American Indian Journal (1978). An Indian Water Policy. Principles submitted by American Indian leaders to the Federal Government are presented as the basic guidelines for Federal actions regarding Indian water rights.   [More]  Descriptors: American Indians, Federal Government, Guidelines, Natural Resources

Cheng, Sheng Yao; Jacob, W. James (2002). Marginality and Aboriginal Educational Policy Analysis in the United States and Taiwan. The education of Taiwan Aborigines and U.S. American Indians is compared using eight criteria of educational policy analysis. The criteria of equity is addressed in Taiwan through policies that promote the educational quality of Aboriginal elementary and junior high schools, expand higher educational opportunities for Taiwan Aborigines, universalize Aboriginal preschool education, and develop continuous education and family education in Aboriginal communities. U.S. policies address equity through reducing poverty and substance abuse among American Indians and recognizing the government's obligation to assist in the education of Native Americans. Educational efficiency in Taiwan is being achieved by building up the educational systems of Taiwan Aborigines. In the United States, efficiency is achieved through construction and maintenance of schools and increasing high school completion and postsecondary attendance rates. Educational choice is pursued by building up the educational systems of Aborigines in Taiwan and through tribally controlled education in the United States. Educational excellence is addressed in Taiwan by fostering the special talents of Aborigines, and in the United States by improving reading, mathematics, and science education; creating safe educational environments; and expanding educational technology. In both countries, localization is achieved through emphasis on indigenous culture and language. Globalization is achieved by encouraging Taiwan Aboriginal students to go abroad for doctoral degrees, and in America through deculturalization as Indian students choose to join the dominant group. New Left influences include cultural education and bilingualism, while New Right influences are seen in tribal economic development and the emphasis on traditional values and morals. (Contains 57 references.)   [More]  Descriptors: American Indian Education, Comparative Education, Cultural Education, Educational Policy

McCoy, Melody L. (2000). Federal Indian Law and Policy Affecting American Indian and Alaska Native Education. Indian Education Legal Support Project "Tribalizing Indian Education.". The Native American Rights Fund is the national legal defense fund for American Indian and Alaska Native tribes. Its Indian Education Legal Support Project advances Native American education by emphasizing the legal rights of tribes to control the formal education of tribal members in all types of schools–federal, state, and tribal. This booklet presents an overview of major legal principles of federal Indian law, major developments in federal Indian policy, and how they have affected the education of American Indians and Alaska Natives. Three fundamental legal principles of federal Indian law are presented: tribes are independent sovereign governments, separate from the states and the federal government; tribal sovereignty generally extends over a federally recognized geographic territory and over the activities and conduct of tribal and nontribal members within that territory; and tribal sovereignty is inherent and exists unless and until Congress takes it away. Court case examples illustrating these principles are given. Since questions about tribal sovereignty are often viewed as questions of the intent of Congress, acts of Congress concerning treaties, statutes, and public laws are reviewed, along with court case examples. A history of federal Indian education laws and policies traces tribal control from pre-contact through Federal control, state control, and finally to the return toward tribal control. Laws and policies that are unique to Alaska Natives are reviewed. "Homework" questions explore implications for American Indian and Alaska Native education.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indians

Washington Higher Education Coordinating Board (2006). Diversity in Washington Higher Education. Improving the participation and performance of African American, Latino, American Indian, and Asian American students, faculty and staff in Washington state's higher education system represents a pivotal element of the statewide strategic master plan. This report includes current statistics and trend data for student enrollment, retention, and graduation. An overview of some of the diversity related programs and practices currently in effect is provided. In addition, the report presents a number of recommendations for advancing programmatic efforts to foster greater equity through enhancing diversity in higher education. Three fundamental conclusions derive from the report: (1) While college enrollment for some American racial and ethnic minority students has begun to rebound since 1998 legislation, most of the data reflect areas where the state is at best maintaining the status quo; (2) Continual efforts in state colleges and universities are a step in the right direction, but do not address a greater need for systemic change; and (3) Recommendations for enhancing diversity must address four key areas: (1) Stepping up pre-college efforts; (2) Helping students succeed in college; (3) Improving faculty diversity; and (4) Promoting systemic change. In addition, increasing minority participation and achievement will require greater collaboration among stakeholders, shared responsibility for results, and ongoing benchmarks and accountability measures. Along with research data, the recommendations in this report are based on outreach efforts. Over the past few years, the Higher Education Coordinating Board (HECB) has conducted two surveys aimed at gathering information from the state's public and private, two- and four-year colleges and universities about institutional diversity efforts. Some of those outreach and recruitment strategies are highlighted in this report. The following are appended: (1) Detailed Data Tables; and (2) Pre-College Programs.   [More]  Descriptors: Diversity (Faculty), Diversity (Institutional), Higher Education, Recruitment

