l987 to 2012. It examines a major transition in the racial and ethnic composition of Connecticut and the changes in integration and segregation in the schools of the state and its urban communities and it examines the relationship between the racial composition of the schools and the educational consequences. It shows that, in contrast to its neighbors, Massachusetts and New York, Connecticut has made significant progress in reducing segregation as a result of the implementation of the Connecticut Supreme Court's decisions in the "Sheff" case and the programs that have been devised and implemented by the state's educators. The report concludes with recommendations on how to build upon and extend these efforts and other methods to take the next steps in attacking the serious remaining problems. This report is the tenth in the series and it is the first to report any significant recent action to foster diverse schools. Appended to the report is: Segregation Statistics. [This report was written with Jongyeon Ee.]   [More]  Descriptors: Racial Segregation, Racial Integration, School Desegregation, Educational History

Deloria, Vine (1974). Integrity Before Education, Integrated Education. Disputes the belief that there is some way to motivate people who are culturally different to become like whites: if Indian legal rights are protected only to the extent that the Indians conform to white society, then one is not talking about legal rights at all. Descriptors: American Indian Reservations, American Indians, Civil Rights, Court Litigation

Lanceley, Darlene (1999). Canadian Policy–First Nation Involvement in the Funding and the Politics of Post-Secondary Education: How Much Is Enough?. For Canada Natives, the unresolved issue of postsecondary education as a treaty right is at the center of discord in relation to budget constraints. The government's fiduciary responsibilities have devolved to First Nations administration, which allows for greater tribal control over the economics of individual First Nations and jurisdiction for the protection of treaty rights. However, devolution has not benefitted most First Nations in terms of the amount of funding available for delivery of postsecondary programs and services, including adult literacy, upgrading, trades, and technical training. National budget allocations determine funding for programs and services under First Nations administration. The off-loading of postsecondary education has resulted in decreases in staffing and administration dollars and increases in student waiting lists. These funding constraints come at a time when First Nations require an educated labor force to deliver programs and services to a growing population. The political climate makes it difficult for First Nations to assert education as a treaty right. Full accessibility to university education is questionable as First Nations struggle to honor the perceived right to education while being forced to create a policy that limits the number of students who may enter universities. It is a situation where First Nations administrators have become keepers of the peoples' destiny.   [More]  Descriptors: American Indian Education, American Indian History, Canada Natives, Educational Finance

Pelletier, Emile (1974). A Social History of the Manitoba Metis. The Development and Loss of Aboriginal Rights. The concept of aboriginal rights has been interpreted in various ways. Too often the general public does not understand fully what is meant by aboriginal rights. This topic has been debated in Parliament since Confederation and the general attitude of the news media has been to overlook it as unimportant. By definition, an aboriginal right is what belongs to a people from the most priminitive time known or before colonists arrived. This right applies to the inhabitants or animals or plants or all other products, including minerals, contained therein. In 1901 the Government Caucus passed an order in Council recognizing aboriginal rights of the Metis. The purpose of this is to show how the Metis are entitled to those rights as people of Native ancestry, having participated in the native culture by integration into Indian tribes of the Northwest of America. The aboriginal rights of the Metis are explained in regard to hunting, trapping, fishing, collecting wild rice, seneca root, maple sugar, lime and limestone, and salt. Descriptors: American Indians, Cultural Context, Culture Conflict, Economics

Reed, Bracken (2003). Right under Their Noses: Native Plants in the Schoolyard, Northwest Education. A Portland (Oregon) middle school teacher teaches an ethnobotany class using plants identified in Lewis and Clark's journals. After months of learning about native plants, Native American culture, and the Lewis and Clark Expedition, the class culminates in a 3-day canoe trip down the Columbia River. A Lewis and Clark Rediscovery grant provides equipment and training in advanced technology. Descriptors: After School Education, American Indian Studies, Field Trips, History Instruction

