Abu-Saad, Ismael, Ed.; Champagne, Duane, Ed. (2005). Indigenous Education and Empowerment: International Perspectives, Rowman & Littlefield Publishers, Inc.. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. This insightful volume contributes to the understanding of indigenous empowerment through education, and creates a new foundation for implementing specialized indigenous/minority education worldwide, engaging the simultaneous projects of cultural preservation and social integration. A vital work for scholars in Native American studies, ethnic studies, and education. This book is organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon, Dorothy LeBeau; (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C.D. James Paci); (5) Hear the silenced voices and make that relationship: Issues of Relational Ethics in Aboriginal contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu, Mere Kepa); and (9) Articulating Indigenous People' Culture in Education (Leah Enkiwe Abayao). An index is included.   [More]  Descriptors: Social Integration, Heritage Education, Females, Exchange Programs

Comboni Salinas, Sonia; Juarez Nunez, Jose Manuel (2000). Education, Culture and Indigenous Rights: The Case of Educational Reform in Bolivia, Prospects: Quarterly Review of Comparative Education. Examines the implementation of intercultural bilingual education throughout Bolivia and its relationship to the linguistic and cultural rights of the majority indigenous population. Discusses institutional and curriculum reforms, particularly in rural schools; a new emphasis on students' learning needs; relationship to indigenous self-determination; community participation in educational decision making; and teacher resistance to change. (Contains 23 references.) Descriptors: American Indians, Bilingual Education, Cultural Pluralism, Decentralization

Johnson, Lyndon B. (1968). The Forgotten American. The President's Message to the Congress on Goals and Programs for American Indians (March 6, 1968), Indian Record. Emphasizing the need for a Federal-Indian partnership which promotes Indian self-help and Indian respect, this speech proposes: strengthened Federal leadership via a National Council on Indian Opportunity; Indian involvement in the determination of Indian problems and needs; enrollment of all Indian Children in a preschool program by 1971; funds to make the Head Start Program available to 10,000 Indian children; establishment of kindergartens for 4,500 Indian children by September of 1969; appropriations of $5.5 million for hiring Federal Indian school teachers and $3 million for 1969 college scholarship grants; an increase of 10% in the Indian health program; a 50% increase in the Indian Vocational Training Program; an amendment to the Federal Highway Act increasing authorization for Indian road construction to $30 million annually; an annual increase of 1,000 units in Indian home construction; increases in appropriations for broad home improvements, safe water and sanitary facilities, and community action programs; enactment of the Indian Bill of Rights, the Alaska Native Claims Act, and the Indian Resources Development Act.   [More]  Descriptors: American Indians, Community Action, Cultural Awareness, Elementary Secondary Education

Dirlik, Arif, Ed. (2006). Pedagogies of the Global: Knowledge in the Human Interest. Cultural Politics & The Promise of Democracy, Paradigm Publishers. The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs). Descriptors: Global Approach, Educational Philosophy, Democracy, Politics of Education

Zirkel, Perry A. (2000). Safe Promises?, Phi Delta Kappan. In a suit involving an assaulted Native American middle school student, a federal court judge granted the Philadelphia Public Schools' motion for summary judgment. Even in this post-Columbine era, senseless on-campus, student-to-student violence is generally not considered a civil-rights issue. Exceptions are noted. Descriptors: American Indians, Bullying, Court Litigation, Middle Schools

Wilson, James (1986). The Original Americans: U.S. Indians. Third Edition. About 1.5 million people in the United States identify themselves as Indians. Despite great cultural diversity, all Native groups have a common feature: they suffer poverty and related problems stemming from their relationship to White America. For four generations, the Bureau of Indian Affairs (BIA) has exercised an incredible degree of economic and political control over Native communities, preventing the development of economic independence or true self-determination. The BIA is a rigid autocratic bureaucracy whose policies are formed in response to changing political fashions and whose institutional structure creates conflicts of interest over natural resources on Indian lands. The BIA's deficiencies are demonstrated in two case studies examining Northern Cheyenne coal resources and land rights and Paiute water rights near the Nevada/California border. This report then traces the history of Indian-White relations and developments in federal Indian policy, concentrating on the Dawes Act, the Meriam report, and policy changes from the Nixon to the Reagan presidency. Despite encouraging changes in governmental attitudes, as evidenced by Presidential proclamations and federal legislation, the majority of Americans continue to hold stereotypes that leave them unprepared for Indian demands and aspirations. The best hope of avoiding a backlash lies in educating non-Indians about the culture, history, and current predicament of Native peoples. Descriptors: American Indian History, American Indians, Colonialism, Ethnic Relations