Harvey, Karen D. (1996). Teaching about Human Rights and American Indians, Social Studies and the Young Learner. Presents a flexible lesson plan integrating teaching about human rights into the existing curriculum about American Indians. Asserts that American Indians have the right to maintain their cultural ways and connects that subject to the United Nations Universal Declaration of Human Rights. Includes three lists of resources and references. Descriptors: American Indian Culture, American Indians, Civil Liberties, Civil Rights

Smith, Michael (1970). Tribal Sovereignty and the 1968 Indian Bill of Rights, Civil Rights Dig. Describes recent Congressional attempts to rectify long denied federal Constitutional protections of personal freedoms to American Indians in the tribal setting. Denial had earlier resulted in confused Congressional response as well as divisive reactions in American Indian communities. Descriptors: American Indians, Civil Rights, Court Litigation, Culture Conflict

Lynch, Eleanor W.; Hanson, Marci J. (2004). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families, Third Edition, Brookes Publishing Company. The third edition of this bestselling text brings together detailed, accurate information on working with families and children with disabilities from specific cultural, ethnic, and language groups. Filled with timely new additions such as a chapter on South Asian roots, open-ended case studies on ethical dilemmas, and an expanded discussion on Middle Eastern roots, this is a comprehensive, must-have reference for any early intervention professional working with families whose customs, beliefs, and values may differ from their own. The following parts and chapters are included: Part I: Introduction, with the following chapters: (1) Ethnic, Cultural, and Language Diversity in Intervention Settings; (2) Conceptual Framework: From Culture Shock to Cultural Learning; and (3) Developing Cross-Cultural Competence. Part II: Cultural Perspectives, with the following chapters: (4) Families with Anglo-European Roots; (5) Families with American Indian Roots; (6) Families with African American Roots; (7) Families with Latino Roots; (8) Families with Asian Roots; (9) Families with Pilipino Roots; (10) Families with Native Hawaiian and Samoan Roots; (11) Families with Middle Eastern Roots; and (12) Families with South Asian Roots; and Postlude: Children of Many Songs.  Part III: Summary and Implications, with the following chapter: (13) Steps in the Right Direction: Implications for Service Providers. The following are also included: (1) Suggested Reading and Resources; (2) Author Index; and (3) Subject Index.   [More]  Descriptors: Disabilities, Early Intervention, Children, Family (Sociological Unit)

Cooper, Kenneth J. (2011). Citizenship Deferred, Diverse: Issues in Higher Education. After two elections and several recounts and court decisions, the Cherokee Nation of Oklahoma has installed a new principal chief for the first time in a dozen years. Unlike his predecessor, Chief Bill John Baker has not opposed descendants of the tribe's former slaves, known as the Cherokee Freedmen, having rights as tribal citizens. That legal issue has been in dispute for more than a century and has yet to be permanently resolved. At stake are the Freedmen's voting rights and access to health, housing and other services. To one degree or another, the citizenship rights of the five tribes' Freedmen and their descendants have been in contention ever since. For the past five years, the legal status of the Cherokee Freedmen, specifically, has bounced back and forth between tribal courts, federal courts and agencies, members of Congress and Cherokee voters. Cherokee politics is one consideration that is expected to shape Baker's stance on the Freedmen.   [More]  Descriptors: Citizenship, Elections, Court Litigation, Voting

West, W. Richard, Jr.; Gover, Kevin (1988). Indians in United States Civil Rights History, Update on Law-Related Education. Discusses the unique legal status of American Indians as citizens of tribal governments, and traces their struggle for civil rights. Examines provisions for in the U.S. Constitution dealing with the Indians, the military conquest of Indian tribes, and Indian participation in the civil rights movement. Includes a list of books on American Indian law. Descriptors: American Indian History, American Indians, Civil Rights, Civil Rights Legislation

