Vinding, Diana, Ed.; Wessendorff, Kathrin, Ed.; Parellada, Alejandro, Ed.; Erni, Christian, Ed.; Jensen, Marianne, Ed.; Garcia-Alix, Lola, Ed. (2002). The Indigenous World, 2001-2002 = El Mundo Indigena, 2001-2002. This document contains the English and Spanish texts of an annual publication which examines political, social, environmental, and educational issues concerning indigenous peoples around the world in 2001-02. Part 1 describes current situations and events in 11 world regions: the Arctic; North America; Mexico and Central America; South America; Australia and the Pacific; east and southeast Asia; south Asia; and four sections of Africa. In general, indigenous peoples worldwide were dealing with issues related to land rights, self-determination, relations between central government and indigenous communities, outright oppression and violence, environmental destruction by economic development projects, communal rights, women's rights, access to appropriate education and to health care, and preservation of indigenous cultures and languages. The events of September 11 raised fears that indigenous peoples struggling for self-determination and fundamental rights would be unjustly accused of being terrorists. Items of educational interest in the Arctic and the Americas include ongoing debates in Greenland over the relative status of Danish and Greenlandic in the schools; efforts to protect Saami language and culture in Sweden; inadequate U.S. federal funding for tribal administration of schools and for necessary construction and repair of Bureau of Indian Affairs schools; reforms in indigenous education in Guatemala; the situation of the bilingual intercultural education system in Venezuela; efforts to protect collective intellectual property of indigenous peoples of the Amazon region; and training of indigenous teachers in Brazil. Articles on other regions discuss education as a tool of Chinese repression in Tibet; language issues in East Timor, Nepal, Morocco, Ethiopia, and South Africa; nonformal education initiatives and native language instruction for indigenous Cambodians; and language and cultural maintenance through cultural festivals in Kenya. Part 2 reports on United Nations work on indigenous rights. Descriptors: Acculturation, Activism, American Indians, Civil Liberties

Scott, Jerrie Cobb, Ed.; Straker, Dolores Y., Ed.; Katz, Laurie, Ed. (2008). Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practices, Routledge, Taylor & Francis Group. How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today's diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations? This landmark volume responds to the call to attend to the unfinished pedagogical business of the National Council of Teachers of English (NCTE) Conference on College Composition and Communication 1974 Students' Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations. Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students' use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need. This book contains four parts. Part I, Setting the Context, includes: (1) Cross-Currents in Language Policies and Pedagogical Practices (Jerrie Cobb Scott, Dolores Y. Straker, and Laurie Katz); and (2) Perspectives on Language Policies and Pedagogical Practices, includes: Interview 1: Issues in Global and Local Language Policies (Joel Spring); Interview 2: An Insider's View of African American Language Policies and Pedagogies (Geneva Smitherman); Interview 3: The Law of Language in the United States (Cristina M. Rodriguez); and Interview 4: What Teachers Need to Know to Educate English Language Learners (Mary Carol Combs). Part II, Educational Policies, Attitudes, and Unfulfilled Promises, contains: (3) The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind (John Baugh and Aaron Welborn); (4) Portraits Counterportraits, and the Lives of Children: Language, Culture, and Possibilities (Rick Meyer); (5) Restore My Language and Treat Me Justly: Indigenous Students' Rights to Their Tribal Languages (Dorothy Aguilera and Margaret D. LeCompte); (6) Power, Politics, and Pedagogies: Re-Imagining Students' Right to Their Own Language Through Democratic Engagement (Valeri Kinloch); (7) Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs (Laurie Katz, Jerrie Cobb Scott, and Xenia Hadjioannou); (8) Positionality: Using Self-Discovery to Enhance Pre-Service Teachers' Understanding of Language Differences (Nancy Rankie Shelton); and (9) Beyond the Silence: Instructional Approaches and Students' Attitudes (David E. Kirkland and Austin Jackson). Part III, Toward a Pedagogy of Success in Classrooms, contains: (10) "We Have Our Own Language as Well as the Languages We Bring": Constructing Opportunities for Learning Through a Language of the Classroom (Beth V. Yeager and Judith L. Green); (11) "Taylor Cat is Black": Code-Switch to Add Standard English to Students' Linguistic Repertoires (Rebecca S. Wheeler); (12) There's No "1" Way to Tell a Story (Laurie Katz and Tempii Champion); (13) Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children's Languages and Cultures to Facilitate Literary and Social Understandings (Jeane Copenhaver-Johnson, Joy Bowman, and Angela Johnson Rietschlin); (14) Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature (Tamara L. Jetton, Emma Savage-Davis, and Marianne Baker); (15) Educating the Whole Child: English Language Learners in a Middle School (Mari Haneda); (16) New Chinese Immigrant Students' Literacy Development: From Heritage Language to Bilingualism (Danling Fu); and (17) High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms (Dorothea Anagnostopoulos). Part IV, Global Perspectives on Language Diversity and Learning, contains: (18) Possibilities for Non-Standard Dialects in American Classrooms: Lessons from a Greek Cypriot Class (Xenia Hadjioannou); (19) The Writing on the Wall: Graffiti and Other Community School Practices in Brazil (Ana Christina Dasilva Iddings); (20) The Social Construction of Literacy in a Mexican Community: Coming Soon to Your School? (Patrick H. Smith, Luz A. Murillo, and Robert T. Jimenez); (21) Multilingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy) (Gerda Videsott); (22) Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages (Nkonko M. Kamwangamalu); (23) Meaningful Early Literacy Learning Experiences: Lessons from South Africa (Carole Bloch); and (24) India's Multilingualism: Paradigm and Paradox (Zarina Manawwar Hock). "3/5 of a Language?", a foreword by David Bloome, and "Reflections on Language Policies and Pedagogical Practices", an afterword by Jacqueline Jones Royster, Jerrie Cobb Scott, and Dolores Y. Straker, are included. An author index and a subject index are also included.   [More]  Descriptors: Multilingualism, Teaching Methods, Language Planning, Language of Instruction

