Watras, Joseph, Ed. (2001). American Educational History Journal, 2001, American Educational History Journal. This 2001 annual publication contains 31 articles on topics germane to the history of education. Each year, this journal publishes papers presented at the annual meeting of the Midwest History of Education Society. After the "Introduction" (R. J. Taggart) articles in this year's issue are: "Origins of the American Federation of Teachers: Issues and Trends between the Two Great World Wars" (D. T. Martin); "Class, Race, and Curriculum in Small Pennsylvania Mill Towns of the 1960s" (B. Frey); "Textbooks for Confederate School Children Pursuit of National Identity during the American Civil War" (O. L. Davis, Jr.); "Elma Neal, 'The Open Door' Readers, and Mexican American Schooling in San Antonio, Texas" (M. D. Davis; O. L. Davis, Jr.); "Defense as Preparation: Houston, Texas, Schools Face the War to Come, 1939-1941" (J. Hammer; O. L. Davis, Jr.); "William Guardia: Who Does So Much for So Many" (C. Elam); "'The Medium Is the Message': Lloyd Reynolds and the Origins of Italic Handwriting in Oregon Schools" (R. Christen; T. Greene); "Why Did Social Studies Become Popular?" (J. Watras); "Give Peace a Chance: College Students Protest and the Civil Rights Movement, 1960-1975" (W. M. Davis; C. Dulski); "The Kaiser Child Service Centers: A Brief Report" (C. J. Anderson); "Analysis of Midwest School Attendance on the Eve of the Civil War: Study of Washtenaw County, Michigan, in 1860" (A. Vinovskis); "Effect of Enlightenment Thinking and Early Nineteenth Century Imagery on Twentieth Century Views of American Indians" (G. Noley; J. Smith); "The Struggle to Reshape the American Mind: Antidotes to Popular Images of Germans in United States Schools" (D. Witkosky; S. Hood); "Flora J. Cooke: Making the Secondary Schools Progressive" (G. L. Kroepel); "Teachers in America: At Odds with the American Ethos" (R. J. Taggart); "Reflection of the Past: Desegregation in Goliad, Texas" (R. Garza); "Drawing from the Past: The Chicago Art Institute and Chicago Public Schools 1879-1914" (D. Corcoran); "Flappers, Bathtub Gin, and Gangsters: The Nature and Purpose of Character Education in Two Curriculum Models" (K. L. Riley; J. Brown); "Using New Computer Technology for Oral History Interviews and Archival Records" (T. Fogg); "'There's No Place like Home': The Modern Home School Movement, 1980-Present" (D. K. Winters); "Historic Perspectives of Multicultural Education" (C.  Young); "Paternalism's Reckoning in the Success of the Special Education Movement" (M. McKenzie); "Ellsworth Collings: A Re-Introduction" (A. W. Garrett); "Islamic History of Education in Uzbekistan" (T. Boyd; T. Owens); "'Phu Anuman Rajadhon' (1888-1969): On Knowledge and Learning" (J. Gasigijtamrong); "The 'Practicality' of Foreign Language in World War II" (L. Colangelo); "School Reorganization Act of 1961 and Its Impact on Pennsylvania School Reform" (B. Frey); "Reconsidering Paul Hanna's Content Sequencing Theory" (Y. Kim); "Educational Reform and the Unstilled Voice of Progressivism in the Twentieth Century" (J. Smith; C. Vaughn; D. Ketchum); "The Reform of Reform: How Business-Led Reformers Have Changed Their Tune" (R. Taggart); and "The Status of Social Studies Curriculum for World Understanding after World War II: 1945-1950" (S. Kim).   [More]  Descriptors: Educational Change, Educational History, Educational Practices, Elementary Secondary Education

Bland, Laurel LeMieux (1975). American Native Oral Tradition: Legal Safeguards and Public Domain–A Discussion. Demonstrating the fact that the United States recognizes tribal groups (American Indians, Eskimos, and/or Aleuts) as sovereign bodies and conducts business and civil affairs with them accordingly, this paper examines an area in U.S. Law that is either unclear or entirely lacking–the treatment of tribal right to ownership or control of the accumulated literary and intellectual heritage of a tribe and its right to protect its members from exploitation regarding their personal knowledge of tribal cultural heritage. In light of existing law and custom, several approaches to solving the problem or clarifying the situation are described. The paper concludes that: morally and ethically, elements of cultural heritage which lend themselves to ethnographic research methods and electronic or photographic recording are, by virtue of a priori right and possession, the intellectually created property of the tribes and their members; there is ample evidence that the capability and structure are present for tribes to control and administer ethnographic research with the power to receive the results as communal property of the tribal authority; and in accordance with its constitution, the federal government has a duty and obligation to initiate action in keeping with the policy statements of its leaders to render unto the Indian people that which is theirs by inheritance and possession and to clearly differentiate between that which is theirs and that which is held in common bond by the populace. Descriptors: American Indians, Civil Liberties, Constitutional Law, Cultural Background

