Marshall, Catherine A.; And Others (1992). The Replication of a Model for Determining Community-Based Needs of American Indians with Disabilities through Consumer Involvement in Community Planning and Change: Minneapolis-St. Paul, Minnesota. Executive Summary. Interviews were conducted with 127 American Indians with disabilities living in the Minneapolis-Saint Paul metropolitan area in Minnesota. This executive summary briefly describes the research process, emphasizing that American Indians were involved in designing the project, and reports the study results. Graphs and tables indicate tribal affiliation of interviewees, disabling conditions, and services needed but not received. The summary also outlines functional limitations, educational level, and annual income. Service concerns expressed by American Indians at a public meeting are noted. Ten recommendations are presented, focusing on cultural awareness, outreach, vocational rehabilitation, employment opportunities, education regarding legal rights, self-advocacy, transportation, and other issues.   [More]  Descriptors: American Indians, Change Strategies, Disabilities, Human Services

Romero-Little, Mary Eunice (2012). Globalization from the Bottom up, inside out, and outside in: Indigenous Language Planning and Policy from an Indigenous Perspective, International Multilingual Research Journal. "Globalization", a prominent and ubiquitous term in the academy associated with linguistic human rights, power, hypercapitalism, socio-political constraints, and social justice, is defined as powerful dynamic global forces stemming from the new world economy that constrict and restrict local contexts, progress, and possibilities–in this case, of Indigenous peoples and the daily use and sustainability of their native languages. In this article, the author discusses the implications for Indigenous language planning and policy in globalizing times.   [More]  Descriptors: Social Justice, Language Maintenance, Language Planning, American Indians

Phillips, Ron S. (2016). Let's Not Call in the Lawyers: Using the Canadian Human Rights Tribunal Decision in First Nations Education, Brock Education: A Journal of Educational Research and Practice. In January 2016, the Canadian Human Rights Tribunal released its decision regarding the provision of Child and Family Services to First Nations living on reserves and the Yukon. The Tribunal found that the government of Canada had discriminated against First Nations children on the basis of their race. Many of the arguments made by the government of Canada to describe their actions in the provision of First Nations child and family services can be easily transferred to the provision of First Nations education programs and services to First Nations children throughout Canada. This article has replaced child and family services terms and phrases with education terms and phrases in the decision. Hopefully, the federal government of Canada will see the futility of fighting First Nations in education as they did in child and family services. It is time to provide First Nations students on reserves a comprehensive system of education.   [More]  Descriptors: Foreign Countries, Civil Rights, Canada Natives, American Indian Education

Rabel, Eduardo (1993). Artist in Resistance: Corwin Clairmont Makes Indian History a Contemporary Concern, Tribal College: Journal of American Indian Higher Education. Reviews the work of Corwin Clairmont, an American Indian artist who attempts to blend history with contemporary social issues using art. Describes Clairmont's multimedia pieces and exhibits on such themes as treaty rights and the Columbus Quincentenary. Descriptors: American Indian Culture, American Indian History, Art Expression, Art Products

Skinner, Linda (1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in the U.S. and abroad is followed by a call for a National Native Curriculum Project, funded by the U.S. Department of Education, that would have regional offices develop locally researched Native curricula. The result would be a curriculum in every U.S. school that would change years of misinformation and enable students to view concepts, issues, events, and themes from the unique and diverse perspectives of Native groups. Contains references in endnotes and a bibliography.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

Cornelius, H. C. (1973). The American Indian: A Non-Position Paper, Journal of Intergroup Relations. The American Indian has no position in the present American society except that outlined by the United States Federal Government. Descriptors: Acculturation, American Indians, Civil Rights, Government Role