British Columbia Human Rights Commission, Vancouver. (2001). Pathways to Equality: Hearings on Access to Public Education for Aboriginal People. Discussion Paper. Aboriginal people are not benefiting from the British Columbia school system, as evidenced by their poor performance on basic skills tests, overrepresentation in special education, and low high school completion rates. The British Columbia Human Rights Commission feels that Aboriginal students do not receive an equal education. Through research, public hearings, and follow-up actions, the Commission will identify ways to use its human rights mandate and legislative authority to remove barriers for Aboriginal students in the school system. The intention of the public hearings is to work cooperatively with all education stakeholders to identify and implement solutions to ensure educational equality for Aboriginal students. Educational equity will be achieved when Aboriginal children see themselves and their people reflected in the curriculum, feel a sense of belonging in the school system, and no longer face discrimination; Aboriginal parents are a part of their children's education; Aboriginal communities share control over their children's education; a holistic approach to education is adopted; and non-Aboriginal Canadians understand their country's history regarding Aboriginal people and respect the unique status of Aboriginal people. Key questions for public hearings include: How can the Commission work with education and Aboriginal communities to create an equal education system for Aboriginal students? How can identified barriers be eliminated? What educational barriers have yet to be identified? and Which programs and activities are successful?  (Contains 28 endnotes.)   [More]  Descriptors: American Indian Education, Canada Natives, Cultural Awareness, Culturally Relevant Education

Nason, James D. (1996). Tribal Models for Controlling Research, Tribal College. Describes ongoing conflicts between researchers and Native American communities, especially between the rights of scientific research and those of Native American tribes over their cultural heritage. Presents steps that several tribes have taken to ensure their intellectual property rights. Discusses key elements for developing sound research policies. Descriptors: American Indians, Cultural Maintenance, Ethnic Studies, Higher Education

Commission on Civil Rights, Washington, DC. (2003). A Quiet Crisis: Federal Funding and Unmet Needs in Indian Country. This report by the U.S. Commission on Civil Rights examines federal funding of programs intended to assist Native Americans at the Department of Interior, Department of Health and Human Services, Department of Housing and Urban Development, Department of Justice, Department of Education, and Department of Agriculture. The report reveals that federal funding directed to Native Americans through programs at these agencies has not been sufficient to address the basic and very urgent needs of Indigenous peoples. Among the myriad unmet needs are health care, education, public safety, housing, and rural development. The section on education outlines the history of federal Indian education; describes current issues related to dropout disparities, loss of cultural identity, and community involvement; and looks at unmet needs in the areas of school administration, special education, higher education, vocational rehabilitation, and other set-aside programs. Significant disparities in federal funding exist between Native Americans and other groups in our nation. Among immediate requirements for increased funding are infrastructure development, without which tribal governments cannot properly deliver services; tribal courts; and tribal priority allocations, which permit tribes to pursue their own priorities and respond to the needs of their citizens. The Commission recommends that all federal agencies administering Native American programs identify and regularly assess unmet needs. The federal government is obligated to ensure that funding is adequate to meet these needs.  (Contains a glossary and 36 data tables)   [More]  Descriptors: Alaska Natives, American Indian Education, American Indians, Educational Needs

Kronowitz, Rachel San; And Others (1987). Comment: Towards Consent and Cooperation: Reconsidering the Political Status of Indian Nations, Harvard Civil Rights – Civil Liberties Law Review. Although the United States Constitution and courts affirm the independent sovereign status of the Indian Nations, Federal and State governments have violated Indian rights. The relationship must be reconstructed with consent and cooperation so that Indian rights to self-government and self-determination are protected by international law. Descriptors: American Indians, Civil Rights, Ethnic Discrimination, Public Policy

Education Journal of the Institute for the Development of Indian Law (1974). The Indian Bill of Rights. The Indian Bill of Rights was passed in 1968, and although it stopped transfer of jurisdiction from tribes to State courts, it also created problems for tribal governments and tribal judges.   [More]  Descriptors: American Indian Reservations, American Indians, Background, Civil Rights Legislation

