Rusco, Elmer R. (1982). Bill of Rights in Tribal Constitutions. [First Draft]. Because Native American societies are held by United States courts to possess rights of self-government where these rights have not been explicitly withdrawn, the constitutions of 280 Native American governments in the United States (exclusive of 219 in Alaska) were examined as they existed in September 1981 to determine the extent and character of provisions dealing with civil liberties. Findings showed that, in addition to including general provisions for civil liberties and incorporating the Indian Civil Rights Act of 1968, many tribal constitutions also listed specific rights (First Amendment rights, guarantees of equality, protection for property rights, due process of law, discrimination by gender, rights of the accused) which members and/or other persons have against tribal governments. However, the number of such specific rights was less for almost all tribal constitutions than for the United States Constitution. It is recommended that Native Americans seriously study how to strengthen constitutional protection for individual liberties without undermining tribal self-government, survey the state of civil liberties on reservations today, develop remedies beyond the writ of habeas corpus for civil liberties violations, and consider the use of the Bureau of Indian Affairs as trustee for tribes to protect the civil liberties of individuals.   [More]  Descriptors: American Indian History, American Indian Reservations, American Indians, Civil Liberties

Batzle, Peter; Olivero, Melanie (1980). The Congress, American Indian Journal. Federal awareness that Indians existed as self-governing, political entities gave rise to congressional action during the 1970s that produced significant Indian rights legislation. Article discusses the Congressional Indian legislation enacted during the past decade.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indians, Child Welfare

Underhill, Lonnie E.; Littlefield, Daniel F., Jr. (1979). Disturbances in Jackson's Hole, Wyoming, 1895, Indian Historian. In 1895 a small group of Bannock Indians was arrested for hunting in an area in which they had treaty hunting rights. Article describes the historical background of the episode, discusses similar court cases, and cites the need today for clear legal precedents regarding Indian hunting and fishing rights.   [More]  Descriptors: American History, American Indian Reservations, American Indians, Court Litigation

Sreenivasan, Jyotsna (1997). Aruna's Journeys [and] Study Guide. This novel is one of only a very few available that deals with Indian-American children–a rapidly growing population, especially in urban areas like New York, Los Angeles (California), San Francisco (California), Chicago (Illinois), and Toronto (Canada). The novel tells the story of an opinionated 11-year-old girl who lives in Ohio, likes to collect rocks and longs for a best friend at her new school; however, as an Indian American she looks "foreign" and hates it. The novel recounts Aruna's journey to self-acceptance. It tells about her summer trip to India and the two aunts she encounters there, one following a traditional path of an arranged marriage and another who is a feminist activist who wants to go to graduate school. The novel teaches the reader about Indian customs and traditions and portrays positive female role models that are often missing in literature for young readers. But it also offers insights into what any child who is different or who comes from two worlds has to go through to fit in, especially in the school milieu. The study guide for the multicultural novel is designed to be used by teachers and/or parents, to help children understand better the themes of the novel. Each of the six lessons is divided into three parts. The "Questions" section makes sure that the children have read the chapters and understand the story line. The "Discussion Items" section offers suggestions for topics to talk about with the class–not focusing on right or wrong answers, but on getting the children to listen to each other's ideas and react to them. The"Activities" section suggests assignments that students can do on their own–mostly writing activities, but also including drawing, interviewing, and library research activities. The guide aims to help children develop a love of reading, as well as a curiosity and thoughtfulness about the world around them. Descriptors: Childrens Literature, Cultural Context, Cultural Differences, Feminism