Goin, Linda (1999). Planning Academic Programs for American Indian Success: Learning Strategies Workshop. This paper presents an overview of American Indian students' learning styles, world views, and communication styles, with implications for classroom techniques and teaching styles. Research has shown that American Indian and African American students are primarily right-brained in learning styles, while Anglo and Asian students are primarily left-brained. Characteristics of left-brained and right-brained learning are listed. Most standardized tests and classroom teaching strategies are left-brained in approach. Categorizing Gardner's seven intelligences, left-brained learning styles include linguistic, logical-mathematical, and intrapersonal learning, while right-brained learning styles include spatial, musical, interpersonal, and bodily-kinesthetic learning. Ethnic variations in learning styles can be partially explained in terms of world view. Western/scientific world view differs from tribal world view in terms of the relationship between God, man, and nature; denial of or belief in a spiritual realm; and objective versus subjective perspectives on events. Cultural differences also exist in communication styles. Different discourse patterns may cause confusion and frustration in the classroom, if the teacher is speaking/listening in a linear fashion and Indian students are communicating in a circular fashion. An equitable education for American Indian students requires appropriate teaching techniques, appropriate assessment tools, empowering school culture, student-centered strategies, and teacher awareness of the impact of their own culture and beliefs.    [More]  Descriptors: American Indian Education, Brain Hemisphere Functions, Classroom Communication, Cognitive Style

Gaillard, Frye (1972). The Struggle for Control of Indian Schools, Race Relations Reporter. Dissatisfaction over non-successful methods of educating Indian children has led to strong assertion of leadership and control by Indian educators. The need for legislation protecting the American Indians' right to self controlled education is discussed. Descriptors: American Indian Education, American Indians, Community Schools, Cultural Awareness

Matthews, Frank (2005). Dissecting Diversity Part II, Diverse: Issues in Higher Education. This article presents "Dissecting Diversity, Part II," the conclusion of a wide-ranging two-part roundtable discussion on diversity in higher education. The participants were as follows: Lezli Baskerville, J.D., President and CEO of the National Association for Equal Opportunity (NAFEO); Dr. Gerald E. Gipp, Executive Director of the American Indian Higher Education Consortium; Dr. William Harvey, Vice President and Director, Center for Advancement of Racial and Ethnic Equity, American Council of Education; Dr. Anita Nahal, Visiting Professor, Howard University Graduate School; Dr. Narcisa Polonio, Vice President for Board Leadership Services, Association of Community College Trustees; Dr. Ronald Walters, Distinguished Leadership Scholar & Director of the African American Leadership Institute, University of Maryland; Frank H. Wu, J.D., Dean and Professor of Law at Wayne State University Law School; and Dr. Claire Van Ummersen, Vice President and Director, Office of Women in Higher Education, American Council of Education. In this roundtable discussion, scholars weigh in on group identity, the Black/Brown Alliance and the future of historically Black colleges. [For Part I, see EJ762799.]   [More]  Descriptors: African Americans, American Indians, Asian Americans, Hispanic Americans

Winds of Change (1994). Annual College Guide for American Indians, 1994-1995. This guide provides college information especially tailored for American Indian and Alaska Native students, their families, and their guidance counselors. The heart of the guide is a unique compilation of 200 colleges and universities selected because they have a supportive American Indian community and graduate a good percentage of their American Indian undergraduates. In a double-page format, the left page provides the usual descriptive data (size, location, affiliations, costs, and student and faculty statistics), while the right page contains information on the American Indian community (number of total Indian students, Indian undergraduates, baccalaureate degrees, graduate students, and faculty, as well as Indian percentages) and on financial, academic, and support programs specifically for American Indians. The guide also includes articles that profile Native American college students and their educational experiences, describe eight colleges with exceptional programs for Indian students, highlight opportunities at tribal colleges in the United States and Canada, explain the basics of paying for college, give practical information and advice on writing a college application essay, interview 10 outstanding school guidance counselors, and list summer programs for American Indians. This publication contains photographs and many paid advertisements describing opportunities for American Indians in colleges, universities, and corporations. Descriptors: American Indian Education, American Indians, College Admission, College Choice