Pilla, Thomas V. (1997). Dealing with Disproportionality in the Juvenile Justice System: The State of Washington's Approach. In 1995, a report on the Washington state juvenile justice system found that minority youth were four times more likely than white youth to be sentenced to confinement. This report reviews aspects of disproportionality in Washington's juvenile justice system, summarizes inquiries by the Washington Advisory Committee to the U.S. Commission on Civil Rights, and highlights state and community efforts to address disproportionality. A section on demography and the extent of the problem examines Washington population data overall and for youth aged 10-17 by racial group; evidence of racial disproportionality in anecdotes, arrest rates, detention rates, prosecutor actions, and sentencing patterns; and positive and negative aspects of judicial discretion. Diversion programs–a legally mandated alternative to court for kids–have had some success, but problems include lack of funding, lack of community commitment, and family difficulties that prevent youth from appearing at required hearings. Statewide efforts on disproportionality include improved data collection and analysis on the juvenile justice system, state-mandated monitoring of juvenile disposition standards and the effectiveness and cultural relevance of rehabilitative services, and extensive diversity training for law enforcement and juvenile justice personnel. Successful community programs provide mentors to oversee alternatives to detention for African American youth, work to reinstate youth in school, and provide counseling and tutoring at drop-in centers. A multitribal organization advocates for American Indian youth in the juvenile justice system. Ongoing challenges include contributing factors in the child's environment, lack of funding, detentions due to failure to appear, lack of bilingual staff, and lack of prevention services.   [More]  Descriptors: Adolescents, American Indians, At Risk Persons, Blacks

Campbell, Gregorgy R.; Foor, Thomas A. (2004). Entering Sacred Landscapes: Cultural Expectations versus Legal Realities in the Northwestern Plains, Great Plains Quarterly. Sacred and cultural geography is a universal feature of indigenous religious practices across Native North America. However, in a growing number of cases, conflicts have developed between Native North American religious practitioners and land-managing federal agencies. The contentious situations often come down to Indian peoples struggling to reassert their religious rights within an environment of "due process, federal and state statutes, and administrative policies." Here we take a case study, the Big Horn Medicine Wheel, and examine the problem of weighing a value system based on inextricably associating a spiritual world and physical geography against a system that inherently separates the two.   [More]  Descriptors: Values, Public Agencies, North Americans, Administrative Policy

Lyndon B. Johnson Space Center, Houston, TX. (1979). American Indian Telecommunications Satellite Demonstration Project. Summary Report. The technical feasibility of voice and television communication within and between tribes, between tribes and federal agencies, and between educational institutions and tribes was demonstrated by broadcasts which took place April 10, 12, and 14, 1978, with equipment located at four sites: Crow Agency, Montana; All- Indian Culture Center, New Mexico; Moffett Field, California; and Washington, D.C. Two-way interactive television with the TV signals transmitted by satellite allowed tribe members, government officials, and congressmen to see and talk with one another. The National Aeronautics and Space Administration arranged for the use of the Communications Technology Satellite and other technical equipment; the tribes otherwise planned and conducted the broadcasts which included informative presentations by representatives of government agencies, discussion between tribes and a panel of congressmen, instructional programs, and question-and-answer periods with tribes and government representatives participating. Health services, education, rural development, water rights, and the Bureau of Indian Affairs were topics of discussion. Indian groups and federal agencies must now study the possible uses, benefits, and cost effectiveness of using satellite communications to improve Indian information networks.   [More]  Descriptors: American Indians, Communication (Thought Transfer), Communications, Communications Satellites

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. District Summary Volumes 1 and 2. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state, and projected data, computed from the reported data using sampling weights for each district. The data are summarized by Office of Civil Rights (OCR) client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black, not of Hispanic origin; White, not of Hispanic origin; male; and female. Three types of reports are included: (1) National and State Summary of Projected Data, by state; (2) National and State Summary of Reported Data, by state; and (3) District Summary Report, by state. Each report has: (1) Identification Data (state and name and location of school district); (2) Summary Data–by individual racial/ethnic categories, total, and by sex (except for bilingual data) for the following areas: enrollment; bilingual (in need of language assistance programs); bilingual (enrolled in language assistance programs); gifted/talented; corporal punishment; suspensions; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability; and graduates; (3) Special Education Data is subdivided by children: awaiting initial evaluation; identified as requiring special education; in special education programs in school district; in special education program in nondistrict facility; part-time; full-time; (4) Supplemental Data reports: (1) Limited English Proficiency (LEP) students identified as in need of language assistance but not enrolled in such programs, and (2) students in selected courses (home economics, industrial arts, and physical education), by sex in single-sex and mixed-sex classes.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Corporal Punishment, Disabilities

Hill, James F. (1994). Tribal Colleges: A Success Story. An overview is provided of the tribal college movement, including information on the students, curricula, funding, and future of these institutions. The paper begins by examining the history of the establishment of tribal colleges, citing the influence of the civil rights movement of the 1960's, never-realized interest in establishing a single national university to serve all tribes, and the creation of tribal colleges by individual tribes, beginning with the establishment of Navajo Community College in 1968. Next, common traits of the early tribal colleges are explored, including tribal charter and control; a mission strongly committed to the enhancement, preservation, and teaching of tribal culture; and a commitment to strong transfer and vocational functions. The paper then looks at the curricula of individual colleges as a reflection of institutional mission and tribal needs, underscoring the importance of Indian and Tribal Studies programs and courses and programs related to such contemporary issues as tribal management and federal laws. A profile of tribal college students is presented next, indicating that most are from the reservation, older than traditional college students, and often the first in their families to attend college. Additional information on Native American participation in higher education is also provided. After addressing the federal government's responsibility for and failure to adequately fund the education of Indians on reservations, the paper points to other sources of funding. Next, the paper discusses the formation and role of the American Indian Higher Education Consortium, and identifies reasons for the success of tribal colleges. Finally, prospects for the survival of the tribal college movement are analyzed. Information on tribal college funding and enrollments is appended.   [More]  Descriptors: American Indian Education, American Indian Reservations, Community Colleges, Tribally Controlled Education