Ray, Douglas, Ed.; Poonwassie, Deo H., Ed. (1992). Education and Cultural Differences: New Perspectives. Reference Books in International Education, Vol. 15. Garland Reference Library of Social Science, Vol. 594. This book contains 27 essays and case studies that focus on the potential for education to lessen social inequality in various countries. Three widespread forms of inequality involve aboriginal societies in modern industrial states, long established communities denied full status, and recent immigrants. Chapters are: "Modern Inequality and the Role of Education" (D. Ray); "Perspectives on Equality of Opportunity in Education" (D. H. Poonwassie); "Aboriginal Populations and Equal Rights in Education: An Introduction" (D. H. Poonwassie); "Education and the Struggle for Adequate Cultural Competence in the Modern World: The Sami Case" (T. G. Svensson); "Australian Aborigines: Education and Identity" (D. Jordan); "Kura Kaupapa Maori: Contesting and Reclaiming Education in Aotearoa" (G. H. Smith); "Aboriginal Teacher Training and Development in Canada: An Example from the Province of Manitoba" (D. H. Poonwassie); "More than 400 Years in Creation, the Path of American Indian Education" (L. Lippitt & M. Romero); "Long Established Stigmas in Comparative Education: An Introduction" (D. Ray); "Minorities and Education in the Soviet Union" (D. Ray); "Improving the Education of China's National Minorities" (J. Lamontagne); "African-American Society and Education" (L. A. See); "Teacher Training in the Anglo-Eastern Caribbean" (K. P. Binda); "Traditional Neglect in Rural Education in Colombia" (B. Franco); "The Sudan and Minority Education" (A. A. M. Ibrahim); "Multicultural Education for the Diverse Groups in Bahrain" (A. Attieh); "Inequality and Education in India: The Case of the Scheduled Castes" (R. Ghosh & A. Talbani); "The Basques in Spain" (N. Tarrow); "Education in a Divided Society: The Case of Northern Ireland" (A. S. Hughes); "Nation States, Diversity and Interculturalism: Issues for British Education" (J. Gundara & C. Jones); "Integration of Recent Immigrants Through Schooling: An Introduction" (D. Ray); "Integration of Immigrants into the French School System: The Last Twenty Years" (J. Bardonnet-Ditte); "Educational Issues in the Multicultural Society of Germany (W. Mitter); "Integration of Immigrants and Refugees in United States Education" (L. A. See); "Multicultural Education in Canada: Policies and Practices" (C. Lessard & M. Crespo); "Educational Integration of Immigrants in Israel" (Y. Iram); and "An Assessment, Implications for Schooling and Teacher Education" (D. Ray & D. H. Poonwassie). The document includes an index and author profiles. Descriptors: American Indian Education, Case Studies, Cultural Differences, Culture Conflict

Bond, Frank M. (1986). Indian Reserved Water Rights, Environmental Education Report and Newsletter. Traces the distribution, ownership, and water usage associated with lands in the Colville Reservation in Washington State. Cites specific cases which addressed the reserved water rights doctrine. Assesses the impact of court decisions on insuring water rights for Indians living on the Colville Reservation. Descriptors: American Indian Reservations, American Indians, Conservation (Environment), Environmental Education

Wilson, Frederick C. (1975). A Survey of the Structure and Organization of the Bureau of Indian Affairs and Tribal Governments for American Indian High School Students. Curriculum Bulletin No. 18.02. Designed to expose high school students to the complexities of the bureaucratic structure of the Federal Government (especially that of the structure and organization of the Bureau of Indian Affairs and its relationship to tribal governments), this curriculum bulletin provides a guide for exploring the Federal Government's responsibilities to Indian communities established through the years by statute. Because Indian people are subject to their own tribal regulations as well as to State and Federal laws, it also provides for the study of tribal government structures. The course seeks to help students to learn the origin of the history of Indian policy and understand the social, economic, political, and environmental factors that have influenced it in the past and that are at work today. Particular attention is directed toward the Indian Self-Determination and Educational Assistance Act which places great emphasis on tribal government. Each of the 19 units within the course lists the major concepts to be studied along with an outline for the unit. Materials would include historical records, maps, charts, graphs, copies of the U.S. Constitution, tribal constitutions, the Indian Civil Rights Act of 1968, congressional records, and pamphlets from the Office of the Commissioner of Indian Affairs. Learning activities include lecture-discussions, resource speakers, field trips, special projects, and role play.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Bureaucracy

Williams, Mary Louise; And Others (1988). The Evolving Constitution: Secondary School Strategies, Update on Law-Related Education. Presents seven lesson plans for secondary school students. Titles include "Civil Rights in the 19th and 20th Centuries"; "Tyranny of the Majority"; "Equality Under Law"; "Voting Rights: Key to Equal Rights?"; "Hispanics! Immigration! Reform?"; "Unincorporation"; and "Indians and the Law." Descriptors: American Indians, Blacks, Civil Rights, Civil Rights Legislation