Loew, Patty; Thannum, James (2011). After the Storm: Ojibwe Treaty Rights Twenty-Five Years after the "Voigt" Decision, American Indian Quarterly. Twenty-five years ago a "perfect storm" of economic, environmental, and social conditions swirled in northern Wisconsin and battered attempts by the Ojibwe to exercise their treaty-based fishing rights. This article examines the socioeconomic, political, and cultural factors that contributed to the spearfishing crisis twenty-five years ago and the state of relations between Native and non-Native residents in the ceded territory today. It focuses on Wisconsin, where the most virulent protests occurred. Because most residents learned about the controversy through newspaper and television news accounts, the article pays special attention to media coverage of the boat landing struggles. It argues that the relative calm that exists today is attributable to increased public awareness about treaty rights and sovereignty, largely due to education efforts and better reporting by the media. It also argues that the contributions of the Ojibwe bands themselves over the past twenty-five years to maintain and improve the natural resources within the ceded territory has also had a positive effect.   [More]  Descriptors: Treaties, American Indian Education, News Reporting, Cultural Influences

Nickeson, Steve (1973). On the Road to Wounded Knee, Race Relations Reporter. Describes the seventy-day confrontation between the Oglala Sioux Civil Rights Organization and American Indian Movement, and the U.S. Department of Justice at Wounded Knee, South Dakota.   [More]  Descriptors: American History, American Indians, Civil Rights, Racial Relations

American Indian Historical Society, San Francisco, CA. (1974). Indian Voices: The Native American Today. The Convocation of American Indian scholars was conceived, organized, and directed by the American Indian Historical Society. The first convocation was held at Princeton University in 1970. Unlike conventions, the convocations are called when emergencies in Indian life exist, when changes are needed, and when new directions are emerging. This second convocation responded to the desperate struggle of the Indian people to protect their rights, particularly in the area of natural resources. With the exception of a specialist on water rights, the meeting was restricted to Indians. It was also felt that the convocation should stir up ideas and independent thought in education, curriculum development, and health professions. This report is offered as a means of communicating what the Indians themselves think about the issues confronting them today. It is also emphasized that the participants were individuals involved in Indian affairs who do not necessarily speak for their tribes or organizations. Discussion areas are: Water Rights: Life or Death for the American Indian; Goals and Perspectives of the American Indian in Education; Education and the American Indian; Curriculum Development; Land Use and Economy on Indian Reservations; Health Professions and the American Indian; Museums and the American Indian; and the Indian Claims Commission. Additionally, conference participants and their tribal affiliations are also listed. Descriptors: American Indians, Civil Rights, Communication (Thought Transfer), Conference Reports

Benham, William J. (1972). In Albuquerque: An Indian Education Resources Center, Journal of American Indian Education. An Indian Education Resources Center has been established to improve educational opportunities for American Indian students by providing leadership or help for change, resources for improvement, and advocacy of Indian rights.   [More]  Descriptors: American Indians, Educational Facilities, Educational Finance, Educational Resources

Thurow, Lester C. (1976). The Economic Status of Minorities and Women, Civil Rights Digest. Discusses blacks versus whites, Spanish heritage families, American Indians, female workers, minorities and the recession, and the Equal Employment Opportunity Commission.   [More]  Descriptors: Blacks, Comparative Analysis, Economic Climate, Economic Factors