McCoy, Melody (1998). Cooperative Agreements in Indian Education. Indian Education Legal Support Project: "Tribalizing Indian Education.". The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document compiles 10 voluntary cooperative agreements among federal, public, and tribal schools and between Indian organizations with regard to various Indian education matters as of October 1, 1998. The agreements are voluntary because, while federal, state, and tribal laws may authorize such agreements, no law requires them. Summaries of the 10 agreements are presented, followed by the full text of the agreements. Five agreements between a public school district and a tribe, tribal school, or Bureau of Indian Affairs (BIA) school address creation of a joint school board; joint operation of a public school, a tribal or BIA school, and a new program for at-risk tribal students; and distribution of state funding for American Indian students in a public school district. Three agreements among tribal schools address cooperative arrangements for student bus transportation, cooperative sponsorship of student sports, and shared special education services. The other two agreements establish an interdistrict consortium of six public school districts to meet the needs of Native students, and formalize the relationship of two national Indian organizations on Indian education matters. Descriptors: American Indian Education, Educational Cooperation, Elementary Secondary Education, Institutional Cooperation

Klasky, Philip M. (2001). The Storyscape Project Preserves Indian Cultures and Lands. Their Way Home, Winds of Change. A nonprofit indigenous rights organization in California helps indigenous communities safeguard their lands and culture. Recordings of the last speakers of endangered languages and their tribes' stories and creation songs are used in language restoration programs and to establish historical evidence of tribal land use through landmarks described. Intellectual property rights are retained by those who were recorded. Descriptors: American Indian Culture, American Indian Languages, Audiotape Recordings, Conservation (Environment)

Nelson, Melissa; Klasky, Philip M. (2001). Storyscape: The Power of Song in the Protection of Native Lands, Orion Afield: Working for Nature and Community. An indigenous rights organization works to preserve and revitalize indigenous communities and their lands by recording tribal creation songs. The songs spiritually reconnect Native people with their land, establish indigenous territorial rights, and preserve endangered languages. An ethnographic audio recording training program will enable tribes to create their own educational and language tools. Descriptors: American Indian Culture, American Indian Languages, Audiotape Recordings, Conservation (Environment)

Diamond, Tom (1974). State Responsibilities for American Indians — Texas. The Tiguas of El Paso, Texas; the Coushattas of Louisiana; and the Tortugas of Las Cruces, New Mexico share a common background in that they represent American Indian tribes who, having lost their land base, have been abandoned by the Bureau of Indian Affairs (BIA) and have experienced recent circumstances of poverty. Since Indian rights stem from their original ownership of land, the BIA generally takes the position that it will not assume responsibility for an Indian group without a land base. However, Title 25 of the U.S. Code (Section 334) states that equal treatment should be afforded all Indians regardless of place of residence. Due to recent efforts on the part of the Tiguas, the Texas State Legislature has assumed full legal responsibility for these El Paso Indians. While the Coushattas and the Tortugas have not been as successful, the Tiguas have provided a precedent and a blueprint for recognition of tribes without a land base. Recognition is a relationship between a unit of government (State or Federal) and a tribe, wherein the government provides services for the tribe which are not provided for the general public. A suggested blueprint for recognition involves procurement of: (1) an anthropologist to document tribal history; (2) an attorney to accept responsibility for coordinating the effort; and (3) an effective public relations man. Descriptors: American Indians, Equalization Aid, Federal Government, Land Acquisition

Lukaczer, Moses; And Others (1971). A Guide to the Rights of the American Indian to Food Programs — In Federal Schools for American Indian Children and in Public Schools Subsidized by the Bureau of Indian Affairs. Written for all American Indians and Alaska Natives, this guide is designed to provide information relative to the Native American's rights to food programs in Federal schools and in public schools subsidized by the Bureau of Indian Affairs (BIA). Aimed at stimulating Native Americans to assume a more active role in the development and assessment of these food programs, this handbook presents the following information: (1) Food Programs in Schools and Dormitories Operated by the BIA (number of federally recognized Indian children of school age; different kinds of BIA schools; BIA nutrition responsibilities; unknown nutritional status of "other" Indian children; BIA boarding schools, dormitories, and day schools; general food policy issues–tests, monitoring, and surplus foods); (2) Food Programs in Public Schools Funded by Authority of the Johnson O'Malley Act (JOM), (Indian children covered; service standards vs JOM regulations; parent costs; definitions of selected federally funded food programs; BIA regulation needs for administration of JOM lunch monies; BIA responsibility for Indian children in JOM funded schools; inequities in JOM fund administration; unaggressive use of JOM funding device; findings of the U.S. Commission on Civil Rights' survey of JOM schools; the School Breakfast Program; phasing out JOM funding; policy considerations). Descriptors: Alaska Natives, American Indian Reservations, American Indians, Boarding Schools