Steiner, Stan (1979). The Mexican Americans. For more than 400 years the ancestors of the Mexican American have contributed to the spiritual and material wealth of this land, yet recognition of their cultural and national rights has been slow to come. Like the American Indians, Chicanos can claim, "We did not come to America, America came to us". As a conquered people, they have been repressed by the dominant society. Mexican Americans can trace their ancestry back to the Spanish conquistadores who subjugated the Aztec. From the blending of the two cultures came the Mestizo population. It was the Mestizos and Mexicans, rather than the Spaniards, who settled the American Southwest; but most of the millions of acres of rich lands granted by the Spanish Land Grants were lost after the U.S. victory in the Mexican American War.  Some Mexican Americans worked as laborers on the large farms or ranches; others migrated to the cities and settled in the barrios. From within the barrios has come the growth of the Chicano movement, which protests against the status quo and its social institutions and seeks to establish Mexican Americans as part of the social and political structure of the nation. Mexican Americans today number between 7 to 12 million and will soon be the largest minority in America. Their future depends on how they define their national identity and the direction they choose to take as a national minority. It also depends on how the nation itself chooses to define the political and constitutional union that binds our culturally pluralistic people together. Descriptors: American History, American Indians, Civil Rights, Cultural Pluralism

Jones, Eliza, Ed.; And Others (1989). Bakk'autugh Ts'uhuniy = Stories We Live By. Traditional Koyukon Athabaskan Stories Told by Catherine Attla, with Teacher's Guide. This collection of eighteen traditional stories are told in Koyukon Athabaskan, an American Indian language variety spoken in Alaska, on the left page and in English translation on the right page. Introductory sections provide background information on the oral tradition from which the stories come, the translations, the storyteller and her storyteller grandfather, and Koyukon Athabaskan orthography. The stories are in five categories according to theme: power and compassion ("Wind Man,""The One Who Secured His Axe to the Sky,""The One Who Had Been Willed To Come for a Man's Daughters,""Eagle Man Who Carried People Far Away"); Raven ("The Baby Who, According to His Aunt, Resembled His Uncle,""Great Raven Who Killed a Water Monster,""Great Raven Killed a Whale,""Great Raven Who Abducted a Young Girl"); love and jealousy ("The Woodpecker Who Starved His Wife,""The Taahsol Woman,""The One Who Recognized Her Younger Brother's Little Finger"); death ("The One Who Tore the Bowpiece from Her Grandmother's Canoe,""K'itlinbaalots'ik"); and war ("Liver's Head,""Unkk'uya,""Deeneegidzee,""Northern Lights Man,""The One Who Drank Water with Dog Droppings in It"). A separate teaching guide providing background notes on the tales, comprehension and discussion questions and activities, has been appended. Descriptors: Alaska Natives, American Indian Culture, Athapascan Languages, English

Fuentes, Nancy (1995). Maryetta School: The Center of a Rural Community, Issues…about Change. This theme issue describes Maryetta School, a rural pre-K-8 school in Stilwell, Oklahoma, with an enrollment of approximately 500 students, mostly American Indians of Cherokee descent. Although the area has a high poverty rate and virtually all the students are judged to be at risk, the school has an impressive array of programs and facilities and has won numerous awards, including National School of Excellence in 1988. This case study report traces the school's development, particularly since the early 1980s, and identifies leadership strategies that have promoted school improvement. Since 1968, the school has been under the leadership of a visionary "superintendent" (the title given to heads of dependent schools, which send students to another district for high school). The superintendent's beliefs that physical activity promotes academic learning and that right-brain learning styles are prevalent among Indian children led to the development of a "psychomotor program" that uses physical activities to reinforce cognitive skills and retention. This program and others have been funded through aggressive grantsmanship. The superintendent is the driving force for change and has several leadership strategies for effecting change and steady improvement. These include securing grants, determining and implementing the community's priorities, organizing special events that include the community, providing community education programs and other services, and planning for the long term and managing money wisely. The superintendent also hires strong, supportive staff with a variety of complementary skills, maintains good working relationships with them in a collegial atmosphere, and encourages new ideas.   [More]  Descriptors: American Indian Education, Case Studies, Change Strategies, Cherokee (Tribe)

Alberta Education (2008). Cree Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4. This document is designed to provide assessment materials for specific Grade 4 outcomes in the Cree Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Cree Language and Culture Nine-year Program, Grades 4-5-6 provided the basis for the development of the performance tasks and accompanying evaluation tools in this document. These assessment materials are intended to be closely linked to classroom practices and are aligned to the general and specific outcomes for Grade 4. The guide discusses purposes of assessment as divided into two categories: "for learning" (formative assessment) and "of learning" (summative assessment). Suggestions for how and when to use assessment materials, and activity templates are included. The guide summarizes effective classroom assessment as: (1) addressing specific outcomes in the program of studies; (2) sharing intended specific outcomes with students prior to instruction; (3) assessing before, during and after instruction; (4) employing a variety of assessment strategies and evaluation tools to indicate student achievement; (5) grounding assessment within contexts that are meaningful to students; (6) sharing criteria with students before assessment activity begins; (7) providing frequent and descriptive specific feedback to students; (8) facilitating students' communication with others who have a right to know about their progress and achievement; and (9) ensuring students can describe what comes next in their learning. (Contains 2 footnotes.) [For "Cree Language and Culture: 9-year Program Guide to Implementation, Grades 4-5-6," see ED506220.]   [More]  Descriptors: Feedback (Response), Student Evaluation, Formative Evaluation, Program Guides