Ongtooguk, Paul (2000). Aspects of Traditional Inupiat Education, Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative. Traditional Inupiat society was, and is, about knowing the right time to be in the right place, with the right tools to take advantage of a temporary abundance of resources. Sharing the necessary knowledge about the natural world with the next generation was critical. The example of learning to hunt is used to demonstrate features of traditional Inupiat education. Hunting was essential for survival, and the traditional education was a highly disciplined one using many learning styles, "doing" being the last phase. Observation was critical; through it the underlying principles and values were transmitted long before a boy went on a hunt. Through immersion in the stories and customs of the community, a boy learned about the traditions and beliefs associated with hunting, and the attitudes of hunters. Another aspect of traditional education was apprenticeship, which was often guided by an uncle. Apprentice hunters often did not hunt right away, but did camp chores, which offered an opportunity to learn such things as locating a good site, learning to dress and clean game, reading the weather, and learning about animal habitats and behavior. In traditional Inupiat society the community was a school–learning was not confined to a school building or other restricted environment. The estrangement between contemporary schooling and indigenous communities is due in part to a suspicion of the goals of schooling and its lack of concern for the complex and successful aspects of traditional Native education. Knowledge about the traditional educational system might produce schools that are more completely integrated into Native communities.   [More]  Descriptors: Alaska Natives, American Indian Education, Cognitive Style, Culture Conflict

Giugale, Marcelo M., Ed.; Lafourcade, Olivier, Ed.; Luff, Connie, Ed. (2003). Columbia: The Economic Foundation of Peace. Chapters 21-28. This document contains 8 chapters of a 35-chapter book that presents a comprehensive diagnosis of current economic, social, and educational conditions in Colombia and their importance to development prospects and the quest for peace. The eight chapters covered here are part of a section titled "Sharing the Fruits of Growth with All Colombians." Chapter 21, "Education" (Eduardo Velez), describes Colombia's education system and current enrollment trends and focuses on seven policy issues: highly inequitable access to schooling, excluding poor and rural children; low, perhaps deteriorating, educational quality; high grade repetition and dropout rates; allocation of public expenditures; growing household demand for schooling; inefficient and inequitable decentralization of education management; and negative impacts of violence and social displacement on schooling. Chapter 22, "Health" (Maria-Luisa Escobar, Panagiota Panopoulou), looks at recent reforms in the health care system affecting financing, management, quality, and access. Chapter 23, "The Social Safety Net" (Laura B. Rawlings), outlines poverty rates among rural and urban children and youth and among displaced persons, and discusses social welfare programs relevant to these groups. Chapter 24, "Higher Education" (Lauritz Holm-Nielsen), discusses enrollment trends in higher education; rising returns to education; and problems with financing, governance, efficiency, and unequal access. Chapter 25, "Science and Technology" (Lauritz Holm-Nielsen), examines strengths and weaknesses in Colombia's science and technology sector, state of the country's information infrastructure, and lack of advanced human capital. Chapter 26, "Enhancing Employment Opportunities through the Labor Markets" (Vicente Fretes Cibils, Vicente Paqueo), discusses the labor market, industrial relations, lack of skilled workers, and needs for technical education and vocational training. Chapter 27, "Gender" (Maria Correia), discusses gender issues related to educational attainment, poverty, reproductive health, wage gaps, rural development, and violence. Chapter 28, "Indigenous Peoples and Afro-Colombian Communities" (Shelton Davis, Enrique Sanchez), discusses indigenous land rights, human rights, deterioration of health and socioeconomic conditions, and educational programs and development policies directed toward these communities. Appendices lists all ethnic groups in Colombia, demographic data, and social indicators. (Contains references in each chapter.) Descriptors: Access to Education, Access to Health Care, American Indians, Civil Rights