McKinley, Francis; And Others (1970). Who Should Control Indian Education? A History, Three Case Studies, Recommendations. Conducted in 1967 by the Far West Laboratory for Educational Research and Development at the request of the National Indian Youth Council, this 1-year study was made on American Indians at the following sites; Loneman, South Dakota; Ponca City, Oklahoma; Crow Agency, Montana; Fort Berthold, North Dakota; Nondalton, Alaska; South Nek Nek, Alaska; Mescalero Apache Reservation, New Mexico; Papago Indian Reservation, Arizona; Seattle, Washington; and Indian boarding schools. The report describes the state of education available to American Indian children, presents 3 case studies, and offers a set of recommendations for improvement. Collection of base-line data included obtaining information on school administration, curriculum and teaching methods, student achievement, attitudes of teachers and administrators, and unique characteristics of the schools attended by the Indian children. Conclusions were that education provided for Indian children is a failure and has not succeeded in preparing them to be productive citizens in the larger society. In addition to the study activities, 3 pilot projects were developed at various sites: (1) educational materials libraries in Head Start schools, (2) a tutoring program for junior high students, and (3) a nonprofit organization for community development.   [More]  Descriptors: Administration, American Indians, Attitudes, Civil Rights

Gerlach, Ernest J. (1977). Indian Employment in New Mexico State Government: 1977. To update a 1974 report on the status of American Indian employment in the state of New Mexico, a 1977 study on the composition of the state's work force was undertaken, including descriptions of the overall distribution of state employment by job category, grade, and salary level. Despite progress, it was found that: (1) Indians still constituted only about 2% of the state's merit system work force; (2) Indian employees continued to be concentrated in a few agencies, with 60% working for the Employment Security Commission, Health and Social Services, and the Highway Department; (3) few Indians were employed even in areas where large proportions of Indians resided; (4) American Indians continued to be concentrated in low skill, low pay jobs with little upward mobility (almost 40% of all Indian employees were classified as paraprofessionals or in service/maintenance); (5) improvements notwithstanding, a disproportionate number of Indian employees remained concentrated in lower salary levels and in lowest grade levels (more than 72% of Indian employees were between grade levels 01 and 10 compared to almost 55% of entire work force, and only 9% were at or above level 15 compared to more than 20% of total employees). The report contains numerous statistical comparisons broken down by race/ethnicity and sex.   [More]  Descriptors: Affirmative Action, American Indians, Black Employment, Employed Women

Senese, Guy; Wood, Gerald (2009). Like the Other Kings Have: A Theory of Sovereignty and the Persistence of Inequality in Education, Journal for Critical Education Policy Studies. Public education discourse is dominated by nostalgia for an idea of humanity, which has existed more strongly in high culture discourse than it has in public schools. Political liberal and conservative discourses agree that the process of compulsory public education is an expression of the state as it works to justly distribute "life chances" through the exercises of schooling and the credentials that ensue from those exercises. The debate is centered on whether the exercises are just. This paper is an attempt to apply a developing scholarship on the concept of sovereignty to this old problem, and particularly to help explicate a deeper level of resistance to change regarding educational inequality. Drawing from Hannah Arendt, Carl Schmitt, and from the Italian philosopher and philologist Georgio Agamben, this re-visitation of the concept of sovereignty is a Foucauldian excavation of the substrate of feudalism and imperial Romanism, whose ancient tropes of property and humanity work like a parasite on the body of public education, appearing periodically right under its skin. This work suggests the power of pre-Christian even pre-"European" enlightenment ideas, toward a deeper archeology of exclusion.   [More]  Descriptors: Credentials, Equal Education, Tribal Sovereignty, Public Education

Thompson, Morris (1974). Self-Determination: First Steps. The year 1974 marked the first full year in which the Bureau of Indian Affairs (BIA) officially embarked on a policy of advising and assisting American Indian tribes to assume the administration of their own affairs (self-determination). It seeks to strengthen and stabilize tribal governments while continuing to maintain and fulfill its trust responsibilities. BIA trust responsibilities consist of protecting the Indians' land, water, minerals, forests, and other resources. Some positive accomplishments regarding these responsibilities have been the three-stage format for inventorying water resources affecting reservations; the Catalog of Rights Issues, which identifies a multitude of Indian rights problems; the Menominee Restoration; and the Alaska Native Claims Settlement Act.  In the area of education, new initiatives are emerging such as more community involvement. Indian services provided by the BIA include: (1) the Tribal Government Development Program, which encourages the growth of self-determination by using program funds to establish effective tribal governments; (2) the implementation of the court decision which restored the off-reservation fishing rights of 14 tribes in western Washington State; (3) housing for Alaska Natives; (4) faster action on roll appeals; and (5) development of tribal resources, such as setting up new enterprises and expanding old ones.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Community Control