Adams, Karen L., Ed.; Brink, Daniel T., Ed. (1990). Perspectives on Official English. The Campaign for English as the Official Language of the USA. Essays on the campaign to establish English as the United States' official language include: "Official Languages and Language Planning" (Richard Ruiz); "Una lingua, una patria?: Is Monolingualism Beneficial or Harmful to a Nation's Unity?" (David F. Marshall and Roseann D. Gonzalez); "Canadian Perspectives on Official English" (Joseph E. Magnet); "Language Policy and Linguistic Tolerance in Ireland" (Alan Hudson-Edwards); "Languae Policies in Western Europe and the Union of Soviet Socialist Republics" (Leslie J. Limage); "The Legislation of Bahasa Malaysia as the Official Language of Malaysia" (William G. Davey); "English – The Official Language of California, 1983-1988" (Stanley Diamond); "Testimony Before the State Legislature on California Proposition 63″ (Geoffrey Nunberg);"Voting Rights, Liberal Voters and the Official English Movement: An Analysis of Campaign Rhetoric in San Francisco's Proposition 'O'" (Kathryn A. Woolard); "The Popularity of California's Proposition 63: An Analysis" (Connie Dyste); "The Official English Movement in Florida" (Max J. Castro, Margaret Haun, and Ana Roca); "Who Supports Official English and Why?: The Influence of Social Variables and Questionnaire Methodology" (Ana Celia Zentella); "Ethnic and Linguistic Minorities in the Southwest: An Overview" (Karen L. Adams); "Official English and the Learning of English" (Jon Amastae); "On the English Proficiency Act" (The Honorable Jeff Bingaman); "The Official English Movement and the Role of First Languages" (Elizabeth A. Brandt); "Official English and the Urge to Legislate" (Betty Lou Dubois); "The Navajo Language Today" (AnCita Benally and T. L. McCarty); "American Indian Language Policy" (Ofelia Zepeda); "Legal Background and History of the English Language Movement" (Barnaby W. Zall and Sharon McCloe Stein); "Is Language Choice a Constitutional Right?: Outline of a Constitutional Analysis" (James Weinstein); "Bilingualism and the Constitution" (John Trasvina); "Language and the Law in the Classroom: Bilingual Education and the Official English Initiative" (Rachel F. Moran); "Language Rights as Collective Rights" (Joseph E. Magnet); and "On Walling In and Walling Out" (The Honorable Noel Fidel). Six appendices covering amendments, initiaties, and resolutions; the Treaty of Guadalupe Hidalgo, article VIII; congressional hearings; the New Mexico state Constitution–Articles XII, XX; and representitive data are included. Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Classroom Communication

Villegas, Malia Maya (2010). 500 Maori PhDs in Five Years: Insights from a Successful Indigenous Higher Education Initiative, ProQuest LLC. With this thesis, I present a case study of the effort to graduate 500 "Maori" doctorates in five years in New Zealand in order to advance our understanding of a successful Indigenous higher education initiative. By paying careful attention to contextual factors, I describe the theoretical and practical significance of this effort and discuss the implications for higher education and for Alaska Native doctoral development. Through the presentation of data, I explore why such an effort was desirable for "Maori," how this initiative was made possible, and what kinds of changes it has inspired. I argue that the goal of supporting the development of 500 "Maori" PhDs is fundamentally aspirational and focused on generating success through establishing right relationships as specified in "Maori" cultural understandings and beliefs about creation, or cosmogony. "Maori" culture and cosmogony serve as foundation for inquiry and allows for an alternate conception of scholarship that is not based in academic disciplines or tertiary education institutions.   The "Maori" doctoral development initiative has inspired similar efforts to develop Indigenous doctorates in First Nations communities in Canada, Native Hawaiian communities, and Alaska Native communities. As such, this study seeks to provide information about how this initiative emerged and took hold to those interested and involved in Indigenous higher education development. Case study data include: institutional documents and archival records; data from interviews with 44 initiative leaders, participants, and university administrators; and participant observation data from gatherings of "Maori" scholars. I draw on analytic methods from grounded theory, including: open and axial coding, data displays, and the constant comparative method. In order to come to a full understanding of the particularities and resonant qualities of this case, I also draw on existing research on "Maori" social and political movements, Indigenous higher education, and the history of universities and scholarly development. Through this dissertation, I hope to engage "Maori" people, Alaska Native and Indigenous leaders, and higher education researchers in a conversation about how the "Maori" doctoral development effort might inform our understandings about higher education development in an Indigenous context.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Grounded Theory, Higher Education, Participant Observation, Alaska Natives

Innes, Robert Alexander (2004). "I'm On Home Ground Now. I'm Safe" Saskatchewan Aboriginal Veterans in the Immediate Postwar Years, 1945-1946, American Indian Quarterly. In 1945 the Saskatchewan Aboriginal veterans from World War II returned to a rapidly changing world. The economy was improving dramatically as expanding industries encouraged unprecedented consumerism. In addition, new social values reflected an optimism for the elimination of the social inequality epitomized by Nazi Germany. The new social consciousness culminated with the United Nations' Declaration of Human Rights in 1948. In Canada the postwar years saw the federal government begin to investigate Indian policy reforms. In Saskatchewan the postwar years ushered in a new optimism epitomized by a new provincial government. In 1944 the people of the province of Saskatchewan elected the first socialist government in North America, the Co-operative Commonwealth Federation (CCF). The CCF, elected on the slogan "humanity first," began examining the possibility of implementing an Aboriginal policy. The change of economic, social, and political environment in Canada immediately after the war added to the excitement brought on by the ending of hostilities. Saskatchewan Aboriginal veterans' active participation in the immediate postwar changes was minimal.   [More]  Descriptors: Foreign Countries, State Government, Social Values, War