Castillo, Susan (2003). Oregon American Indian Alaska Native Education State Plan. This state plan presents Oregon's 11 educational goals for American Indian/Alaska Native (AI/AN) education, which have been revised and detailed by the statewide Indian Education Council. The goals support the policy of the Oregon Department of Education (ODE), the educational philosophy of the AI/AN community, and the Indian Student Bill of Rights. The goals include: 1) promoting effective education for AI/AN children; 2) developing educational programs that address the educational needs of all AI/AN children in Oregon; 3) encouraging strong partnerships with school districts in which AI/AN parents, tribal, and community leaders can provide input regarding programs for AI/AN students; 4) developing systems for obtaining and disseminating data on AI/AN students; 5) requiring all public school personnel to be knowledgeable of and responsive to AI/AN students and to support educational strategies that address their needs; 6) encouraging school districts to infuse culturally specific, developmentally appropriate AI/AN materials throughout the curriculum; 7) implementing non-biased and culturally appropriate assessment of AI/AN students; 8) developing comprehensive high-quality early childhood education programs; 9) ensuring that all AI/AN students have equal access to all public school programs; 10) implementing strategies for reducing AI/AN dropout rates; and 11) ensuring that AI/AN students have equal access to higher education in the state. ODE strategies and responsibilities are presented for each goal.   [More]  Descriptors: Access to Education, American Indian Education, Culturally Relevant Education, Curriculum Development

Johansen, Bruce E. (1989). William James Sidis'"Tribes and States": An Unpublished Exploration of Native American Contributions to Democracy, Northeast Indian Quarterly. Summarizes William Sidis'"Tribes and States," a 50-year-old unpublished manuscript that retells colonial American history from an American Indian viewpoint and traces the contributions of American Indians, particularly the Penacook Federation and the Iroquois Confederacy, to American democracy and constitutional rights. Descriptors: American Indian History, American Indians, Colonial History (United States), Democracy

Duran, Elizabeth C.; Duran, James, Jr. (1973). Indian Rights in the Jay Treaty, Indian Historian. Historical aspects of the Jay Treaty of 1794 and the obligations of the Canadian and American governments in regard to border-crossing rights for American Indians are discussed.   [More]  Descriptors: American Indians, Civil Rights, History, Legal Problems

Chowdhury, Madhurima; Banerjee, Atrayee (2013). Right to Education of Scheduled Tribe: An Indian Perspective, International Journal of Educational Administration and Policy Studies. Education seeks to unfold the latent qualities of a person, thereby giving full development to the individual. As such, it has been described as the act or art of developing, or creating, cultivating the various physical intellectual, aesthetic and moral faculties of the individual. Scheduled Tribe has a history of social and economic deprivation, and the underlying causes of their educational marginalization are also strikingly distinct. About 87 percent of the main workers from these communities were engaged in primary sector activities. The literacy rate of Scheduled Tribes is around 47 percent, as against the national average of 74.04 percent. More than three-quarters of Scheduled Tribes women are non-literate. Not surprisingly, the cumulative effect has been that the proportion of Scheduled Tribes below the poverty line is substantially higher than the national average. The study intends to explore the state of education and the awareness of the disadvantaged groups towards right to education as a fundamental human right with special reference to Right to Education Act, 2010.   [More]  Descriptors: Tribes, Civil Rights, Individual Development, Disadvantaged Environment

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1991). American Indians Today: Answers to Your Questions. Third Edition. This booklet answers briefly the most common questions about American Indians asked by students, teachers, researchers, librarians, government agencies, and the news media. Sections outline the history, responsibilities, educational programs, and housing programs of the Bureau of Indian Affairs (BIA); President Bush's American Indian policy; current federal appropriations for Indian programs; statistics about the nearly 2 million American Indians and Alaska natives, 510 federally recognized tribes, and 278 federal Indian reservations; and birth and death rates and related demography. A section of questions and answers defines or discusses Indian identity, tribal membership, reservations, American Indian languages, the federal Indian relationship, citizenship and voting, other legal rights and responsibilities, tribal governments, treaties, tribal sovereignty, and genealogy. This booklet also contains a map showing federally recognized tribes, information sources in federal government agencies and libraries, an 84-item bibliography, and lists of BIA area offices and national American Indian organizations.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Reservations, American Indians