Stellern, John; And Others (1986). Hemispheric Dominance of Native American Indian Students, Journal of American Indian Education. Examines language and spatial lateralization of 49 elementary American Indian students using a cognitive-manual dual task model and psychoeducational assessment techniques. All students were found to be left-hemisphere dominant for language and some were lateralized to the left hemisphere for spatial function. Contradicts evidence of right-brain dominance in American Indians. Descriptors: American Indian Education, American Indians, Cognitive Style, Educational Theories

Wallis, Patricia (1983). Holistic Learning–A Must with American Indian Students, Momentum. Describes St. Mary's School's first grade mathematics program using a holistic, right hemispheric functioning process based on the rhythmic theory of learning. Reviews research indicating that learning styles among American Indians have a greater dependence upon right hemispheric functioning. Descriptors: American Indian Education, Cerebral Dominance, Cognitive Style, Elementary Education

Edmunds, R. David (1995). Native Americans, New Voices: American Indian History, 1895-1995, American Historical Review. Explains that, until the decay of the post-World War II consensus on U.S. history, the history of American Indians remained in academic limbo. Contends that the events of the 1960s, including the civil rights and antiwar movements, resulted in a strong interest in American Indian studies. Descriptors: American Indian Culture, American Indian History, American Indian Studies, American Indians

Harris, Kathryn (1979). The American Indian Religious Freedom Act and Its Promise. Federal Policy to Safeguard the First Amendment, American Indian Journal. The American Indian Religious Freedom Act is to enforce the constitutional provision that guarantees all Americans a right to free exercise of religion. Cited are problems in implementation, examples of infringement of Indian religions, examples of cases where the act might have an effect, and the definition of an American Indian.   [More]  Descriptors: American Indian Culture, American Indians, Cultural Images, Legislation

American Indian Journal (1981). Initial Report of the American Indian Leaders Advisory Council. Of major concern to American Indians are: government to government communications; development of Indian owned energy resources; federal budget changes as they affect the American Indian; preservation, protection, and quantification of inherent and reserved Indian water rights; preservation of treaty obligations; respect for tribal sovereignty; active enforcement of trust responsibilities.   [More]  Descriptors: Advisory Committees, American Indians, Budgets, Energy

Sorensen, Barbara, Ed.; Pierce, Dick, Ed. (1999). "Winds of Change" Magazine's 6th Annual College Guide for American Indians, Winds of Change. This guide provides college information tailored for American Indian and Alaska Native students, their families, and their counselors. The heart of the guide is a unique compilation of 199 schools selected because they have a supportive American Indian community and graduate a good percentage of their Native undergraduates. In a double-page format, the left page contains descriptive information on colleges (level of competitiveness, type, setting, enrollment, costs, and student and faculty statistics), while the right page contains information on the American Indian community (statistics on Native students, their majors, and degrees awarded to them) and financial, academic, and support programs for American Indian and Alaska Native students. The guide also includes articles that profile Native students and their experiences, describes six colleges of varying size and type that serve Native students well, discusses the role and successes of tribal colleges, highlight an intensive college preparatory seminar for Native high school students, profile four American Indian guidance counselors, give practical advice on writing the college application essay and applying for student financial aid, and describe the Teach for America program and the need for Indian teachers. Resources available on the Internet are briefly described. The guide contains photographs and many paid advertisements describing opportunities for Native Americans in colleges, universities, and corporations. Descriptors: Alaska Natives, American Indian Education, American Indians, College Admission