Leitka, Eugene (1974). Sources of Financial Aid for American Indian Students. Some 22,000 American Indian students requested assistance for higher education from the Bureau of Indian Affairs (BIA) in 1973, but the BIA only had funds for 11,395 students. While funds theoretically were available from other sources, only 3,000 out of 12,000 eligible students were able to benefit from them. A cooperative agreement between the U.S. Office of Education, the BIA, and the Office of U.S. Civil Rights is pending release. The agreement is designed to eliminate discrimination against Indian students seeking financial aid from other available Federal sources and is directed toward the educational institutions as recipients of Federal funds, placing them under contractual compliance procedures and making it their responsibility to serve all races without discrimination.  A proposed draft was produced in January of 1974 by the U.S. Office of Civil Rights, which if adopted will bring about clarification of college responsibilities in this matter. The directive states: (1) that funds provided under the Basic Educational Opportunity Grant or other Federal programs are to be made available to all eligible Indian applicants on an equal basis without regard to their eligibility for assistance through programs operated by the BIA; and (2) that the level of Indian need is not to be projected as lower than that of non-Indians. Descriptors: Agency Role, American Indians, Civil Rights, College Programs

Ford Foundation, New York, NY. (1977). Ford Foundation Assistance to Native Americans. During the past decade the Ford Foundation has assisted American Indians to improve their educational opportunities, assert their legal rights, and preserve their traditional culture and way of life. The Foundation has funded various efforts in the areas of school planning and finance, leadership development, undergraduate and graduate fellowships, establishment of Indian colleges, legal challenges, economic and community development, communications, and culture. Among the numerous Foundation-supported programs have been the Leadership Development Program which has given promising young Native American teachers and community workers from rural areas opportunities for innovative and advanced training; programs to help talented young Indians serve as links between their own culture and the larger society by assuming leadership positions in school systems and community agencies; an Upper Division Scholarship Program to help talented graduates of community colleges go on for bachelor's degrees at four-year colleges and universities; a one-year advanced study fellowship to faculty members with some graduate work who want to study full-time for their doctorates; a doctoral fellowship program designed for students entering graduate school and planning careers in higher education; the Native American Rights Fund, a nonprofit legal organization which has helped Indians throughout the country launch a comprehensive litigation campaign to secure and protect their rights. Appended is a listing of Ford Foundation grants concerning Native Americans. Descriptors: Alaska Natives, American Indians, Community Development, Cultural Awareness

General Accounting Office, Washington, DC. Resources, Community, and Economic Development Div. (1988). Indian Affairs: Statistical Data on Indian Rights Cases Handled by Justice. Fact Sheet for the Honorable Harry Reid, U.S. Senate. This fact sheet was written in response to a Senatorial request for information that would quantify litigation costs, in time and money, associated with federal efforts to defend and promote the rights of American Indians from 1982 through 1987. Costs incurred on behalf of Alaskan Natives were to be excluded in the report. It was found that for fiscal years 1982 through 1987, the Indian Resources Section of the Justice Department spent about $5.1 million to carry out its mission of litigating Indian rights cases. Of that amount, about $3.9 million was for personnel compensation and benefits while the remaining $1.2 million was for other expenses. The funds supported approximately 10 attorneys and 4 staff members each year, or 84,638 staff hours on 654 cases for the 6-year period.  The information is contained in a response letter and in several statistical tables showing data on Indian Rights cases handled by Justice's Indian Resources Section. The tables show numbers and status of Indian cases, hours attorneys worked, staff and salary costs, and costs of expenses. A list of major of contributors to the fact sheet is included.   [More]  Descriptors: American Indians, Civil Rights, Clerical Workers, Court Litigation

Journal of American Indian Education (1999). The Coolangatta Statement on Indigenous Rights in Education. Presents the 1996 revised Coolangatta Statement on Indigenous Rights in Education, a framework for discussing indigenous educational rights and self-determination, generated by an international task force. Lists task force members and fundamental principles for further discussion. Descriptors: Access to Education, Civil Liberties, Culturally Relevant Education, Educational Principles

Wisconsin State Dept. of Public Instruction, Madison. (1996). Wisconsin Indian Treaties and Tribal Sovereignty. Classroom Activities. This guide contains information and learning activities for teaching elementary and secondary school students about federal-Indian relations, treaty rights, and tribal sovereignty in Wisconsin. The guide was developed to meet provisions of the 1989 Wisconsin Act 31 that required social studies curriculum to include instruction on treaty rights and tribal sovereignty. The first three sections are self-contained teaching sections for elementary, middle, and high school students that begin with a brief overview of Wisconsin Indian cultures, political structures, and relationships to the environment. Each section includes nine learning activities that address the nature of the federal-Indian relationship up to the end of the treaty-making era, examine reservations established for Wisconsin Indians and the status of nonreservation Indians, consider the relationship of acculturation to treaty rights, and explore the reaffirmation of treaty rights and the status of Wisconsin Indian peoples today. Each lesson consists of objectives, concepts, fundamentals, treaties, procedures, and a list of additional resources. The fourth section of the guide provides fundamental materials for each learning activity including pretests, maps, primary source materials such as treaty journals and manuscripts, and information on tribal life; the federal-Indian relationship; Indian gaming and economic development; and other matters concerning American Indian tribes in Wisconsin. The fifth section includes the 29 treaties that were negotiated between the Indians of Wisconsin and the United States government, 1795-1856. Appendices include a glossary, a list of Wisconsin Native American Tribal and Intertribal Offices, and a bibliography.   [More]  Descriptors: Acculturation, American Indian Culture, American Indian History, American Indians