Fox, Sandra J. (2001). Creating Sacred Places for Students in Grades 9-12. This guide attempts to help teachers of American Indian students in grades 9-12 provide a culturally relevant education that takes place in the regular classroom, includes content related to Indian students' lives, makes students proud, expands to other experiences, and enhances learning. Creating sacred places means responding appropriately to students' academic, social, emotional, physical, and spiritual needs. Research has shown that to empower Indian students to learn, their school programs must incorporate their language and culture, involve parents and community as partners, provide appropriate instruction, and use appropriate testing methods. The approach presented here coordinates the teaching of various subject areas and reinforces classroom instruction with language and cultural activities by using American Indian literature as a basis for instruction. Materials and activities are aligned with challenging content standards. This guide outlines 24 thematic units, which include background information, relevant Indian literature, objectives, activities, evaluation methods, and content standards. Eight science-based units cover geology and fuel resources, care of land and animals, keeping the water supply safe, caring for water resources, caring for health, use of healing plants, abuse of alcohol and drugs, and Indian art. Eight social studies and history-based units cover tribal histories, before 1600, 1600s and 1700s, 1800-68, 1869-99, 1900-52, 1953-2000, and water rights. Eight language arts-based units cover oral tradition and oratory, Indian stories, poetry, short stories, student writing, novels, drama, and essays. American Indian and Alaska Native authors are listed. A final section lists additional resources and sources for books.   [More]  Descriptors: Academic Standards, American Indian Education, American Indian Literature, Class Activities

American Indian Journal (1979). NCAI's Executive Council Meeting and Indian Water Rights. The National Congress of American Indians staged a major panel discussion which focused around recent federal actions pressuring or threatening to pressure Indians to quantify their water rights.   [More]  Descriptors: American Indians, Discussion Groups, Federal Indian Relationship, Natural Resources

Prucha, Francis Paul, Ed. (2000). Documents of United States Indian Policy. Third Edition. The 238 documents printed in this volume illustrate the history of the United States government and the American Indians from the founding of the nation to the end of the 20th century. They are a collection of official and quasi-official records that marked significant formulations of public policy. The documents, presented in full text or extracts, include federal legislation, court decisions, treaties, and administrative actions. Documents related to education include the Civilization Fund Act, 1819; Indian Commissioner statements on civilizing the Indians and on cooperating with Religious Societies, 1881-82; Use of English in Indian Schools, 1887; Supplemental Report on Indian Education, 1889; Inculcation of Patriotism in Indian Schools, 1889; Indian School Superintendents as Indian Agents, 1893; Indian Commissioner Leupp on Reservation Schools, 1907; Meriam Report, 1928; Report on Indian Education, 1969; Indian Education Act, 1972; Comprehensive Employment and Training Act, 1973; Student Rights and Due Process Procedures, 1974; Indian Self-Determination and Education Assistance Act, 1975; Tribally Controlled Community College Assistance Act, 1978; Education Amendments Act of 1978, Title XI: Indian Education; Indian Child Welfare Act, 1978; Report on BIA Education, 1988; Tribally Controlled Schools Act of 1988; National Museum of the American Indian Act, 1989; American Indian and Alaska Native Education, Executive Order 13096, 1998; and various treaties. (Contains an index, a selected bibliography, and a list of federally recognized Indian tribes as of March 2000.) Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indian Reservations

Bradley, Claudette (1992). Teaching Mathematics with Technology: The Four Directions Indian Beadwork Design with LOGO, Arithmetic Teacher. Describes the computer project for American Indian middle school students, "Four Directions Indian Beadwork Design," that uses familiar American Indian beadwork designs to help learn geometric and LOGO concepts. Discusses the instructional techniques used to teach the planning and constructing of LOGO designs made up of two or more isosceles right triangles. Descriptors: American Indian Culture, Computer Assisted Instruction, Computer Uses in Education, Courseware