Nelson, Mary Carroll (1971). Pablita Verarde: The Story of an American Indian. Pablita Velarde Hardin is a famous Tewa Indian artist, born in Santa Clara Pueblo, New Mexico in 1918. She has helped revive and reinterpret traditional Indian art forms, preserving both for the pleasure of people today and for future generations. From ancient tales told to her by her father she has written and illustrated "Old Father, the Story Teller", a book of Tewa legends. Pablita's life has been one of conflict between her Indian heritage and her life in the Anglo world. Her years were much like those of any other Tewa baby, although when she was three her mother died. She was educated in Indian boarding schools and in the eighth grade received her first art training at the Bureau of Indian Affairs boarding school in Santa Fe. There Indian children were taught basic art concepts but were encouraged to develop their own art styles and to reflect their own cultures. By the end of the first year her detailed paintings of pueblo life were chosen for exhibit in Chicago and Washington, D.C. She graduated from high school in 1936, a feat seldom accomplished by girls of her tribe at that time. At 23 she married Herb Hardin, an accomplished Anglo, and became the mother of two, Herby and Helen, the latter being an artist in her own right. She kept to her art resulting in fame for her murals and paintings. Her work is related to her Indian culture and she has attempted to preserve Santa Clara Pueblo culture; she uses her art to interpret Indian life. Today she is the most famous Indian woman painter in the world. This biography is written for grades five and up.  Descriptors: Adolescent Literature, American Indian Reservations, American Indians, Artists

Office of Education (DHEW), Washington, DC. (1979). A Brief History of the Federal Responsibility to the American Indian. As tribes and individuals, Indians claim dual rights in American society. Granted full citizenship in 1924, Indians are entitled to all protections and benefits enjoyed by other citizens, including free public education for their children. As the original inhabitants of the United States, Indians also claim rights accruing to no other population groups based on treaties signed between individual tribes and the Federal Government between 1778 and 1871, acts of the U.S. Congress to implement the treaties and provide for the general welfare of Indian people, and court decisions upholding the validity of treaties and special legislation to deal with Indian matters. This summary, written for the layman with special emphasis on education, reviews the treaty guarantees made by the Federal Government and the services actually provided under the guarantees. It summarizes congressional intent, from the end of the treaty period to the present, in assigning responsibilities for Indian affairs to a number of Federal agencies. Finally, it examines the consistency with which the courts have upheld the concept of dual Federal responsibility to Indian citizens, as expressed in treaties and general law. As the nation seeks to redress past failures and to develop a Federal policy responsive to Indian needs in the years ahead, it should be recognized that the legal and judicial history tends to support the Indian claim of dual rights–both by treaty and special Congressional acts and by inherent rights of citizenship.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Educational Needs

LaCourse, Richard (1988). Native Media Environments: More on the Genesis of American Indian Journalism, Northeast Indian Quarterly. Describes the characteristics of two distinct Native American news environments: urban Indian populations, and reservations and Alaskan villages. Discusses the extension of the right of free press to tribal lands, and the financing of Indian newspapers, magazines, radio, and television. Descriptors: Alaska Natives, American Indian Reservations, American Indians, Federal Indian Relationship

Callahan, Carolyn M.; McIntire, Jay A. (1994). Identifying Outstanding Talent in American Indian and Alaska Native Students. This report reviews and synthesizes the most promising practices used to identify exceptionally talented students from the Native American population. Preliminary information includes an Indian Student Bill of Rights, discussion of the problem of talent identification, and discussion of special issues including diversity within the Native American population and cultural assimilation versus accommodation. Eight principles of identification are then presented. These include, among others, using assessments that go beyond a narrow conception of talent; using appropriate instruments with underserved populations; and using a multiple-measure/multiple-criteria approach to identification. Specific practices are then considered, which address: balancing the ideal and the practical; deciding on a concept of talent; recognizing the issues of a particular school; identifying traits that may influence manifestations of talent; recognizing behaviors that distinguish some Native American students from the general population; looking for manifestations of talent potential, alternative behaviors, situations, and interpretations; selecting and constructing appropriate assessment tools; and using the collected student data to make decisions. Recommendations address technical assistance, professional development, assessment portfolios, experimental programs, and program funding. Five appendices include technical information concerning evaluation measures, two sample case studies, and a list of assessment instruments. (Contains 77 references.)   [More]  Descriptors: Ability Identification, Alaska Natives, American Indians, Cultural Differences

Ogletree, Earl J. (1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in 42 languages (23 in American Indian and Eskimo languages) existed and $68,000,000 in Elementary and Secondary Education Act (ESEA) Title VII funds were expended for bilingual education. Significant legislation and court decisions that provided a foundation for bilingual education were Meyer v. Nebraska (1923), Farrington v. Tokusnige (1927), ESEA Title VII, Title VI of the Civil Rights Act (1964), the Bilingual Education Act (1968), Lau v. Nichols (1974), and Serna v. Portales (1964). Descriptors: Biculturalism, Bilingual Education, Bilingualism, Court Litigation