St. Jean, Wendy (2003). Trading Paths: Mapping Chickasaw History in the Eighteenth Century, American Indian Quarterly. Because of its small size, the Chickasaw Nation has been relegated to the margin of studies of eastern Woodlands tribes and rarely included in narratives of Southern history. This omission is regrettable because the Chickasaws were at the center of resistance to French expansion in the region. And while representative of other southeastern Indians–sharing common fears of enslavement, disease, and military conquest–the Chickasaws were often more successful in responding to the challenges posed by European colonization. Whereas other historians have emphasized the Chickasaws' warlike reputation, readers will see that they, like other southeastern Indians, offset their warpaths to their enemies with trading paths to their friends. The Chickasaws' strategic alliances, combined with their favorable location, enabled them to overcome their military adversaries and to evade political dissolution, the fate of so many of their Indian neighbors. In his political history "Splendid Peoples, Splendid Lands: The Chickasaws to Removal" (2003), archaeologist James Atkinson draws a different conclusion, writing: "The reason for the preservation of such a small population of people is… the result of living in a small area." Unlike the Creeks and Cherokees whose towns were divided by rivers, mountains, and other natural barriers, Chickasaw settlements were located on flat prairie lands that facilitated communication. Atkinson is right to point out that geography was an important facet of Chickasaw strength; however, this alone does not account for why the Chickasaws exist today, whereas many of their neighbors were conquered and absorbed into larger political entities. As much as geography matters, it matters as a part of relationships with other peoples. By focusing on the alliances that the Chickasaws developed to preserve their homeland, readers arrive at a better understanding of their comparative advantages. The purpose of this essay to is to analyze the Chickasaws' skillful conduct of trade, war, and peacemaking.   [More]  Descriptors: American Indian History, American Indian Studies, War, Economic Impact

DBS Corp., Arlington, VA. (1984). Elementary and Secondary School Civil Rights Survey, 1984 [machine-readable data file]. The "Elementary and Secondary School Civil Rights Survey" machine-readable data file (MRDF) contains data on the characteristics of student populations enrolled in public schools throughout the United States. The emphasis is on data by race/ethnicity and sex in the following areas: stereotyping in courses, special education, vocational education, bilingual education, ability grouping, and student discipline. This survey was conducted on an annual basis beginning with the 1967-68 school year and extending through the 1974-75 school year; since 1976, it has been a biennial survey. Over the years, the survey has undergone many changes in scope, coverage, content, and methodology. These changes have reflected the increased responsibilities of the Office for Civil Rights (OCR), as well as shifts in the civil rights issue as a national concern. The scope of this survey has gradually broadened to include discrimination on the basis of sex or hardship, and to address discrimination problems in discipline practices, tracking, ability grouping, or student assignments within schools and classrooms. The primary purpose of the survey is to collect data that can assist OCR in identifying school systems with potential problems. Data is collected via two forms: a district level form (ED-101) and a school level form (ED-102). Each district selected to participate in the survey completes ED-101 (about 3,500 districts) and every school within the selected district completes ED-102 (about 30,000 schools). School districts were selected from all 50 states and the District of Columbia. The final file contains the actual data submitted by the individual schools, as well as district summary data. School data is recorded by five ethnic categories (Alaskan Natives, American Indians, Asian Americans, Blacks, Hispanics), as well as by sex, giving the total number of pupils/students, those needing or enrolled in language assistance programs, those that are gifted/talented, and those suspended or given corporal punishment. Also provided are total student counts by grades 1 through 6 for each ethnic category and the number of students participating in special education programs (i.e., for hard of hearing, deaf, deaf-blind, educable mentally retarded, health impaired, multi-handicapped, orthopedically impaired, seriously emotionally disturbed, speech impaired, visually handicapped, etc.) by ethnic category, by sex, by part-time or full-time, and by English-speaking level. Numbers of pupils/students receiving high school diplomas are provided by sex and by ethnic category. Enrollments by sex for home economics, industrial arts, and physical education are provided for grades 7 through 9. POPULATION: Public Schools (80,000); Public School Districts (16,000). TYPE OF SURVEY: National Survey; Sample Survey. RESPONDENTS: Principals of Public Schools; Superintendents of Public School Districts. SAMPLE: Public Schools (30,000); Public School Districts (3,500). FREQUENCY: Annual (1968-1975); Biennial (1975–). YEAR OF FIRST DATA: 1968. Descriptors: Ability Grouping, Alaska Natives, American Indians, Asian Americans