Indigenous Affairs (2000). Indigenous Affairs = Asuntos Indigenas, 2000. This document contains the four English-language issues of Indigenous Affairs published in 2000 and four corresponding issues in Spanish. The Spanish issues contain all or some of the articles contained in the English issues plus additional articles on Latin America. These periodicals provide a resource on the history, current conditions, and struggles for self-determination and human rights of indigenous peoples around the world. The four theme issues are concerned with the Pacific (Bolivia, Ecuador, Guatemala, Venezuela, and the Pacific in the Spanish edition); hunters and gatherers; indigenous women; and Indochina. Articles specifically concerned with American Indians in Latin America discuss indigenous land rights in Bolivia; indigenous political activism in Ecuador; community-based Mayan culture and identity, nonformal education and intergenerational transmission of culture, and indigenous rights in Guatemala; indigenous rights in the new Venezuelan constitution; indigenous peoples of the Chaco region, Argentina; and demography and educational needs of indigenous Peruvian women. Other articles examine relationships between indigenous peoples and their respective States; environmental degradation and protection on indigenous lands; the loss of indigenous languages in Africa; efforts to preserve indigenous languages and cultures; Inuit and American Indian whalers and their traditional resource management knowledge; the role of indigenous knowledge in subsistence activities; violence against indigenous women and the struggle for women's rights; and the impact of drought on Masai women and children in Kenya. Descriptors: American Indians, Civil Liberties, Colonialism, Conservation (Environment)

Vigil, Chris (2015). A Human Rights Crisis in Indian Country, Tribal College Journal of American Indian Higher Education. There is a human rights crisis in Indian Country. This crisis–one of many–is the result of an almost universal lack of legal representation of Native people when they appear as defendants in tribal courts. The lack of lay advocates and attorneys representing Native defendants creates tremendous problems for tribal members who find themselves in civil or criminal court. In many instances, tribal members who find themselves in tribal court are the only Natives who are party to the proceedings. It is common that the judge and both attorneys are non-Native. In a criminal proceeding, the prosecuting officer is very often non-Native. When the plaintiff is a predatory lender seeking a judgment against a Native defendant, they are virtually certain to be non-Native. When a Native parent who has fallen behind on child support is subject to collection and incarceration by the State, the enforcement attorney is reliably non-Native. When a tribal member is convicted of a crime, any jail time is typically served in a state or federal detention center housing mostly non-Natives and staffed by non-Natives. Loss in a civil suit can mean garnishment of small income that can push a Native family further into poverty. Conviction and incarceration devastates Native families, with the defendant suffering not just the penalty itself, but also loss of a job, likely default on any financial obligation, growing arrears of child support payments, and separation from loved ones. Native defendants must have affordable advocates, lay or attorney, when they face civil or criminal proceedings in tribal courts. Even better, the advocates should be Native. Tribal colleges can help with this by developing new, and strengthening existing, advocate training and pre-law programs.   [More]  Descriptors: American Indians, American Indian Reservations, Court Litigation, Legal Aid

Henderson, Davis (2012). Dine College Graduate Made It His Mission to Do Well, Tribal College Journal of American Indian Higher Education. During the author's early years of high school, he made it his mission to do well. He is proud and honored to say that he has attended Dine College (Tsaile, Arizona). Dine College was the foundation of his college career. It allowed him to develop a sense of financial awareness and readiness and the right place for him to begin–financially. Now, three degrees later, the author works as a Speech-Language Pathologist helping children on the Navajo reservation.   [More]  Descriptors: Navajo (Nation), College Graduates, Speech Language Pathology, Higher Education

Brunt, David (1973). Taxation and the American Indian, Indian Historian. The article explores American Indian tribal rights to tax exemptions and self-imposed taxation; general recommendations on possible tribal tax alternatives; and evaluation of the probable economic effect of taxation. Descriptors: American Indian Reservations, American Indians, Civil Rights, Laws