Rothman, Jack, Ed. (1971). Promoting Social Justice in the Multigroup Society: A Casebook for Group Relations Practitioners. This volume represents a modest effort to meet the critical need for teaching materials of all sorts relating to work with racial and ethnic groups, both in social work and other human service professions. The approach taken here is to produce a range of source materials which illustrate and illuminate aspects of group relations practice. Such a source book, composed of cases, documents, episodes of practice, agency reports, etc., is intended to highlight issues and techniques and to provoke systematic analysis relative to this area of practice. Its purpose is both to teach and to stimulate further conceptualization concerning this very important field of work. The framework concerning group relations practice which is reflected in the book is broad and eclectic. The field is defined in terms of a series of functions designated Group Rights, Group Solidarity and Power, Intergroup Attitudes and Relationships, and Group Welfare. The term "group relations" is used to describe intervention in the ethnic and racial field and in other group relations areas. Material is included on a wide range of American groups: American Indians, blacks, Chicanos, Puerto Ricans, Catholics, Jews, Protestants, whites in the suburbs, blue-collar ethnic nationalities, and women. Descriptors: Case Studies, Change Agents, Community Services, Ethnic Relations

British Columbia Human Rights Commission, Vancouver. (2001). Equality through Access. Annual Report, 2000/01. This report describes the British Columbia Human Rights Commission's activities during 2000-01. The Commission held public hearings to learn about barriers that prevent Aboriginal students from full participation in the British Columbia education system, and published a report on the findings with recommendations for improving educational opportunities for Aboriginal students. Workshops were held to instruct non-profit groups in assisting people filing human rights complaints, and to let the public hear about the Commission's work and what they can do to promote human rights in their communities. The Commission hosted the annual conference of the International Association of Official Human Rights Agencies and received the Association's International Award for successfully raising international awareness about human rights issues. A report was released calling for a renewed employment equity strategy for the public service sector that included a detailed implementation and monitoring plan. A program was sponsored in which students submitted works of art showing how promoting human rights can help prevent bullying, discrimination, and homophobia. The Commission lobbied the government to introduce legislation to end discrimination faced by people living in poverty and those who use assistive animals. A guide was published to assist employers in developing and implementing anti-harassment policies. The Commission's public interest program produced three research reports. The complaints process is described, and statistics for the year 2000-01 are presented. Sidebars describe cases the Commission pursued.   [More]  Descriptors: American Indian Education, Annual Reports, Attitudes toward Disabilities, Bullying

Whaley, Rick; Bresette, Walter (1994). Walleye Warriors: An Effective Alliance against Racism and for the Earth. Each spring when the ice clears, the Anishinabe (Chippewa) harvest fish from Wisconsin and Minnesota lakes. Their ancient subsistence fishing and hunting tradition is protected by treaties and reinforced by federal court rulings, but for years they were met by stones, racial epithets, and death threats hurled by local sports fishermen, resort and cottage owners, and other White neighbors. This book tells the story of how a multiracial alliance of Anishinabe, local residents, and activists defused these confrontations by witnessing and documenting them. The "walleye warriors" were successful at protecting Chippewa sovereignty and are continuing the struggle for environmental justice by striving to stop corporate attempts to mine (and so destroy) northern Wisconsin. In addition to tracing the events in these struggles, chapters also provide a brief history of the Anishinabe and discuss: (1) the development of anti-Indian backlash in Wisconsin in the mid-1980s (owing, in part, to the lack of education about American Indian history and culture in Wisconsin public schools); (2) training of nonviolent "witnesses"; (3) one activist's "leadership training"–learning about activist politics from family, friends, and tribal governments; (4) parallels to the Civil Rights Movement of the 1960s; (5) Indian treaty rights as a tool against mining interests; (6) reconciliation–respect for cultural differences and finding common ground; (7) Anishinabe leadership today; and (8) sustainable economic development. Contains 89 references, an index, political cartoons, photographs, and lists of publications and organizations related to indigenous resistance. Descriptors: Activism, American Indian History, Chippewa (Tribe), Consciousness Raising

Elam, Stanley, Ed. (1993). The State of the Nation's Public Schools. A Conference Report. This book contains 16 papers presented at a conference on the state of America's public schools. Phi Delta Kappa, the Institute for Educational Leadership, and the Educational Excellence Network sponsored the conference held in Washington, D.C., on February 4-5, 1993. The authors of the papers were asked to comment on what is right and what is wrong with the public schools, and to offer a vision for the future. Following the introduction by Jack Kosoy, the 16 chapters in part 1 include: (1) "Strengths and Weaknesses of American Education" (Michael W. Kirst); (2) "American Education: The Good, the Bad, and the Task" (Harold Hodgkinson); (3) "American Schools: Good, Bad, or Indifferent?" (Denis P. Doyle); (4) "Mythology and the American System of Education" (David C. Berliner); (5)"What's In? What's Out? American Education in the Nineties" (John Murphy); (6) "American Public Education: The Relevance of Choice" (Nathan Glazer); (7) "From Tinkering to True Reform" (Keith Geiger); (8) "The Task Before Us" (Albert Shanker); (9) "Quickening the Pace: The Need for Faster Improvement in Public Education" (Ted Sanders); (10) "Perfect Policies and Imperfect People: What Happens When They Collide?" (Kati Haycock); (11) "Keeping Our Promise to America's Children: A Standards-Based Vision for School Reform" (Pascal D. Forgione, Jr.); (12) "A Case Study in Systemic Reconstruction: The Struggle to Transform the Schools in Springfield, Massachusetts" (Peter J. Negroni); (13) "The Butterfly Effect–Small Changes with Big Consequences: Challenges for Public Education" (Sally B.  Kilgore); (14) "Reclaiming American Indian Education" (Norbert S. Hill, Jr.); and (15) "Revitalizing America's Public Schools Through Systemic Change" (Gene R. Carter). Part 2 contains the keynote address by Harold Hodgkinson; a summary of what's right and what's wrong with America's educational vision; a summary of discussion session; group summaries of the plenary session; information on the Clinton Administration, the 103rd Congress, and education; and the principal conference themes and participants. Descriptors: Conference Proceedings, Educational Change, Educational Trends, Elementary Secondary Education