King, C. Richard (2003). De/Scribing Squ*w: Indigenous Women and Imperial Idioms in the United States, American Indian Culture and Research Journal. Tracing the history of the term "squaw" offers insights into the positionings and politics of indigenous femininity in colonial America. Today, as throughout the colonization of Native America, imperial projects and projections have based themselves upon and imagined themselves through the lives, bodies, and images of indigenous women, situating these women as the ground, object, victim, and oppositional subject of coloniality in American culture. Although generally unrecognized, this situation underscores the differential impact of such projects and projections in four ways: (1) The constricted space for elaborating indigenous femininity mapped in and through "squaw" limits the kind and quality of roles open to them; (2) Colonial cliches such as "squaw" continue to focus the desires and disgust of Euro-Americans on the bodies of Native American women; (3) The insult targets women, injuring their societies; and (4) Issues of sexuality, race, culture, and history foster competing arguments for rights and tradition while fashioning identities (local, national, tribal, and pan-Indian). In this essay, the author examines the formation of the term "squaw," charting the meanings that bind femininity, indigenity, and coloniality together in vernacular and official elaborations of the term and of more recent anticolonial interventions. After examining the diverse uses and understandings of "squaw," the author focuses on three prominent oppositional strategies asserting rhetorical sovereignty, inversion, erasure, and reclamation. This essay concludes with a discussion on the significance of these patterns and practices.   [More]  Descriptors: Indigenous Populations, Sexual Identity, Females, Sexuality

American Indian Journal (1978). A Dwindling Water Supply and the Indian Struggle to Retain Aboriginal and Winters Doctrine Water Rights. Explaining the basis of Indian water rights, including the Winters doctrine, this article includes a report on President Carter's recently proposed water policy, a summary of the Comptroller General's report on reserved water rights in response to the President's proposal, and a synopsis of a water quantification bill to be introduced in the 96th Congress.   [More]  Descriptors: American Indians, Conservation (Environment), Courts, Federal Government

Kickingbird, Kirke; Charleston, G. Mike (1991). Responsibilities and Roles of Governments and Native People in the Education of American Indians and Alaska Natives. This paper traces the development of the government-to-government relationship between the United States and Native peoples and examines the implications of that relationship for Native American education. In 1532, Francisco de Vitoria refuted the Doctrine of Discovery and laid out four principles to guide Spanish governmental relations with Native peoples. Colonial powers and, later, the United States recognized the sovereignty of Native nations by entering into over 800 treaties with them. A 1794 treaty was the first to contain provisions for Indian education. In 1871 Congress ended treaty-making with Native governments, essentially legalizing Native assimilation and land annexation. The Bureau of Indian Affairs (BIA) controlled all aspects of Native education and government.  In 1934, in response to criticisms in the Meriam Report, Congress reaffirmed tribal self-government and provided financial inducements to states to enroll Natives in public schools. Following efforts in the 1950s to terminate the government-to-government relationship, the Federal Government in the 1960s reaffirmed its support for Native self-determination and tribally controlled education. The present trend of shifting responsibility for Native education from BIA and tribal schools to public schools has resulted in a real loss of Native control. Contemporary roles in Native education are described for various federal agencies, tribal governments, Native communities, and state governments. Recent Supreme Court decisions concerning the rights and jurisdiction of tribal governments are outlined. This paper contains 26 references and cites 46 court cases and 30 statutes.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian History, Court Litigation