Ogunwole, Stella U. (2002). The American Indian and Alaska Native Population: 2000. Census 2000 Brief. This brief summarizes data from Census 2000 on the American Indian and Alaska Native (AI/AN) population and discusses its distribution at national, regional, and state levels. This information is intended for all levels of government to use in implementing and evaluating programs related to education, employment, health care, job training, civil rights, and housing. On April 1, 2000, 4.1 million persons–1.5 percent of the U.S. population–reported their race as AI/AN. This number included 2.5 million reporting AI/AN only and 1.6 million reporting AI/AN in combination with another race. Of all respondents who reported AI/AN, 43 percent lived in the West and 31 percent lived in the South. About 25 percent lived in California and Oklahoma combined. At 19 percent, Alaska had the highest proportion of AI/AN population, followed by Oklahoma (11 percent) and New Mexico (10 percent). American Indians and Alaska Natives were the majority of the population in 26 counties, located in eight states of the West and Midwest. Locations of clusters of counties with high AI/AN proportions are described. Among large cities, the largest AI/AN populations were found in New York and Los Angeles, which together accounted for 3.4 percent of the total AI/AN population. American Indian tribal groupings with 100,000 or more people were Cherokee, Navajo, Latin American Indian, Choctaw, Sioux, and Chippewa. Alaska Native tribal responses and patterns of mixed-tribal responses are also discussed. (Contains 11 data tables and figures.)   [More]  Descriptors: Alaska Natives, American Indians, Census Figures, Demography

Gervais, Christine (2011). On Their Own and in Their Own Words: Bolivian Adolescent Girls' Empowerment through Non-Governmental Human Rights Education, Journal of Youth Studies. In recognition of the profound benefits of children's engagement with their rights, this article presents an experiential account of how Bolivian adolescent indigenous girls discover, articulate, experience, and advocate human rights. This study explores adolescent girls' demonstrations of empowerment, agency, resistance, and solidarity as part of their initiatives within non-governmentally based human rights workshops. By featuring their voices, this study demonstrates how young Bolivian females are able to shape their own expectations and experiences of human rights. This study further emphasizes how a supportive and interactive educational introduction to the conventions, declarations, and constitutions intended to safeguard human rights can open up possibilities for comfort, self-realization, and liberation among adolescent girls amidst endemic patriarchal constraints and ongoing political and economic instability.   [More]  Descriptors: Civil Rights, Females, Foreign Countries, Childrens Rights

Tippeconnic, John W., III (2000). Reflecting on the Past: Some Important Aspects of Indian Education To Consider as We Look toward the Future, Journal of American Indian Education. Discusses American Indian education in four critical areas: tribal control, focus and priority, language and culture, and research. These areas are complex and political due to treaty rights; sovereignty; and relationships between Indian tribes and federal, state, and local governments. Unity among Indians and making Indian education a priority at all levels are essential for continued progress. Descriptors: American Indian Education, Cultural Maintenance, Culturally Relevant Education, Educational Attitudes

Civil Rights Project / Proyecto Derechos Civiles (2011). Financing College in Hard Times: Work and Student Aid. The CSU Crisis and California's Future. This report is the third in a series of reports designed to analyze the impact of the fiscal cutbacks on opportunity for higher education in the California State University system, the huge network of 23 universities that provide the greatest amount of Bachelor of Arts (BA) level of education in the state. The first study, "Higher Tuition, More Work, and Academic Harm: An Examination of the Impact of Tuition Hikes on the Employment Experiences of Under-represented Minority Students at One CSU campus" (Amy Leisenring) explores how students on one CSU campus understand the consequences of the state's budget crisis and their experiences with jobs, as well as the impact that working has on their academic success. Latino, African American, and Indian students at this CSU campus believe that recent fee and tuition increases have negatively impacted them in multiple ways. These students and their families clearly feel the burden of the rising costs of a CSU degree. The second study, "The State University Grant Program and its Effects on Underrepresented Students at the CSU" (Jose L. Santos) explores how the CSU's State University Grant (SUG) program helps to maintain affordability for higher education and helps us understand who benefits from this program. This study reviews the National Postsecondary Student Aid Study: 2008, as well as other publicly available data from the CSU system and California Postsecondary Education Commission. The data reveals that in the last twenty years there has been a proportional increase of students from underrepresented minorities benefitting from SUG awards, particularly Mexican Americans and Other Latinos. Each study contains tables, references and appendices. [Foreword by Gary Orfield. Additional funding for this research was provided by the California State University (CSU) Faculty Association.]   [More]  Descriptors: Higher Education, Hispanic Americans, Program Effectiveness, Employment Experience

Connell-Szasz, Margaret (1999). The Education Connection: Christopher Columbus to Sherman Alexie, Journal of American Indian Education. Educational exchange between American Indians and outsiders is examined in three periods. From first contact to the mid-1800s, knowledge was exchanged relatively equally. From the mid-1800s to the mid-1900s, acculturation was imposed upon American Indians. The political liberalism of the 1960s spawned renewed interest in Indian culture and rights, and flexibility returned to the education exchange. Descriptors: Acculturation, American Indian Education, Colonialism, Cultural Differences

