Wyoming State Advisory Committee to the U.S. Commission on Civil Rights, Cheyenne. (1978). The Emergence of Civil Rights in Wyoming. Local, state, and federal government representatives and private citizens participated in a two-day consultation on civil rights in Wyoming. Panel discussions focused on the difficulties of civil rights enforcement in the areas of housing and economic opportunity, medical care, education, the handicapped, employment discrimination, and women's rights. The conference found civil rights enforcement in Wyoming to be fragmented and uneven; among the problems discussed were the lack of a state fair housing law, overly restrictive eligibility guidelines for medicaid services, and confusion about the implementation of affirmative action to end sex discrimination in education. Based on the findings of the conference, the Advisory Committee recommended the following actions: (1) creation by statute of a state human rights commission with powers to rectify discrimination in housing, public accommodations, and employment; (2) appropriation of funds to increase staffing of the Wyoming Fair Employment Practices Commission; (3) creation of public health centers in each county of the state; (4) expansion of medicaid services to include marginal income persons; (5) development by the University of Wyoming of an effective affirmative action plan; and (6) effective monitoring of laws protecting the rights of the handicapped. Descriptors: American Indians, Civil Liberties, Civil Rights, Disabilities

Akula, Vikram (1992). Promising Initiatives: Drawing the Line, World Watch. Canada and Brazil have set a precedent for aboriginal lands rights cases in recent decisions to set aside homelands for indigenous peoples. Discusses these decisions, land claims settlements, ramifications, and outstanding issues in need of resolve. Descriptors: American Indians, Canada Natives, Environmental Education, Indigenous Populations

Native American Rights Fund, Boulder, CO. (1983). Native American Rights Fund: 1982 Annual Report. The 1982 annual report of the Native American Rights Fund (NARF), a non-profit organization specializing in the protection of Indian rights, explains the organization, its structure, its priorities, its activities, and its financial status. Opening statements by the chairman, Roger Jim, and the executive director, John Echohawk, note that despite $270,000 less in federal funds in fiscal 1982, NARF achieved significant decisions in major legal cases involving Indian treaty fishing rights in the Great Lakes and prevention of flooding of the Fort McDowell Mohave-Apache Reservation. The report continues with a description of the founding and development of NARF and an explanation of its priorities: preservation of tribal existence, protection of tribal natural resources, promotion of human rights, accountability of governments, and development of Indian law. Following descriptions of NARF's organization, administration, financial accountability, and national support committee, the report presents a detailed account of the organization's activities in 1982 in the areas of tribal status clarification, tribal governmental authority, protection of Indian lands, Eastern Indian land claims, tribal water rights, Indian hunting and fishing rights, Indian education, the Indian law support center, and the National Indian Law Library. A 9-page treasurer's report and financial statement complete the illustrated report. Descriptors: Accountability, American Indian Culture, American Indian Education, American Indian Reservations

National Advisory Council on Indian Education, Washington, DC. (1975). Through Education: Self Determination–A Bicentennial Goal for American Indians. The Second Annual Report to the Congress of the United States from the National Advisory Council on Indian Education. The second annual report of the National Advisory Council on Indian Education (NACIE) presents NACIE's major 1974 activities and recommendations; the council's letter to Albert H. Quie, House of Representatives (a summary of the council's progress-to-date in which Chairman Will Antell explains in great detail the complexities and problems of implementing Title IV of the Indian Education Act of 1972); a discussion of Title IV program progress including grassroots feedback, summary statements from the council members' field evaluations, and the responses of school officials; and discussion of education in terms of business, housing, health, and culture. Among the activities reported are: reading and recommending of 548 Title IV proposals and grants under the Indian Education Act of 1972; efforts to alter the budget gap from an authorized $224,000 to the requested $692,548; continuous communication of the national policy of self-determination and its achievement via education; numerous field visits to Title IV grantee locations for purposes of evaluation and assistance; monitoring of the Department of Health, Education, and Welfare civil rights requirements relative to Indian education; and program development for regional conferences/workshops to disseminate detailed Title IV program information to local Indian communities.   [More]  Descriptors: Advisory Committees, American Indians, Annual Reports, Budgeting

Education Journal of the Institute for the Development of Indian Law (1973). Indian Legal Service Field Spans Wide Scope of Action. The Native American Legal Defense and Education Fund, in Albuquerque, New Mexico, is directed toward cases which involve education, civil rights, equal employment opportunities, Indian land problems, health services, and tribal sovereignty.   [More]  Descriptors: American Indians, Civil Rights, Community Control, Court Litigation

American Indian Journal (1978). Seminole Land Rights. Establishing that the Seminoles have present, treaty-guaranteed rights to the lands where they live and other Florida lands, this article details the Seminole claims prosecuted in the Indian Claims Commission, maintaining it was unauthorized by the traditional Seminole, unlawful, and in some respects fraudulent.   [More]  Descriptors: American Indians, Federal Government, Federal Legislation, Hearings