Nelson, Mary Carroll (1972). Annie Wauneka: The Story of an American Indian. Annie Dodge Wauneka, daughter of a great Navajo leader, is in her own right a respected leader of her people. The first woman ever to be elected to the Navajo Tribal Council, she has worked tirelessly to improve the health and welfare of the Navajos. Ever since she, as a young schoolgirl, helped nurse her classmates through a disastrous flu epidemic, Annie Wauneka has fought the diseases that were killing so many of her people. The fact that tuberculosis is no longer the main cause of death on the reservation is largely due to her efforts. Because she emphasizes the importance of preventing disease as well as curing it, much of her work is aimed at improving the Navajo's living conditions and educating them on the causes and prevention of disease. In 1963 she was awarded the Medal of Freedom, America's highest civilian honor. This biography is written for grades five and up and is part of a series on famous Indian people. While summarizing her years of growing up on the Reservation and her political involvement and service to her Navajo people, this document also explores the customs, history, and religious beliefs of the Navajo, while providing a sensitivity to the problems encountered by the Navajo as they have been forced to adjust to the ways of the white man's world that surrounds them. Descriptors: Adolescent Literature, American Indian Reservations, American Indians, Aspiration

Copenhaver, John (2007). Bureau of Indian Education (BIE), Albuquerque Service Center (ASC) Due Process Hearing Officer Manual. Resolution Session and Due Process Hearing Procedures in Special Education. Revised, Mountain Plains Regional Resource Center (MPRRC). Due process is a set of procedures that seeks to ensure fairness of education decisions and accountability, for both parents and educational professionals. The due process hearing provides a forum where disagreements about the identification, evaluation, educational placement, and provision of a free appropriate public education for students with disabilities may be adjudicated. Usually parents and school personnel assume their responsibilities in regard to the education of children with disabilities. They usually have little or no difficulty in reaching mutual agreement about the initiation, continuation, or termination of special education services. When disagreements arise, due process is available to bring in an impartial special education due process hearing officer to make a ruling. Ultimately, the intent of federal special education due process requirements is to protect the rights of students from inappropriate actions by schools or by parents. Due process rights begin when educational professionals or the parents request an evaluation to determine whether a student is eligible and needs special education and related services. Examples are providing Prior Written Notice to parents; obtaining informed parent consent when required; and conducting meetings for initial evaluation, reevaluation when needed, Individualize Education Program (IEP) development, and educational placement. Ideally, educators and parents will work together and agree on what is appropriate for the student. All parent-school contacts can be used to communicate openly about the student's situation. Parents and education professionals should be willing to consider various services or approaches to benefit the student. However, if differences of opinion occur, both the educators and the parents should try to resolve those differences through mediation and/or a resolution session. Only as a last resort should the legal method of a special education due process hearing and appeal procedure beused. The purpose of this manual is to review procedures by which the Bureau of Indian Education (BIE) Albuquerque Service Center (ASC) will appoint contract hearing officers and operate the administrative hearing mandated by the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) or its implementing regulations. Due process activities, hearing officer qualifications, checklists, guidelines for the hearing and post-hearing tasks, questions and answers, sample forms, and reimbursement and travel procedures are discussed. Step-by-step description and graphic is included for the following areas: (1) Parent Initiation of Hearing; (2) Non-Parent Initiation of Hearing (School or Public Agency); (3) Timelines; (4) Filing and Procedure for a Due Process Hearing; (5) Appointment of Hearing Officers: (6) Scheduling of Resolution Session and Hearing: (7) Scope of Hearing; (8) Access to Records and Information; (9) Conducting the Hearing; (10) Issuance of Hearing Decision; and (11) Student Status during Procedures. [Cover title varies.]   [More]   [More]  Descriptors: Related Services (Special Education), Special Education, Public Education, Civil Rights

Krumm, Bernita L. (2005). Women in History–Dr. Susan LaFlesche Picotte: American Physician and Heroine, Journal of Women in Educational Leadership. This article profiles Susan LaFlesche Picotte, the first Native American woman doctor in the United States. Several accounts record that at a very young age Picotte witnessed an incident involving a Caucasian doctor who refused to care for a dying Native American woman. Picotte was inspired by that incident to become a physician, ultimately becoming the first Native American woman to earn a medical degree. In addition to her medical career, Dr. Picotte was a public health advocate and a civil rights activist. Picotte became a spokesperson for her people, battling government bureaucracy and working for economic, social, and spiritual advancement of Native Americans. Picotte dedicated her life to the service of others; Picotte is without a doubt the true American heroine.   [More]  Descriptors: Medical Education, Civil Rights, Physicians, American Indians

General Accounting Office, Washington, DC. Program Evaluation and Methodology Div. (1993). Vocational Rehabilitation. Evidence for Federal Program's Effectiveness Is Mixed. Report to the Chairman, Subcommittee on Select Education and Civil Rights, Committee on Education and Labor, House of Representatives. A study gathered information on the estimated population eligible to be served by the federal-state vocational rehabilitation (VR) program. It contrasted those accepted and those not, described services clients received, and evaluated the program's outcomes. The study found that, in national surveys in the 1980s, 14-18 million people reported work limitations that made them potentially eligible for VR, but a much smaller group was actually served by the state-federal VR program: in any one year, 5-7 percent of those potentially eligible. Those accepted were generally similar to those who applied, except that those accepted were much more likely to be classified as having a severe disability. Most VR clients received only modest services. Less than half received any type of education or training services, the total value of purchased services averaged only $1,573 per client, and just under half received purchased services costing less than $500. States purchased more services for clients with physical than with mental disabilities, more for clients with severe than with nonsevere disabilities, and more for White clients than for Black, Hispanic, or American Indian clients. Evaluation of long-term outcomes found that rehabilitants' gains in employment and earnings faded after about 2 years. (Appendixes include a list of major disabling conditions of VR clients, racial differences on variables, regression analyses for long-term outcomes, 19 references, and a glossary.)   [More]  Descriptors: Adult Vocational Education, American Indians, Blacks, Client Characteristics (Human Services)