Education Journal of the Institute for the Development of Indian Law (1973). Legal Aid Programs Seek Justice, Protection, Education for Indians. American Indian Legal Aid Programs throughout the country are briefly described. Descriptors: American Indians, Civil Rights, Court Litigation, Lawyers

Gover, Kevin (2000). Remarks of Kevin Gover, Assistant Secretary-Indian Affairs: Address to Tribal Leaders, Journal of American Indian Education. Assistant Secretary Gover apologizes for the Bureau of Indian Affairs' (BIA) actions in the ethnic cleansing of American Indian tribes and the destruction of Indian cultures. He asserts the agency's moral responsibility of putting things right and proposes that a healing process begin and that the BIA work to reinvent itself as an instrument of Native prosperity. Descriptors: Acculturation, American Indian History, American Indians, Boarding Schools

Commission on Civil Rights, Washington, DC. (2001). Statement of the U.S. Commission on Civil Rights on the Use of Native American Images and Nicknames as Sports Symbols. The U.S. Commission on Civil Rights calls for an end to the use of Native American images and team names by non-Native schools. While respecting the right to freedom of expression, the Commission believes that the use of Native American images and nicknames in school is insensitive and should be avoided. In addition, these mascots may violate anti-discrimination laws. Since the 1960s, many overtly derogatory symbols and images offensive to African Americans have been eliminated. However, many secondary schools, postsecondary institutions, and professional sports teams continue to use Native American nicknames and imagery despite the vigorous opposition of American Indian leaders and organizations. It is particularly disturbing that Native American references are still found in educational institutions, where they may create a racially hostile educational environment intimidating to Indian students. American Indians have the lowest high school graduation, college attendance, and college graduation rates. These problems may be exacerbated by the perpetuation of harmful stereotypes. While some schools maintain that Indian imagery stimulates interest in American Indian culture, stereotypes encourage interest only in mythical "Indians" and block genuine understanding of contemporary Native people as fellow Americans. The elimination of stereotypes will make room for education about real Indian people, current Native issues, and the rich variety of American Indian cultures in our country.   [More]  Descriptors: American Indians, Colleges, Cultural Images, Educational Environment

Trucks-Bordeaux, Tammy (2003). Academic Massacres: The Story of Two American Indian Women and Their Struggle to Survive Academia, American Indian Quarterly. Last year, Franci, a very knowledgeable Lakota scholar and writer, arrived to teach at this author's university. The author's friend, Malea, had left, so she was pleased to see another American Indian face in the department. The past year it had become clear that Indians faced many hardships at the university, but most strikingly they continued to face attacks concerning the value of their own scholarship, primarily due to a lack of understanding and more specifically an unwillingness to understand Indigenous peoples. Franci, too, experienced the callousness of the dominant culture's assumption of intellectual superiority. At a meeting where she was told she was not the chosen candidate for the job, she was also told that "This is a Class One Research institution, and the general consensus among the faculty is that your research is not good, and that your dissertation adds nothing to the body of knowledge." Not only did these words cripple her worth, but they also affected this author deeply because a knowledgeable American Indian with sound research skills lost much of her self-esteem and was not treated with respect. Being Indian is difficult enough, and immediately after being shuttled through the doors of academia, Indians often realize that the institution creates illusions, propagates illusions, and thrives on illusions. Thus, the author writes to all American Indian students: You will get in the doors, but after you have arrived, you will find the doors closing much more often, find fewer allies, and find your back, more times than not, firmly planted along a wall.  If we speak up, we are disgruntled troublemakers, and if we are quiet, we will not remain so for long. Unless you plan to disappear, you will become an activist. Prepare yourself. You may never be accepted by others, but before you confine yourself to serious depression or consider leaving the education you so rightly deserve, ask yourself the most important question: Do we not have a right to voice our concerns?   [More]  Descriptors: Research Methodology, American Indians, Research Skills, Depression (Psychology)