Harvey, Karen D.; Harjo, Lisa D. (1994). Indian Country: A History of Native People in America and Indian Country: Teacher's Guide. Appropriate for the middle grades through junior high school, this book and accompanying teacher's guide provide a curriculum for teaching American Indian history. Following an overview of the European encounter and the early years of White penetration into North America, the book focuses on five distinct periods of U.S. government policy toward American Indians: (1) separation–removing Indians from the land that Whites desired and drawing boundaries between the two peoples; (2) coercive assimilation–replacing Indian ways with White ways and pushing Indians to become self-sufficient farmers under conditions dictated by Whites; (3) tribal restoration, phase one, during which Whites made an about-face and encouraged Indians to maintain their corporate tribal existence; (4) termination–breaking off all relationships of protection and assistance by the federal government; and (5) tribal restoration, phase two, during which tribal corporate adaptation to American society was again encouraged and cultural choice was reaffirmed. The last chapter of the book addresses contemporary issues affecting Native Americans, including development of political influence and economic self-sufficiency; restoration of tribal lands and artifacts; recognition and reclamation of U.S. treaty rights and trust responsibilities; and other issues pertaining to culture, language, health, and education. Each chapter includes lesson plans, supplementary readings, and a summary. The book also includes additional references and resources for each chapter, a bibliography, and an index. The teacher's guide provides maps, graphs, and documents that may be duplicated for classroom use; sections on the interpretation of history; lesson plans on Native American culture and spirituality; biographies of contemporary Indian people; guidelines for selecting books on Native Americans; suggestions and guidelines for arts, crafts, and activities; and an annotated bibliography of resources on Native Americans. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian History

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1999). Report on Tribal Priority Allocations. As part of Bureau of Indian Affairs (BIA) funding, Tribal Priority Allocations (TPA) are the principal source of funds for tribal governments and agency offices at the reservation level. According to their unique needs and circumstances, tribes may prioritize funding among eight general categories: government, human services, education, public safety, community development, resources management, trust services, and general administration. In 1997, Congress directed the BIA to examine options on other methods of distributing TPA funds based on identified tribal need. This report summarizes findings of a BIA/tribal workgroup on this issue. Chapter 1 describes background issues: wide variations among Indian tribes and lands that impede development of one funding formula; American Indians' severely disadvantaged status; Federal trust responsibilities to Indians; and the right of tribal governments to have their priorities respected. Chapter 2 recounts the historical and legal basis for federal services to tribes. Chapter 3 discusses measures of tribal need and finds that current funding meets only one third of identified needs. Chapter 4 covers measures of tribal revenue, noting that revenue must be used not only for current operations but also to repair 150 years of neglect. Chapter 5 presents results of tribal consultation. There is no support for reallocation of resources, and given that fewer than 10 percent of tribes have enough revenue to provide a full range of services to their citizens, reallocation of base funds is not cost effective. Chapter 6 presents conclusions: base funding to tribes should not be redistributed; the same principles for determining state and local eligibility for federal funds should be applied to tribes; and an appeal process must be established for tribes affected by any change in TPA policies. Appendices describe TPA programs and list federal domestic assistance programs for which tribes may or may not apply.   [More]  Descriptors: American Indians, Disadvantaged, Elementary Secondary Education, Federal Indian Relationship

Arizona Commission of Indian Affairs, Phoenix. (1974). Report On: Arizona Indian Water Rights Conference (White Mountain Apache Reservation, August 21-23, 1973). Established by the Arizona Legislature in 1953, the Arizona Commission on American Indian Affairs serves as the official link between the tribal autonomies and the State government, its legislature, and elected officials. Its primary purpose has been to study conditions among Indians residing within the State. Among the commission's goals are: (1) improving communications, understanding, and working relationships between all concerned; (2) promoting understanding and fellowship in the area of Indian affairs; and (3) cooperating and assisting tribes in developing self-determination. The commission sponsored the first Arizona Indian Water Rights Conference to discuss water rights which affect Indian reservations. Attending the conference were tribal leaders, State and Federal government officials, and leaders of State and national Indian organizations. Tribal leaders from the Ak-Chin, Camp Verde, Colorado River Tribes, Fort McDowell, Navajo, Hualapai, Kaibab-Paiute, Fort Mohave, Salt River, Fort Yuma, and Gila River Indian Reservations discussed their status on water rights. Legislation and other areas of concern on the national level which affect Arizona tribes were also discussed. This report presents the discussions held at the conference.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Conference Reports