Newmark, Julianne (2012). Pluralism, Place, and Gertrude Bonnin's Counternativism from Utah to Washington, DC, American Indian Quarterly. In the first three decades of the twentieth century, racial nativism wielded considerable direct and indirect influence on policies that affected broader American attitudes concerning Native American people. In this three-decade period, many factors caused the kinds of national insecurity and instability that make a cultural climate ripe for upsurges in protectionist nativism. America experienced its greatest wave of immigration, the nation's soldiers fought in a heretofore unimaginable global conflict, the African American northern migration began, and an economic collapse took hold. Between 1902 and 1938 Gertrude Bonnin came to understand that the employment of pluralist rhetoric could help her to textually and oratorically combat the zeal of race-based nativist nationalism and its narrow view of "national character." Further, her pluralist counternativism, with its specifically Native senses of reciprocity and place centrism, propelled her efforts toward political empowerment and land rights for Native people across tribes. This thirty-six-year period includes Bonnin's fifteen years in Utah and the final twenty-one years of her life in the Washington, DC, area. Because of her dedication to land rights as a necessary component of Native futurity, one can see across this time period Bonnin's evolving commitment to "place" (a concept that transcends territory and physicality) as the critical component of her activist work. Her unshakable commitment to place rights (which encompass personal, familial, and community traditions, histories, and futures) is the emblem, the author argues, of her pluralist counternativism. Bonnin's place centrism and its role as her tactic to invalidate the racial "logics" of nativism can be plotted from her Utah era political and activist apprenticeship to the fully developed pluralist counternativism of her Washington, DC, years. In this study the author traces this evolution. By establishing a context for Bonnin within the volatile nativist climate of the Dawes era and by recognizing the palpable countercurrent of the antiassimilationist leftist intellectuals of the period, one can better appreciate the complexity and uniqueness of Bonnin's political work. Bonnin insisted on the essential role that place must play (and has always played) for Native people as they strive for rights and acceptance in early twentieth-century America. This place centrism was Bonnin's tactic for untangling the knotty problem of race-centric nativism that propelled the policies that excluded and defined "marginal" Americans of many kinds in the 1910s and 1920s.   [More]  Descriptors: American Indians, Cultural Pluralism, Activism, Race

National Council on Disability (2012). Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children. Despite a dark history marked by the eugenics movement, increasing numbers of people with disabilities are choosing to become parents. Recent research reveals that more than 4 million parents–6 percent of American mothers and fathers–are disabled. This number will unquestionably increase as more people with disabilities exercise a broader range of lifestyle options as a result of social integration, civil rights, and new adaptive technologies. Likewise, there has been a dramatic increase in the number of veterans who are returning from war with service-connected disabilities, some of whom may already be parents and others who will enter parenthood after acquiring their disability. The National Council on Disability (NCD) undertook this groundbreaking study to advance understanding and promote the rights of parents with disabilities and their children. This report provides a comprehensive review of the barriers and facilitators people with diverse disabilities–including intellectual and developmental disabilities, psychiatric disabilities, sensory disabilities, and physical disabilities–experience when they are exercising their fundamental right to create and maintain families. This report also describes the persistent, systemic, and pervasive discrimination against parents with disabilities. It analyzes how U.S. disability law and policy apply to parents with disabilities within the child welfare and family law systems, and the disparate treatment of parents with disabilities and their children. Examination of the impediments prospective parents with disabilities encounter when adopting or accessing assisted reproductive technologies provides further examples of the need for comprehensive protection of these rights. This report sets forth suggested action to ensure the rights of parents with disabilities and their children. Whether such action is taken at the state or federal level–as an amendment or a new law–the need for action could not be more timely or clear. Appended are: (1) Interviews; (2) State-by-State Analysis of Dependency Statutes and Their Inclusion of Disability; (3) Model Legislation (State or Federal); and (4) Proposed ADA Amendment.   [More]  Descriptors: Social Integration, Civil Rights, Physical Disabilities, Developmental Disabilities