Decker, Craig (1977). Statement of Craig Decker, Assistant Chief, Indian Claims Section, Land and Natural Resources Division Before the House Interior & Insular Affairs Committee, Subcommittee on Indian Affairs and Public Lands, House of Representatives Concerning: H.R. 2664 – To Amend the Indian Claims Commission Act and H.R. 3377 – To Authorize the Wichita Indian Tribe of Oklahoma to File Certain Claims with the Indian Claims Commission on May 10, 1977. Maintaining that a Federal policy re: unresolved American Indian claims is a necessary element for an overall Federal policy toward Indian affairs, this statement by the Assistant Chief of the Indian Claims Section/Land and Natural Resources Division argues against enactment of: H.R. 2664 (a bill "to amend the Indian Claims Commission Act of August 13, 1946, and for other purposes") and H.R. 3377 (a bill "to authorize the Wichita Indian Tribe of Oklahoma, and its affiliated bands and groups of Indians, to file with the Indian Claims Commission any of their claims against the United States for lands taken without adequate compensation, and for other purposes"). Specifically, this statement contends "H.R. 2664, as written, would be an amendment to Section 20 of the Indian Claims Commission Act. The amendment provides private relief to the Sioux only", while all sections of the Act as originally enacted and as amended provide for the claims of all tribes equally. This statement recommends, therefore, that action on H.R. 2664 be deferred until the administration can complete a general study of ancient Indian claims and that if this recommendation is not accepted, the bill be modified as specified in this statement. Recommending deferment or specific modifications of H.R. 3377, this statement maintains that waiver of res judicata and collateral estoppel in all Indian claims would be so far reaching that Congress would want to establish this precedent only after most careful consideration.   [More]  Descriptors: American Indians, Equal Protection, Federal Government, Federal Legislation

Keller, Robert H. (1989). America's Native Sweet: Chippewa Treaties and the Right to Harvest Maple Sugar, American Indian Quarterly. Argues in favor of a Chippewa right to harvest maple sap from trees on federal land. Discusses the history of Indian production of and trade in maple sugar, examines relevant treaties, and draws parallels with tribal rights to fish and harvest wild rice. Contains 91 references. Descriptors: American Indian History, American Indians, Federal Indian Relationship, Food

Whitford, Lea (1998). Teaching Tribal Histories from a Native Perspective, Cultural Survival Quarterly. The Browning (Montana) school district on the Blackfeet reservation teaches Blackfeet studies, language, arts, and crafts. Discusses the benefits of Native studies for Native and non-Native students, the value of experiential learning and storytelling, and the importance of respecting elders' rights to impart certain knowledge at the right time and place. A sidebar discusses Blackfeet educational customs. Descriptors: American Indian Culture, American Indian Education, American Indian Studies, Cultural Education

Forbes, Jack D. (1993). Native Americans of California and Nevada. Revised Edition. This book is designed to provide an introductory synthesis of the history and sociocultural evolution of Native American peoples in the Far West, with strong emphasis on California and Nevada. The book focuses particularly on those historical and cultural experiences likely to have contributed to the present conditions of Native communities and individuals, and on basic concepts related to Indian studies and improvement of Indian education. The book intends to counter widespread "mis-education" about the Native experience in North America, which leaves most non-Indians with a vague idea that Indians were "wronged" at some remote time but no accurate notion of what actually occurred or of the continuing reality of Indian life today. Chapters cover: (1) historical, cultural, and biological (genetic) legacies of American Indians and their significance for U.S. society; (2) the evolution of Native California and Nevada (origin of first Westerners, ancient American cultures, cultural elaboration and variation in the Far West, Spanish invasion and Native response, Mexican-Indian period, Anglo-American invasion); (3) the conquest and accompanying powerlessness and poverty, 1850s-1920s (seizure of Indian lands, labor exploitation, early treaties later ignored by federal and state governments, resistance and survival strategies, Bureau of Indian Affairs, Indian schools and literacy); (4) the Native awakening, 1920-1980s (struggles for equality of citizenship, for land and compensation, against discrimination and poverty, and for better education); (5) basic concepts for understanding Native history and culture; (6) a community-responsive multicultural approach to Indian education (principles, suggestions for personnel training, suggestions for teachers and administrators); and (7) extensive bibliography. Appendix includes the linguistic classification of California and Nevada Indians, with maps. Also included are notes and an index. Descriptors: Activism, American Indian Culture, American Indian Education, American Indian History