LaFromboise, Teresa Davis (1982). Assertion Training With American Indians: Cultural/Behavioral Issues for Trainers. Assertiveness training, a current preferred method of training appropriate communication skills, strives to teach a behavior which enables a person to act in his/her own interests, to express honest feelings comfortably, or to exercise one's own rights without denying the rights of others. Assertion training could be envisioned as an intervention strategy for Indians to create conditions for a new era in which their future is determined by Indian acts and Indian decisions in pursuit of entitlement to services rather than their need for services. Designed to aid educators, human development specialists, and mental health professionals in developing assertion training programs with American Indian people, the manual discusses assertive behavior; elements of Indian culture and Indian thinking; a selected assertion training model composed of instruction, modeling, behavior rehearsal and feedback; application of assertion training to express Indian rights and responsibilities; aspects of communicating messages involving combined influences, perceptions, and interpretations of mutual role expectations of Indian and white and cultural differences. Other chapters discuss Indian non-verbal communications; assertion training with Indian adults; practical and ethical considerations for trainers; and assessment of Indian assertive behavior. Appendices provide references, a workshop agenda, and suggested exercises for assertion training.   [More]  Descriptors: American Indian Culture, American Indian Education, Assertiveness, Behavior

Navajo Tribe Public Relations and Information Dept., Window Rock, AZ. (1964). THE NAVAJOS. A STUDY OF NAVAJO AMERICAN INDIANS IS PRESENTED. INCLUDED ARE THE TRIBE'S HISTORY, RESOURCES, ECONOMIC SITUATION, AND WAYS TO IMPROVE IT. THE NAVAJOS ARE DIFFERENT FROM OTHER AMERICAN INDIAN TRIBES IN THAT THEY ARE RAPIDLY INCREASING, THEY HAVE INCREASED THE SIZE OF THEIR RESERVATION, THEY STILL LIVE IN ISOLATION AND IN A PRIMITIVE FASHION, AND THEY STILL SPEAK THEIR NATIVE TONGUE. UNTIL WORLD WAR II, DESPITE PRESIDENTIAL ORDERS WHICH GAVE THEM MORE LAND, THEY STILL DID NOT HAVE ENOUGH AND KEPT TO THEIR OLD WAYS OF EKING OUT LIVINGS FROM SHEEP RAISING, MELON AND SQUASH CULTURE, RUG WEAVING, SILVERSMITHING, AND PART-TIME FARM AND RAILROAD WORK OFF THE RESERVATION. AT THE END OF THE WAR AND AFTER CONTRIBUTING TO THE WAR EFFORT, THE LIVES OF THE NAVAJOS WERE CHANGED BY THE DISCOVERY OF OIL ON THEIR LAND AND THE PAYMENT BY DRILLING COMPANIES OF HUGE SUMS FOR THE LEGAL RIGHTS, AND BY THE VOTING OF FEDERAL FUNDS FOR THE REHABILITATION OF NAVAJOS AND HOPIS. A REVOLUTION WAS CREATED IN EDUCATION WHEN UNIVERSAL SCHOOLING WAS ACHIEVED AND IN HEALTH SERVICES WHEN THE U.S. PUPLIC HEALTH SERVICE INTERVENED. SUGGESTIONS FOR IMPROVING THE LIFE OF THE PEOPLE RESTS ON THE EXPLOITATION OF THEIR ECONOMIC POTENTIALITY. THEIR INCREASING POPULATION MAY BECOME A POOL OF VALUABLE MANPOWER. THE TOURIST INDUSTRY SHOULD BE DEVELOPED, BECAUSE THEIR SPECTACULAR SCENERY WOULD ATTRACT MILLIONS AND MAKE MOTELS, RESTAURANTS, AND SHOPS VERY PROFITABLE VENTURES. VAST COAL DEPOSITS CAN BE DEVELOPED TO PROVIDE TRIBAL INCOME AND A BASIS FOR A FIRM ECONOMY. IF A PENDING GOVERNMENT DAM AND IRRIGATION PROJECT MATERIALIZES, THERE WILL BE 100-ACRE FARMS FOR 1,200 FAMILIES AND MANY ALLIED SERVICE INDUSTRIES. INDUSTRIAL DEVELOPMENT AND MANAGEMENT ASSISTANCE IS BADLY NEEDED. Descriptors: Economic Climate, Education, Navajo, Occupations