College Board (2005). Advanced Placement Report to the Nation, 2005. As the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools approaches, it is the right time to issue the first "Advanced Placement Report to the Nation." This report uses a combination of state, national, and AP Program data in new ways to provide each U.S. state with a context for celebrating its successes, understanding its unique challenges, and setting meaningful and data-driven goals to connect more students to college success. Part I of the "Report" comprises three powerful themes that appear once individuals situate each state's AP participation and performance data within the context of its own racial/ethnic demographics and population size. Because one of the chief purposes of Part I is to provide state departments of education with new data to gauge success and identify current challenges in providing equitable educational opportunities (and because current, reliable racial/ethnic demographic data for independent schools is not available for all states), the data in Part I represent public schools only. Part II of the "Report" uses data from all schools participating in AP worldwide, public and nonpublic, to identify schools currently leading the world in AP participation and performance, and to provide overall participation and performance information for each of the AP subject areas. Appended are: (1) Fast Facts about AP; (2) 2004 Summary of AP Participation and Performance in U.S. Public Schools; (3) Raw Numbers for Tables 1 and 2; and (4) Changes in Equity Gaps from 2000 to 2004.   [More]  Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement

Banks, James A., Ed. (2007). Diversity and Citizenship Education: Global Perspectives, Jossey-Bass, An Imprint of Wiley. The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. This book brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. This book presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. Beginning with a foreword (Will Kymlicka), followed by a preface (James A. Banks), this book is divided into seven parts. Part One, Crosscutting Issues and Concepts, contains an introduction, Democratic Citizenship Education in Multicultural Societies (James A. Banks), followed by the first set of chapters: (1) Migration, Citizenship, and Education (Stephen Castles); (2) Higher Learning: Educational Availability and Flexible Citizenship in Global Space (Aihwa Ong); and (3) Unity and Diversity in Democratic Multicultural Education: Creative and Destructive Tensions (Amy Gutmann). Part Two, The United States and Canada, contains the next two chapters: (4) Culture versus Citizenship: The Challenge of Racialized Citizenship in the United States (Gloria Ladson-Billings); and (5) Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion (Reva Joshee). Part Three, South Africa and Brazil, contains the following chapters: (6) Citizenship Education and Political Literacy in South Africa (Kogila A. Moodley and Heribert Adam); and (7) Citizenship and Education in Brazil: The Contribution of Indian Peoples and Blacks in the Struggle for Citizenship and Recognition (Petronilha Beatriz Goncalves e Silva). Part Four, England, Germany and Russia, contains the next group of chapters: (8) Diversity and Citizenship Education in England (Peter Figueroa); (9) Ethnic Diversity and Citizenship Education in Germany (Sigrid Luchtenberg); and (10) Citizenship Education and Ethnic Issues in Russia (Isak D. Froumin). Part Five, Japan, India, and China, then presents chapters: (11) Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan (Stephen Murphy-Shigematsu); (12) Crisis of Citizenship Education in the Indian Republic: Contestation between Cultural Monists and Pluralists (T. K. Oommen); and (13) Ethnic Diversity and Citizenship Education in the People's Republic of China (Wan Minggang). Part Six, Israel and Palestine, contains: (14) Diversity and Citizenship Education in Israel (Moshe Tatar); and (15) Educating for Citizenship in the New Palestine (Fouad Moughrabi). Part Seven, Curriculum for Diversity, Democracy, and Citizenship Education, contains the final chapter: (16) Diversity, Globalization, and Democratic Education: Curriculum Possibilities (Walter C. Parker). The book concludes with: (1) Diversity, Democracy, Globalization, and Citizenship: A Bibliography; (2) Name Index; and (3) Subject Index.   [More]  Descriptors: Citizenship Education, Cultural Pluralism, Race, Democratic Values

Native American Rights Fund, Boulder, CO. (1981). Native American Rights Fund: 1981 Annual Report. In 1981 the Native American Rights Fund (NARF) continued its program of providing legal representation to Indian tribes and groups in cases of major significance to Indian people throughout the country. Many significant Indian rights victories were achieved in 1981 in the areas of tribal existence, Indian natural resources protection, human rights and government accountability, and Indian education. After a detailed description of NARF, major activities during 1981 are presented in five sections: preserving tribal existence (25 cases); protecting tribal resources (36 cases); promoting human rights, which includes Indian education (19 cases); holding all levels of government accountable to Native Americans (10 cases); and furthering the development of Indian law (17 activities).  The treasurer's report concludes the report. Descriptors: American Indian Education, American Indians, Civil Liberties, Court Litigation