Terborg, Roland; Landa, Laura Garcia; Moore, Pauline (2006). The Language Situation in Mexico, Current Issues in Language Planning. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with is Spanish as the language of 90% of all Mexican citizens. While we recognise the role of Spanish as constituting a threat to the indigenous languages, it also plays an important role as a symbol of national identity and has developed a diversity of local varieties. Overall, Mexico has the greatest number of speakers of Spanish in the world and it is a major source of such cultural commodities as films, books, music and theatre. In addition, Spanish itself poses serious educational challenges, with regard to literacy.   [More]  Descriptors: Language Maintenance, Language Planning, Nationalism, Official Languages

Dale, Michael; And Others (1982). Your Rights: A Handbook for Native American Youth in Arizona. A handbook for Arizona Native Americans under 18 years old explains rights and responsibilities as young people, Native Americans, tribal members, and residents of Arizona. Rights are defined, ways of protecting rights outlined, and the fact that young people's rights are changing noted. Rights as a family member are discussed, as well as changes in family structure, adoptions, step-parents, and leaving home. A section on education covers rights as a student, Bureau of Indian Affairs boarding schools, special education, school discipline, suspension, expulsion, and constitutional rights. "Youth and the Criminal Justice System" outlines legal rights of juveniles, arrest procedures, and hearings and appeals. Health care rights and the Indian Health Service are discussed. Employment rights of young people are explained, including minimum wages, hours and kinds of work, exceptions to child labor laws, job discrimination, rights to wages, workmen's compensation, unemployment compensation, and social security. Other rights and privileges noted concern marriage, driver's licenses, bicycles, glue sniffing, alcoholic beverages, gambling, traffic violations, firearms, hunting, fishing, tobacco, voting, draft registration, lawsuits, obscene materials, name changes, curfews, and contracts. Arizona agencies (12) which can help young people are listed and described. Federal regulations on students rights and due process are appended.   [More]  Descriptors: American Indian Education, American Indians, Boarding Schools, Child Advocacy

Erni, Christian, Comp.; Parellada, Alejandro, Comp. (2000). The Indigenous World, 1999-2000 = El Mundo Indigena, 1999-2000. This annual publication (published separately in English and Spanish) examines political, social, environmental, and educational issues concerning indigenous peoples around the world during 1999-2000. Part 1 highlights news events and ongoing situations in specific countries in nine world regions: the Arctic, North America, Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Articles of educational interest on the Arctic and the Americas discuss language use (Greenlandic versus Danish) in Greenland; native language instruction for the Sami in Russia; "Indian control of Indian education" and technology use in Indian schools in the United States and Canada; financial support for U.S. tribal colleges; controversy over university research into indigenous ethnobotanical knowledge in Chiapas, Mexico; and assimilationist efforts to decrease the number of indigenous teachers and health workers in Peru. Other education-related articles discuss the struggle for indigenous language rights in Nepal and describe research and a documentary film on the educational situation of San children in southern Africa. Other indigenous issues include violations of human rights, environmental threats and indigenous opposition, legal and political reforms, land rights, cultural assimilation, intellectual property rights, and relationships between indigenous peoples and national governments. Indigenous women's issues are included throughout. Part 2 describes developments on indigenous rights at the United Nations.  (Contains maps and photographs.) Descriptors: Activism, American Indians, Civil Liberties, Colonialism