American Indian Journal (1979). Interview with Gary Kimble. While maintaining the traditional Indian understanding of living in balance with our resources, Gary Kimball addresses such issues as interagency coordination, recodification of Title 25, Indian jurisdiction, Indian water rights and economic development. Descriptors: Agency Role, American Indians, Federal Indian Relationship, Leadership

Blend, Benay (1983). The Indian Rights Association, the Allotment Policy, and the Five Civilized Tribes, 1923-1936, American Indian Quarterly. Describes the activities of the Indian Rights Association between 1923 and 1936, with particular attention to the adverse effect of the allotment policy (division of tribal lands into individually owned plots) on the Five Civilized Tribes. Descriptors: Acculturation, American Indian History, American Indians, Cultural Interrelationships

Little Bear, Leroy (1977). A Concept of Native Title, American Indian Journal. Discovery was meant to give to a European power who came to the shores of North America the right to deal exclusively with the Indians whose territory covered or included the particular area discovered by that European power. Descriptors: American Indians, Colonial History (United States), Cultural Differences, Culture Conflict

Velarde, Hubert (1972). Statement of Hubert Velarde, Jicarilla Apache Tribe to United States Commission on Civil Rights at Albuquerque Convention Center (Albuquerque, New Mexico, November 14, 1972). The statement by the President of the Jicarilla Apache Tribe emphasizes reservation problems that need to be examined. Presented at a 1972 Civil Rights Commission hearing on Indian Concerns, Velarde's statement listed employment, education, the administration of justice, water rights, and medical services as areas for investigation.   [More]  Descriptors: American Indian Reservations, American Indians, Community Involvement, Courts

Cumming, Peter A., Ed.; Mickenberg, Neil H., Ed. (1972). Native Rights in Canada. Second Edition. Intended as a research and reference tool for Canada's native people and their legal advisers, this book is a comprehensive treatise on the law of aboriginal rights and treaties, the historical pattern of dealing with those rights, and alternative judicial and legislative solutions for the settlement of native claims. Secondarily, it is intended to provide the Canadian public with the legal theory and history of aboriginal rights. This second edition, substantially a new book, focuses on how the principle that Indian and Inuit people have the right to use and occupy aboriginal lands or receive compensation for their loss has been effected by the legislative, executive, and judicial branches of government. After an introduction and definition of who a native person is, the book is organized into six parts: law of aboriginal rights; law of Indian treaties; historical pattern of dealings with native peoples of Canada by various provinces/territories; current issues (hunting and fishing rights, mineral rights, federal control over Indian Reserves); alternative solutions for settlement of native rights (the U.S. Indian Claims Commission, the Alaska Settlement). A table of cases lists more than 100 pertinent international cases, with the pages on which they are cited. Various government proclamations, treaties, and a 1969 speech by Prime Minister Trudeau are appended. Descriptors: American Indians, Canada Natives, Colonialism, Court Litigation

Chrisjohn, R. D.; Peters, M. (1986). The Right-Brained Indian: Fact or Fiction?, Canadian Journal of Native Education. At present the "right brained Indian" must be considered a myth rather than a scientifically valid fact. The neurological and neuropsychological evidence is far from conclusive at this time, and the performance patterns of Native American children on intelligence tests do not necessarily reflect a right brain dominance. Descriptors: American Indian Education, American Indians, Ethnic Stereotypes, Intelligence Tests

Whiteside (Sin-a-Paw), Don (1978). Legislative Discrimination: Civil Rights and the Registered Indian, Northian. The article first examines the basic ideology of civil liberties and human rights groups. Then it examines some concrete cases involving aboriginal people in Canada that illustrate the basic differences in ideology between registered Indians (Treaty and Non-Treaty Indians registered under provisions of the Indian Act) and the civil rights movement.   [More]  Descriptors: American Indians, Attitude Change, Canada Natives, Civil Liberties

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