Chrisjohn, Roland D.; Peters, Michael (1986). The Right-Brained Indian: Fact or Fiction?, Journal of American Indian Education. Disputes evidence used to label American Indians as right-brain dominant. Points out dangers in incorporating untested theories about right-hemisphere learners into curriculum revision. Descriptors: American Indian Education, American Indians, Cognitive Style, Curriculum Development

Puisto, Jaakko (2009). "We Were Very Afraid": The Confederated Salish and Kootenai Politics, Identity, and the Perception of Termination, 1971-2003, American Indian Culture and Research Journal. The federal policy of termination against Native Americans was on a high roll from 1946 to 1954. The policy received explicit expression in House Concurrent Resolution 108, passed in 1953, which stated that "Indians should be made subject to the same laws and entitled to the same privileges and responsibilities as are applicable to other citizens of the United States" and that "at the earliest possible time, all the Indian tribes should be freed from federal supervision and control and from all disabilities and limitations specially applicable to Indians." The policy culminated in 1954, when the Senate and House Indian Affairs Subcommittees organized joint sessions on the termination of twelve reservations, including the Flathead Indian Reservation in western Montana, home to the Confederated Salish and Kootenai Tribes. Historians have generally argued that the termination policy ended either in the 1960s with the civil rights movement or at the latest when President Richard Nixon publicly declared the end to the policy in his address to the US Congress on 8 July 1970. By that time federal Indian affairs had moved toward self-determination policy, whereby American Indians could and should obtain more responsibility for running their own reservations with reduced federal input. This article proposes to present a reevaluation of termination by using the Salish and Kootenai as a case study and specifically focuses on the internal dynamics of the tribal politics from the early 1970s to the 2003 referendum on the linear descent proposal, which to many tribal members meant diluting tribal "blood" so significantly that it would parallel termination of the Salish and Kootenai tribes. This time termination would not mean legal abolition of the tribes or their reservation, as in the proposed federal policy of the 1950s, but would mean opening tribal enrollment to lineal descendants, many of them practically "white," which to a majority of tribal members would mean de facto termination of tribal identity.   [More]  Descriptors: Civil Rights, American Indians, Historians, Tribes

Krouse, Susan Applegate (2003). What Came out of the Takeovers: Women's Activism and the Indian Community School of Milwaukee, American Indian Quarterly. Alcatraz, the Trail of Broken Treaties, Wounded Knee–these are the well-known sites of "takeovers" by American Indian activists, mostly members of the American Indian Movement or AIM, in the 1960s and 1970s. AIM began in 1968, in Minneapolis-St. Paul, when urban Indians organized to protect their rights and preserve their traditions. Indian activism spread across North America with other takeovers, sit-ins, and demonstrations. Recent studies of American Indian activism have been welcomed for their contribution to people's understanding of a crucial period in recent Indian history. However, most of these studies have focused on the very visible, public figures of the Red Power movement, virtually all of whom have been men. Women's activism, while less visible, has been crucial to sustaining Indian communities, particularly in urban areas, and to maintaining the momentum begun in the heady days of the 1960s and 1970s. Individuals need to look more closely at the contributions of women to those activist movements. In this paper, the author examines the role of women in the 1971 takeover of the United States Coast Guard Station in Milwaukee, Wisconsin, and how women parlayed that takeover into a longstanding community organization: the Indian Community School. Leaving the political issues largely to men, the women turned their attention to the needs of their children, ultimately creating a center that is now funded by Indian gaming and serves the entire urban Indian community of Milwaukee. Their success is not acknowledged by AIM, and the Milwaukee takeover itself is rarely mentioned in histories of Indian activism.   [More]  Descriptors: Community Schools, Females, American Indian Education, Community Organizations