Berndt, Thomas J. (1996). The Morality of Friendship versus the Morality of Individual Autonomy. Two studies examined people's ideas about conflicts between the morality of friendship and the morality of individual autonomy. Study 1 included 144 subjects of 15, 18, and 21 years of age. In individual interviews, subjects were asked (1) what they would do in dilemmas in which friendship expectations conflicted with individual autonomy; (2) the reason for their decision; and (3) whether meeting a friend's expectations would be breaking friendship rules. Subjects also completed a questionnaire on the quality of friendship with their best friend, and another on their acceptance of individualistic values. Findings indicated that older students emphasized the morality of individual autonomy less than younger students but were no more likely to make individualistic decisions.  Younger students resolved friendship-individualism conflicts by asserting their individual rights; older students resolved these conflicts by setting boundaries on friendship obligations. Students' decisions about dilemmas were unrelated to their endorsement of individualistic values but were related to the quality of their friendships; friendships with more negative features were associated with less compliance to friendship expectations. Study 2 used the same methodology as Study 1, but included adult graduate students–79 from the United States and 69 from India. More Indian than American adults resolved conflicts by complying with friendship expectations. However, Indian adults endorsed individualism more often than American adults. The differences between American and Indian adults' decisions about the dilemmas were not related to differences in friendship quality. In both studies, decisions showed little consistency across dilemmas. Two tables list the dilemmas used in the studies.   [More]  Descriptors: Adolescents, Adults, Age Differences, Conflict of Interest

Brown, Willie L., Jr.; And Others (1970). Thoughts on Diversity and Community in the Southwest with All Due Respect. The authors of the 4 essays presented in this document expressing minority viewpoints are members of the Southwest Intergroup Relations Council, an organization established to highlight, through publication, problems of the minorities of the Southwest. The first entry, "Blacks, Browns, and Reds–Colors Far Apart," points out the rift between Blacks, Mexican Americans, and Indians as a result of the struggle for power in organizations and for control of Federal programs. The second article, "E Pluribus Unum: La Raza," takes a historical look at the plight of Mexican Americans who, as "original" owners of the land in the Southwest, are now deposed and have been forced to an image of a people in dire need of social and cultural rehabilitation. The essay "Indian and Other Tribes"  presents the Indian viewpoint regarding the integrationist's theory of the melting pot as being applied to the Indian without regard to existing rights of tribes as sovereign communities. "Patterns of American Prejudice" is a report on a major study of contemporary anti-Semitism in the United States. The final essay, "Thoughts on the Dominant American," discusses the social science and literature of America being redundantly concerned with the fates and fortunes of the minorities while the social consciousness of the dominant American needs to be reassessed.   [More]  Descriptors: American Indians, Blacks, Cultural Pluralism, Education

Ferrin, Scott Ellis (1999). Reasserting Language Rights of Native American Students in the Face of Proposition 227 and Other Language-Based Referenda, Journal of Law and Education. Argues for new analysis of language rights of Native-American students as enunciated in the Native American Languages Act (NALA). Current efforts to model federal legislation on "English Only" referenda potentially violate NALA's statement of rights and policy in favor of supporting students' native languages. Does not take into account unique social ills confronting Native Americans, including danger of language extinction and cultural extermination. (75 footnotes) Descriptors: American Indian Education, American Indian Languages, Compliance (Legal), Court Litigation

Zirkel, Perry A. (2000). Counterpoint-Introduction: Does NALA Provide Rights or Merely Rites?, Journal of Law and Education. Summarizes Scott Ferrin's argument in the January 1999 issue of this journal (EJ 583 598) that "English only" policies violate the language rights of Native American Students. Introduces the rebuttal by Jim Littlejohn in the following article (EA 537 750). (Contains 17 footnotes.) Descriptors: American Indian Education, American Indian Languages, Court Litigation, Elementary Secondary Education