LaFromboise, Teresa; Boesch, Kit (1986). Circles of Women. Professionalization Training for American Indian Women. A Manual for Counselors, Teachers, Workshop Leaders and Trainers. This manual is a resource guide for leadership training workshops for American Indian women. Section I of the manual presents an overview of critical issues involved in the professionalization of American Indian women, including (1) the traditional roles of Indian women, and their precedent for contemporary professional roles; (2) the major issues and problems facing Indian women today, particularly in terms of acculturation stress, difficulties in maintaining the extended family, and pressures for bicultural competence; and (3) professionalization as an extension of traditional roles and as a means of coping with contemporary problems. This section identifies obstacles faced by Indian women interested in professional careers and clarifies the need for skills training in various areas. Section II of the manual is a complete workshop series on: enhancing self-esteem, acquiring culturally appropriate assertiveness skills, planning careers both on and off the reservation, and developing financial management abilities. The workshop materials include a brief overview of the issue, options for presentation of a one-day or three-day agenda, specific training instructions and exercises with training worksheets, references, and suggested readings. Activities, modeling, feedback, and homework assignments are included along with a brief list of preparatory activities, logistics, and a workshop evaluation form.   [More]  Descriptors: Adult Education, American Indian Education, Assertiveness, Behavior Patterns

Reyhner, Jon (1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job done–the knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian Education, and the United Nations International Year for the World's Indigenous People. Following a summary of tribal educational and language policies, several courses of action are recommended to assist Native communities in developing the effective right to maintain their languages. These actions focus on fostering innovative community-based strategies, directing research toward analyzing community-based successes, fostering cooperation between communities and organizations, and promoting heightened consciousness of the catastrophic effects of language loss for both language minorities and the mainstream population. Contains 27 references.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

Berman, Edward H. (1977). Ethnic Heritage Project General Bibliography. The document lists approximately 280 ethnic heritage-related materials. Bibliographic citations for anthologies, plays, speeches, autobiographies, films, filmstrips, study guides, curriculum outlines, learning activities, and critical and historical studies for works published from 1950 through 1976 are annotated. The materials consider cultural conflicts, chronicle the history of cultural groups in the United States, and present the art, music, dance, literature, and religion of ethnic groups. The general bibliography categories are American Indian, Asian, Australian, Black American, Caribbean, Chinese, French, German, Greek, Irish, Italian, Japanese, Jewish, Latin American, Polish, Puerto Rican, Russian, Spanish/Portugese, General, and Professional. Entries are organized alphabetically by author according to type of material.   [More]  Descriptors: American Culture, American Indians, Annotated Bibliographies, Blacks

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1993). American Indian Agricultural Resource Management Act. Reports To Accompany H.R. 1425, from the Committee on Indian Affairs, Senate (Calendar No. 298), and from the Committee on Natural Resources, House of Representatives, 103d Congress, 1st Session. Of the 54 million acres of Indian-owned lands held in trust by the United States, approximately 75 percent is used for agricultural production. Nevertheless, in 1993 over 1.1 million acres of Indian agricultural lands lay idle. The American Indian Agricultural Resource Management Act seeks to establish a viable system for management and administration of Indian owned agricultural lands, enhance the production capabilities of Indian ranchers and farmers, affirm the authority of tribal governments in the management of Indian agricultural lands, and enhance educational opportunities for Indian students in the management of Indian natural resources. These two reports recommend passage of the act, and describe demographic and historical background for Indian agricultural programs; Bureau of Indian Affairs (BIA) agriculture programs and their staffing; educational and employment opportunities for Native students; and committee and tribal concerns about bureaucratic delays, civil trespass on Indian lands, leasing of Indian agricultural lands, and the rights of Indian landowners. Title II of the act creates: (1) 20 federally funded internship positions for American Indian and Alaska Native students enrolled full-time in an agricultural resources study program; (2) a cooperative education program with tribal colleges to recruit Native agricultural students for employment in federal agencies; (3) scholarships for Indians enrolled in accredited agriculture-related programs; (4) an agricultural resource education outreach program for Indian youth; and (5) federal employment for Indian graduates of tribal or BIA agriculture programs, possibly in exchange for assumption of student loans. Includes section-by-section analysis of the act and a cost estimate by the Congressional Budget Office.   [More]  Descriptors: Agricultural Education, Alaska Natives, American Indian Education, American Indian Reservations

Monroe, Mark; Reyer, Carolyn, Ed. (1994). An Indian in White America. In his autobiography, Mark Monroe relates his life experiences as a Lakota Sioux Indian in White America. The book begins with Monroe reminiscing about his happy childhood on the Rosebud Reservation in South Dakota. In 1941 his family moved to Alliance, Nebraska, and his father Dakota. In 1941 his family moved to Alliance, Nebraska, and his father got a job picking potatoes on a farm. It was here that Monroe felt the first sting of White America's racism from signs outside local businesses that read "No Indians or dogs allowed." For many years, his family lived in poverty. When he became of age, Monroe enlisted in the military, and for the first time in his life he experienced acceptance and respect. Upon his return to the United States, he worked as a baker. During this same time, Monroe fell into a life of alcoholism, begun years earlier with social drinking. Eventually, he became physically ill and was unable to keep his job. Following rehabilitation, he ran for Police Magistrate and was the first Indian to have filed for public office in Alliance. Though he lost the election, he gained community support and a growing sense of dignity from the campaign. From his own experience, Monroe became aware of the cultural differences between Indian alcoholism and White alcoholism. This understanding led to his work with Indian alcoholics at the Panhandle Mental Health Center in Scottsbluff, Nebraska. Since his recovery, Monroe has been an active participant in his community and continues to fight for the legal rights of American Indians. In 1973, he founded the American Indian Council, an organization that offers a variety of health, educational, and social programs, including a nutrition program, a hospital busing program, GED classes, job training and placement services, and alcohol counseling. Descriptors: Activism, Alcoholism, American Indian Culture, American Indian Education