Redsteer, Robert W. (2003). An Open Epistle to Dr. Traditional Cherokee of the Nonexistent Bear Clan, American Indian Quarterly. Having grown up in the Native American Church culture in the time when Navajo people were persecuted for practicing this religion, the author states that a great price has been paid to date that allows him to practice his religious freedom and his way of life. Because non native people are selfishly imitating sacred Indigenous ceremonies, they put all native people at risk, and disrespect what the old people have fought for–that sacred way of life given by the Holy People at the beginning of time. In this open letter, the author presents his views to Dr. Traditional Cherokee of the Nonexistent Bear Clan (TCNBC), who teaches at Northern Arizona University (NAU) in the College of Ecosystem Science and Management, and racial identity. Saying that Dr. TCNBC claims he is Cherokee but cannot produce the necessary documentation to prove his heritage, Redsteer strongly criticizes what he refers to as a "boy scouts-like environment" that enveloped Dr. Traditional Cherokee of the Nonexistent Bear Clan's class lectures and activities, and the "Hollywood -like" settings that became the norm. He opines that Dr. TCNBC has perpetuated dangerous ideas reinforced by his very actions that make a mockery of the sufferings of Indigenous peoples, thus endangering their right to practice their religion. The Association of American Indian and Alaska Native Professors takes a stand on ethnic fraud and offers recommendations to guarantee the truth of American Indian/Alaska Native identification in universities and colleges here in the United States. Their concern arose out of racial exploitation of American Indians and Alaska Natives and the need to develop culturally diverse campus communities. Redsteer concludes by presenting recommendations from this organization to remedy situations like Dr. TCNBC. The recommendations are: (1) set up a case-by- case review process if one cannot meet this criterion; (2) include Indigenous faculty in the selection process; (3) require a documented statement that demonstrates past and future commitment to Native concerns; (4) require administrators to attend workshops on tribal sovereignty; (5) meet with local tribal officials; and (6) advertise vacancies at all levels in tribal publications. The academic stage cannot hide behind that flimsy veiled statement that if Dr. TCNBC says he is Cherokee, then he is. Redsteer contends that by not adhering to the The Association of American Indian and Alaska Native Professors guidelines, the university is doing the Native communities a great disservice.   [More]  Descriptors: American Indians, Ethnicity, Deception, College Faculty

Matsui, Kenichi (2011). Water-Rights Settlements and Reclamation in Central Arizona as a Cross-Cultural Experience: A Reexamination of Native Water Policy, American Indian Culture and Research Journal. As of December 2010, the US Congress had enacted more than twenty major community-specific Native water-rights settlements, and the state of Arizona had more of these settlements (eight) than any other US state. This unique situation has invited voluminous studies on Arizona's Native water-rights settlements. Although these studies have clarified the political and legal implications of the settlements and offered some practical future recommendations for Native water-rights policy, several ethnohistorical and theoretical questions still remain as to what factors galvanized and formed these settlements and whose ideas they were. In this article, the author examines the history and implications of two water-rights settlements: one for the Salt River Pima-Maricopa Indian community, and the other for the Fort McDowell Yavapai Nation in central Arizona, both near the city of Phoenix. In order to clarify the ethnohistorical aspects of these settlements, the author focuses on interactions and negotiations between the two Native communities and non-Native stakeholders about Native water rights and the impact of water works that affected these communities during the twentieth century. By providing a detailed documentation of Native and non-Native reactions as well as the interactions between these peoples, the author attempts to clarify the evolving and hybrid nature of Native water-rights settlements. He argues that these features, which scholars have not yet discussed in adequate detail, somewhat resemble historic peace treaties between Native peoples and the federal government.   [More]  Descriptors: Water, American Indians, Federal Government, United States History

Dean, Amber (2015). The CMHR and the Ongoing Crisis of Murdered or Missing Indigenous Women: Do Museums Have a Responsibility to Care?, Review of Education, Pedagogy & Cultural Studies. Organizations like the Native Women's Association of Canada have been working tirelessly for well over a decade to draw attention to the scope of the problem of violence against Indigenous women, and by 2010 (the year in which federal funding for their research, education, and policy initiative on violence against Indigenous women and girls was eliminated), the organization had documented 582 cases of missing or murdered women. This article asks "What responsibilities might museums such as the Canadian Museum for Human Rights (CMHR) have to care for the 'difficult knowledge' evoked by the violent deaths of Indigenous women, and how could a museum encourage and support a wider public to care for and remain open to experiencing the real difficulty of such knowledge." Author Amber Dean argues here that it is the CMHR's responsibility to explore the subject of human rights in order to enhance the public's understanding of human rights in order to promote respect for others and to encourage reflection and dialogue, even if the knowledge of history is difficult and violent. Dean goes on to say that as an institution devoted to public learning about human rights, the CMHR does in fact have a responsibility to care for the difficult knowledge of ongoing colonialism.   [More]  Descriptors: Museums, Violence, Homicide, Females