Jeynes, William H. (2007). American Educational History: School, Society, and the Common Good, SAGE Publications (CA). Designed for undergraduate and graduate courses in education, this book covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. It introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills and examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. It contains 15 chapters: (1) The Colonial Experience, 1607-1776; (2) The Effects of the Revolutionary War Era on American Education; (3) The Early Political Debates and Their Effect on the American Education System; (4) Education, African Americans, and Slavery; (5) The Education of Women and Native Americans, Latinos, and Asian Americans; (6) The Widespread Growth of the Common School & Higher Education; (7) The Effects of the Events During and Between the Civil War and World War I; (8) The Liberal Philosophy of Education as Distinguished from Conservatism; (9) The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education; (10) The Civil Rights Movement and Federal Involvement in Educational Policy; (11) The Turbulence of the 1960s; (12) The Rise of Public Criticism of Education; (13) The Rise of Multiculturalism & Other Issues; (14) Educational Reform under the Republicans and Democrats; and (15) Other Recent Educational Issues and Reforms.   [More]  Descriptors: African Americans, United States History, Civil Rights, Females

Copenhaver, John; Taylor, Mae (2002). Special Educational Rights for Parents of Children with Disabilities. This handbook describes parent educational rights mandated under federal rules and regulations of the Individuals with Disabilities Education Act, including the amendments of 1997 (IDEA), and the Bureau of Indian Affairs/Office of Indian Education Programs special education eligibility document. Each main topic is preceded by a box that contains a brief summary in clear and understandable language. The following topics are addressed: key special education definitions; free appropriate public education; prior notice to parents; parent consent; independent educational evaluation; educational surrogate parents; student records; mediation; complaint procedures; impartial due process hearing; attorneys' fees; private school placement; and discipline.   [More]  Descriptors: Access to Education, American Indians, Definitions, Disabilities

Parker, Alan; And Others (1976). Task Force Two: Tribal Government. Final Report to the American Indian Policy Review Commission. Research findings along with recommendations for change in Federal law and policy that would protect and strengthen the tribal right of self government constitute the final report of the Tribal Government Task Force. From the range of issues and problems identified in the task force effort emerged six basic subject areas around which this final report is structured. The first four chapters describe from differing perspectives the relationship of Indian tribes to the Federal Government. They discuss (1) the relationship between the Bureau of Indian Affairs and the tribes as governments, (2) the nature and extent of the governmental responsibility possessed by Indian tribes and the statutory obstacles to the exercise of tribal self government powers, (3) the specific needs tribes have expressed for resources and technical assistance to support the basic function of government, and (4) the domestic assistance programs and problems in eligibility, delivery systems and program requirements that constitute obstacles to full tribal participation. The final three chapters deal with land consolidation and acquisition, special problems of small tribes, and the task force's analysis of tribal government accountability.   [More]  Descriptors: American Indian Reservations, American Indians, Federal Indian Relationship, Government Role

Zokan delos Reyes, Louise (1985). Adoption and the American Indian Child: A Manual for Social Service Workers. Written for social service workers involved with Indian child welfare cases in which adoption through a state court is being considered, this manual presents basic information about the requirements of the Indian Child Welfare Act of 1978 (ICWA) in cases of Indian adoption. Background material explains that the ICWA–intended to establish standards to help keep Indian families intact and prevent unnecessary out-of-home placement–is, apparently, misinterpreted by many social service agencies as prohibiting the adoption of any Indian child. A summary is provided of the way adoption is perceived in Indian communities and the circumstances in which adoption of an Indian child is appropriate. Specific information is provided about ICWA requirements for voluntary and involuntary termination of parental rights, preferred adoptive homes, diligent search for a suitable adoptive home, and obligations of the state upon finalization of an Indian adoption. The manual includes a directory of Bureau of Indian Affairs Area offices and seven organizations that maintain national or regional registries of prospective Native American adoptive families and/or children. Descriptors: Adopted Children, Adoption, American Indians, Child Advocacy