American Indian Journal (1979). NCAI to GAO: Legislative Quanitification of Indian Water Rights Is Not the Answer. Responding to GAO's report to Congress entitled "Water Rights Reserved for Federal and Indian Reservations: A Growing Controversy in Need of Resolution", this article asserts GAO's discussion is incomplete and sometimes inaccurate, while placing the burden of compromise on the Indian.   [More]  Descriptors: American Indians, Federal Government, Federal Indian Relationship, Natural Resources

Johnston, Tom (1980). 'Otherness' Expressed Indian Music in Mexico Today, Wassaja, The Indian Historian. Discusses history of various Central American musical instruments, how the instruments were used then, and how they are used now. Much Indian music today serves to bolster Indian rights, express community pride, and serves as a badge of otherness. Descriptors: American Indians, Cultural Activities, Dance, Latin American History

Johansen, Bruce E. (1997). The BIA As Banker: "Trust" Is Hard When Billions Disappear, Native Americas. The federal government's trust responsibility toward Native Americans involves protection of their lands, resources, and right to self-government and provision of services (including education). However, the Bureau of Indian Affairs has misplaced billions of dollars owed Native American individuals and tribes and now faces class-action litigation. Proposed Congressional "reforms" may mask new efforts to terminate treaty rights. Descriptors: American Indians, Federal Government, Federal Indian Relationship, Money Management

American Indian Journal (1979). U.N. Withholds Action on a Report of Human Rights Violations in the United States. A panel of seven international jurists and lawyers has found a pattern of human and legal rights violations against Native Americans and other minorities in the United States. Their three-week investigation focused on political prisoners and discovered abuses of both the activists and the criminal process.   [More]  Descriptors: Activism, American Indians, Civil Liberties, Court Litigation

Erni, Christian, Ed. (1998). The Indigenous World, 1997-98 = El Mundo Indigena, 1997-98. This annual publication (published separately in English and Spanish) examines political, legal, social, environmental, and educational issues concerning indigenous peoples around the world during 1997-98. Part I highlights news events and ongoing situations in specific countries in nine world regions. In the Arctic and North America, these include a U.S. Supreme Court ruling that "Indian Country" does not exist in Alaska; funding cuts for education, health, and social services in the Northwest Territories; planning for the creation of the new Canadian territory of Nunavut; a Canadian Supreme Court decision affirming aboriginal land rights in the absence of treaties; threats by developers, mining, and drilling to Indian sacred sites and lands used for subsistence activities; cultural and environmental education for Western Shoshone youth; and the Leonard Peltier case. Other sections cover Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Indigenous issues in these regions include violations of human rights, proposed reforms to education and language policy, environmental threats and indigenous opposition, legal and political reforms, intellectual property rights, land rights, preservation of traditional knowledge, a historical report on Australian Aboriginal children removed from their families, indigenous self-determination, and global indigenous networking and cooperation. Part II examines indigenous women's issues covered by the First African Indigenous Women's Conference, the Second Asian Indigenous Women's Conference, the Conference of Indian Tribal/Indigenous Women, and the Pacific Families' Network. Part III describes international work on behalf of indigenous rights and includes three articles: "UN Declaration Enters Third Year at the UN Commission on Human Rights" (Andrew Gray, Jens Dahl); "The 54th Session of the UN Commission on Human Rights" (Jens Dahl, Lola Garcia-Alix); and "Towards a European Policy on Indigenous Peoples and Development Cooperation" (Birgitte Feiring). Includes maps and photographs. Descriptors: Activism, American Indians, Civil Liberties, Conservation (Environment)

Nickeson, Steve (1974). The Indian Water Wars, Education Journal of the Institute for the Development of Indian Law. Government failure to protect Indian water rights has grown so serious in the arid regions of the West that the very existence of Indians as Indians is now in peril. Descriptors: Agency Role, American Indian Reservations, American Indians, Conflict

Northian (1976). The Dene Speak for Themselves. The Dene Declaration of Rights affirms the Native unity and Native separateness from the rest of Canadian society while making Native land settlement claims that refute the colonial position of the Canadian government.   [More]  Descriptors: American Indians, Canada Natives, Colonialism, Cultural Differences

Sendor, Benjamin (1997). A Setback for Religious Freedom, American School Board Journal. In "City of Boerne v. Flores, Archbishop of San Antonio," the U.S. Supreme Court struck down the 1993 Religious Freedom Restoration Act. RFRA was not intended to overrule a 1990 Supreme Court decision forbidding use of peyote in Native American religious ceremonies, but to "enforce" 14th-Amendment free-exercise rights. The "Boerne" decision gives schools little guidance with "hybrid rights." Descriptors: American Indians, Court Litigation, Elementary Secondary Education, Federal Legislation

American Indian Journal (1979). Resource Management: The Key to Success. Gary Kimble, past staff attorney of the Senate Select Committee on Indian Affairs, cites resource management as one of the most important current issues in Indian affairs. Discusses water rights, coordination of energy efforts between tribes, and the need for Indians to know all the ramifications of reservation energy development.   [More]  Descriptors: American Indian Reservations, American Indians, Coordination, Energy Conservation

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