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1974). Student Rights and Responsibilities. A Review of the Draft of Program Guidelines. Research and Evaluation Report Series No. 25-A. The Bureau of Indian Affairs (BIA) has undertaken a general program development activity in the area of student rights and responsibilities. In August 1973 a committee of professional educators was appointed to develop guidelines for the Student Rights and Responsibilities Program. During December 1973 and January 1974, the draft of the guidelines was circulated to 195 BIA schools, the 12 area offices, who distributed it to tribal leaders, the American Indian Law Students Association at the University of New Mexico, and the National Indian Youth Council. Items used to elict response were: suggested changes and additions, weakest features, strongest features, and general comments. This report is important to the total thrust in the Student Rights and Responsibilities Program since it shows that each step of the program's development was reviewed in some form or another at the grassroots level of education. A brief analysis of reactions to the draft guidelines, a copy of the instrument used relative to the review, actual comments, and a copy of the draft are included in this report.   [More]  Descriptors: American Indians, Federal Programs, Guidelines, School Policy

Hirschfelder, Arlene; Molin, Paulette Fairbanks; Oneita, Kathryn; Wakim, Yvonne B. (1997). Women of Hope: Native American/Hawaiian. Study Guide. This study guide accompanies a poster series and documentary video about 12 American Indian, Alaska Native, and Native Hawaiian "women of hope." The women vary by age, education, profession, and geographic locale, but they share an unwavering commitment and dedication to their people's struggle to survive and flourish as distinct cultures. The women are Lori Arviso Alvord (Navajo), a surgeon who straddles two cultures; Charlotte A. Black Elk (Lakota), a scholar who supports Lakota traditional stories with Western scientific evidence; Carrie and Mary Dann (Western Shoshone), sisters involved in a 20-year legal battle with the federal Bureau of Land Management; Joy Harjo (Muscogee Creek/Cherokee), poet, musician, and professor; Pualani Kanahele (Hawaiian), teacher and preserver of Hawaiian culture and language; Winona LaDuke (Anishinaabe), Chippewa activist whose work focuses on land rights and environmental issues; Wilma Mankiller (Cherokee), activist and first woman Chief; Muriel Miguel (Kuna/Rappahannock), dancer, actress, and founder of Spiderwoman Theater; Janine Pease-Pretty on Top (Crow), founder and president of Little Big Horn College; Joanne Shenandoah (Oneida), singer and storyteller; Jaune Quick-to-See Smith (Flathead), artist; and Rosita Worl (Tlingit), anthropologist active in cultural preservation. Following biographical profiles of the 12 women, the guide includes reading materials and student activities related to tribal sovereignty, the political role of Haudenosaunee (Iroquois) women, Native women in leadership positions, preservation of Native languages, oral tradition, environmental issues, conservation, music and dance, overcoming negative expectations in school and society, American Indian stereotypes, and creating a "circle of strength" in the classroom. Also included are census facts about Native Americans and a 129-item bibliography.   [More]  Descriptors: Activism, Alaska Natives, American Indian Culture, American Indian Education

Philbrick, Roger (1975). American Indian Education in Wisconsin: A Report. In spring 1973 the State of Wisconsin mandated the Council on Indian Education in an effort to involve Indian people, not only as advisors but as a working committee, to assess and promote quality Indian educational opportunities. Objectives outlined at the first meeting included collecting information from state agencies concerning Native Americans; disseminating program information to the public; determining responsiveness of state agencies; compiling recommendations to Wisconsin's Equal Rights Council for proposed legislation; recommending improved quality of education and equal employment for Native Americans; and recognizing Native American individual rights and tribal self-determination. Limitations experienced by the Council included: Indian involvement, personnel selection, non-support of educators and public officials; lack of community support and public schools; understanding of tribes and local Indian education committees; and little communication among Council members. The Council submitted 18 recommendations, of which 4 were prioritized. They recommended continuing research of Indian educational needs; improving and enriching educational efforts in the state by teaching Indian history and culture; requesting from state agencies how Indian education can be improved and supplemented through ongoing program efforts; and designing legislation to upgrade the quality of education for American Indians in Wisconsin. Appendices include meeting minutes, budget requests, and handouts. Descriptors: American Indian Education, Committees, Cultural Enrichment, Curriculum Evaluation

Ames, Patricia (2012). Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru, International Journal of Educational Development. This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.   [More]  Descriptors: Indigenous Populations, Childrens Rights, Foreign Countries, Case Studies