Tovar, Marcela; Chavajay, Miriam (2000). Las bases y fundamentos del derecho indigena del pueblo maya de Guatemala (The Foundations and Principles of Indigenous Rights of the Maya People of Guatemala), Asuntos Indigenas. The Guatemalan peace accord recognizes the institutions and local authorities of indigenous peoples, as well as their customs, common lands, and the "customary right" (common law) that structures intracommunity relations. However, it is difficult to define "customary right" and its applications and limits. A systematic study of traditional community rights and practices was carried out in Guatemalan towns and villages speaking six Mayan languages, two multilingual communities, and one that had lost its indigenous language. The study found the Mayan culture to be dynamic and adaptive, but it suffered great changes during the 1980s-90s when political violence and forced migration broke the social and political structure of indigenous communities. Urbanization and access to services, particularly education, have also been forces of change. Findings about Mayan culture, community structure and authority, and the role of the family are presented in these sections: the sacred as the basis of indigenous rights; the relationship between the community and nature; traditional intergenerational relationships and recent weakening of cultural transmission to youth; community "space" and community members' right to use common lands; the common good and the authority of the community assembly; community service as sacred obligation; systems of community authority, local government, and leadership qualities; the community basis of personal identity; reciprocity and communal work; barter of food and basic goods between villages; family responsibilities, nonformal education, and parent-child relationships; family formation and transition to adult responsibilities through marriage; behavioral norms and transgressions; definition of indigenous rights; cultural values of balance and harmony, respect, and justice; and relationships between the community and the State. Descriptors: American Indian Culture, Behavior Standards, Child Rearing, Community

Horton, Betty, Ed.; And Others (1996). Supporting Diversity, Impact. This newsletter feature issue focuses on services for persons with developmental disabilities that support the whole person by acknowledging, respecting, and incorporating aspects of identity such as race, ethnicity, religion, sexual orientation, gender, age, and class. Articles include: (1) "Serving the Whole Person: The Journey to Embracing Diversity" (Bonnie Shoultz and Marijo McBride); (2) "Supporting Diversity: What Will It Take?" (Betty T. Horton); (3) "The Need To Reconfigure Our Hard Drives" (James L. Mason and others), which describes the need to change attitudes and become culturally competent; (4) "Forging Coalitions" (John W. McClain and James E. Van Arsdall), which provides strategies for integrating the issues of minorities with disabilities into the national agenda of traditional civil rights organizations; (5) "Finding Support in a New Land" (Dao Xiong), which describes a parent outreach program for refugee families; (6) "Family Support in Inner-City Atlanta" (Lesa Nitcy Hope and Mary Yoder); (7) "Honoring Diversity through Spirit and Faith" (Bill Gavental); (8) "Is It Okay for Me To Love?" (Dave Hingsburger), which describes a program that provides sex education resources for individuals with developmental disabilities; (9) "Empowering Families To Manage Service" (Marijo McBride); (10) "Seeing the Wheel within the Wheel" (Early Schwartz), which describes an educational program for Jewish individuals with developmental disabilities; (11) "Making Inclusion a Reality" (Ella Gross), which describes a program that promotes community inclusion for African American individuals with developmental disabilities; (12) "Serving Children and Families Who Are Homeless" (Tawara D. Taylor and others); and (13) "Improving Outreach to American Indians" (Priscilla Sanderson). Stories of individuals with developmental disabilities who have taken part in the described programs are included. A list of eight resource publications is also provided.   [More]  Descriptors: Age, American Indians, Attitude Change, Blacks

Abu-Saad, Ismael, Ed.; Champagne, Duane, Ed. (2006). Indigenous Education and Empowerment: International Perspectives.  Contemporary Native American Communities #17, Altamira Press. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to the understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education. The book opens with an introduction entitled "Seeking Common Ground through Education: An Introduction." The book is then organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon and Dorothy LeBeau); (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C. D. James Paci); (5) Hear the Silenced Voices and Make that Relationship: Issues of Relational Ethics in Aboriginal Contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu and Mere Kepa); and (9) Articulating Indigenous People's Culture in Education (Leah Enkiwe Abayao). An index and information about the authors conclude the book.   [More]  Descriptors: Empowerment, Social Integration, Social Development, American Indian Education

DeGrasse, Alfred (1975). The Legend of the Red Eagle, Weewish Tree. A magic arrow kills a troublesome red eagle only when it is shot by the "right" man. Descriptors: American Indians, Childrens Literature, Justice, Legends