Wroblewski, Michael (2010). Voices of Contact: Politics of Language in Urban Amazonian Ecuador, ProQuest LLC. This dissertation is a study of diverse linguistic resources and contentious identity politics among indigenous Amazonian Kichwas in the city of Tena, Ecuador. Tena is a rapidly developing Amazonian provincial capital city with a long history of interethnic and interlinguistic contact. In recent decades, the course of indigenous Kichwa identity formation has been dramatically altered by increasing urban relocation, a burgeoning international eco-tourism industry, a generational language shift toward Spanish monolingualism, and the introduction of bilingual and intercultural education into native communities.   The current era of nationalistic Ecuadorian "interculturality" and cultural tourism have heightened the public visibility of threatened indigenous practices. Paralleling these national social currents has been a growing indigenous activist movement in Ecuador that has very recently introduced a controversial new Kichwa language-planning project in Napo province. The national standard, "Unified Kichwa", is currently being socialized into a young population of indigenous students in the Tena region in an effort to create cultural and political solidarity among geographically separate communities. The move has been met with considerable backlash from Tena Kichwas who believe local Amazonian language identity and "natural" socialization practices are under threat of displacement.   As part of this fracturing of ideologies surrounding language production and socialization, Tena Kichwas are creating innovative strategies for objectifying marked linguistic forms in order to use them for specific political purposes. The city of Tena has been reconceptualized as an indigenous space for publicly exhibiting opposing identity construction strategies, particularly through the use of new semiotic media, including folkloric performance and mass-communications technology. Language choice, variation and change are becoming very apparently politicized in this unique socio-cultural milieu, where new and old varieties are being symbolically elevated and denigrated through high-profile semiotic work. Language has become a critical site for the intellectualization of cultural change and a key vehicle for asserting rights to self-representation and self-determination.   This dissertation combines theoretical and methodological approaches in linguistic anthropology, ethnographic sociolinguistics and discourse analysis to examine language variation, change and ideologization in progress. It attempts to illuminate aspects of the process by which language forms emerge and transform as products of social experience.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Socialization, Multicultural Education, Language Planning, Tourism

Casey, Marion Therese (1976). Ethnic Minorities in America: Past, Present, Future. This paper investigates the nature of ethnic prejudice and examines the treatment of four ethnic minorities in the United States–American Indians, blacks, Chinese Americans, and Mexican Americans. The hypothesis is that, despite inequality, ethnic minorities in the United States enjoy a better lot than ethnic minorities elsewhere. Two forms of prejudice against ethnic minorities are recognized–legal (involving qualification for citizenship and for jobs and educational opportunities) and personal (involving personal relations in neighborhood and community situations, for example). Several types of evidence are offered in support of the contention that ethnic minorities are relatively well off in the United States. These include general observation of historical events and contemporary society, literature reviews, analysis of census figures, citation of court decisions, and examination of activism among minority groups with regard to their civil rights. A brief overview of the discrimination/acculturation experiences of each of the four ethnic groups under study indicates that there are currently fewer ethnic biases and fewer obstacles to equality and full social participation in the United States than at any other time in history and that the United States compares well with other nations generally regarding treatment of ethnic minorities. Specific freedoms and privileges enjoyed by ethnic minorities in the United States, which are often not offered in other nations, include the right to practice their own religion, have their own customs, keep their own names, strive for a good education, and live in a relatively free class structure. The conclusion is that America has made great strides in wiping out flagrant legal and personal prejudice against ethnic minorities. Descriptors: Acculturation, American Indians, Blacks, Case Studies

DeJong, David H. (2004). Forced to Abandon Their Farms: Water Deprivation and Starvation among the Gila River Pima, 1892-1904, American Indian Culture and Research Journal. This article discusses the water problems faced by the people of the Pima tribe. On June 17, 1902, after more than a decade of political debate and maneuvering, the National Reclamation Act became law. This legislation provided direct federal subsidies for the development of irrigation projects across the arid West. The Reclamation Act generated challenges across much of Indian Country in the West as non-Indians began appropriating the remaining flow of many western streams, including the Gila River. There are several reasons why the Indian Service ignored the rights of its Indian charges. First, westerners were opposed to federal involvement in Indian resource development because they perceived such potential projects as giving Indians leverage over them since they were categorically excluded in such legislation. Second, and equally important, neither Congress nor the courts ever sanctioned a principle of Indian water rights outside of state prior appropriation laws. When Congress enacted into law the National Reclamation Act in 1902, it assumed the first federal reclamation project would be for the benefit and relief of the Pima on the Gila River Indian reservation. Yet no sooner had the bill become law than political maneuvering in the Salt River Valley and Washington, DC, persuaded the newly formed Reclamation Service to support what became known as the Salt River Project. The loss of water resulted in the Pima's becoming completely displaced from their traditional economy and economically dependent. There was little immediate hope they could join the growing economy of central Arizona without protection of their water, a modern irrigation system to replace the one they had abandoned because of water loss, and financial assistance to compensate for the years of starvation. Without such support the Pima would remain marginalized from the local economy.   [More]  Descriptors: Courts, Water, Earth Science, American Indians