Gomez, Rudolph, Ed.; And Others (1974). The Social Reality of Ethnic America. The contents of this compendium are organized in four parts, as follows: Part 1, "Blacks in Transition: An Overview of Afro-Americans," includes: "Introduction," Clement Cottingham, Jr.; "The New Negro," Nathan I. Huggins; "Political Change in the Negro Ghetto, 1900-1940's," Martin Kilson; "Minority Group Psychology: Implications for Social Action," Alvin F. Poussaint; "The Myth of Coalition," Stokely Carmichael and Charles V. Harrington; and other essays. Part 2, "Introduction to the American Indians," includes: "Introduction," Kathleen O'Brien Jackson; "History of the San Felipe Pueblo People," Governor Sanchez; "Economic Development of the American Indian and His Lands," National Congress of American Indians; "Federal Encroachment of Indian Water Rghts and the Impairment of Reservation Development," William H. Veeder; and other essays. Part 3, "Japanese Americans: The 'Model Minority' in Perspective," includes: "Introduction," Russell Endo; "The Japanese-American Experience: 1890-1940," Roger Daniels; "The Great Betrayal," Audrie Girdner and Anne Loftis; "Six Times Down, Seven Times Up," William Peterson; and other essays. Part 4, "Mexican Americans: From Internal Colonialism to the Chicano Movement," includes: "Introduction," Rudolph Gomez; "The Right to Equal Opportunity," Lawrence B. Glick; "Perspective on Politics," Alfredo Cuellar; "Colonialism: The Case of the Mexican Americans," Joan W. Moore; and other essays. Descriptors: American Indians, Blacks, Civil Rights, Ethnic Discrimination

Bland, Laurel L. (1974). Eskimo and American Indian Studies Curriculum Development Regarding American Native Oral Tradition: Legal Safeguards and Public Domain–A Discussion. The United States Attorney General ruled in 1968 that all U.S. citzens 1/4 or more genetic descent of the aboriginal people of North America are, for administrative purposes, titled American Indians even though they may be known as Eskimos or Aleuts. The U.S. recognizes tribal groups as sovereign bodies and conducts business and civil affairs with them accordingly. This paper examines an area in U.S. Law (Codes) that is either unclear or entirely lacking in treating a matter 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. The topic is discussed in light of existing law and custom and several approaches to solving the problem or clarifying the situation are described. In light of the discussion, it is concluded that morally and ethically elements of cultural heritage of the American Indians, Aleuts, and Eskimos that 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.   [More]  Descriptors: Administrative Policy, American Indians, Court Litigation, Cultural Background

Daehnke, Jon; Lonetree, Amy (2011). Repatriation in the United States: The Current State of the Native American Graves Protection and Repatriation Act, American Indian Culture and Research Journal. Repatriation in the United States today is synonymous with the passage of the Native American Graves Protection and Repatriation Act (NAGPRA). Although repatriations of Native American ancestral remains and cultural objects certainly occurred–and continue to occur–outside of the purview of NAGPRA, this law remains the centerpiece of repatriation activities in the United States. NAGPRA is important human-rights legislation, designed first and foremost to address the historical inequities created by a legacy of past collecting practices; the continual disregard for Native religious beliefs and burial practices; and a clear contradiction between how the graves of white Americans and graves of Native Americans have been treated. NAGPRA attempts to address these inequities by giving Native American communities greater control over the remains of their ancestors and cultural objects, and the law has provided some measure of success in this regard. But in the nearly twenty years since its passage, some significant shortcomings of NAGPRA have become readily apparent. The purpose of this article is to look at some of these shortcomings in NAGPRA, specifically the problems associated with the large numbers of culturally unidentifiable human remains (CUHRs) that exist in museums and federal agencies throughout the United States. Ultimately, the authors' goal is to question whether NAGPRA actually represents a moment of decolonization in practice or a modified continuation of the status quo. Before reaching that point, however, they provide a brief history of past collecting practices that moved Native American objects and human remains into museums, universities, and federal agencies in the first place and necessitated the passage of a law like NAGPRA. This article is designed to look specifically at the development of NAGPRA and the lingering problems associated with its implementation in the United States.   [More]  Descriptors: American Indian Culture, American Indians, Museums, Public Agencies

Betz, Don (1991). International Initiatives and Education of Indigenous Peoples: Teaching and Learning to "Dance in Two Worlds.". This paper discusses international initiatives concerning the rights of indigenous people, particularly the education of American Indians. Select United Nations and other international organizations continue to demonstrate genuine concern for the survival, growth and development of indigenous peoples. Many international efforts are in preparation for the United Nations designated "Year of Indigenous Peoples" in 1993. Education is high on the list of challenges faced by indigenous peoples. Education extends awareness and appreciation of the culture among its members and prepares indigenous peoples for productive and effective roles in the dominant economy. Recent studies of American Indian education contend that the integration of American Indian language and culture into the regular school curriculum is critical to improving student achievement. College faculty members can play a crucial role in the cultural awareness and retention of Indian college students. Helpful guidelines for interacting with Indian students include: (1) understanding and dealing with racism; (2) recognizing non-traditional leadership skills; (3) recognizing the need for a strong support person; (4) recognizing the need for long-range and short-term goals and objectives; (5) recognizing the need for understanding self; and (6) recognizing the need for a positive self-image. Faculty should also consider aspects of Indian culture which are relevant to learning such as a strong oral tradition and a preference for synthesis of information rather than rote learning. Descriptors: American Indian Education, Biculturalism, Civil Liberties, Cognitive Style

Wiedman, Dennis (2010). Global Marketing of Indigenous Culture: Discovering Native America with Lee Tiger and the Florida Miccosukee, American Indian Culture and Research Journal. Indigenous scholars such as Seminole/Shawnee historian, Donald Fixico, drew attention to the lack of academic literature about the proactive, planned, and strategic actions of indigenous peoples. Most histories portray indigenous peoples as responding, accommodating, and assimilating to non-Indians and the US government. This article highlights the successful entrepreneurial skills of the Miccosukee from the perspective of Lee Tiger, a Miccosukee from the opposite-most southeastern point of the United States, while providing an opportunity for this story to be told in the academic literature from the Native perspective. This story reveals the agency, empowerment, and voice that are part of self-generated tourism, cultural education, and the marketing of indigenous culture. This is an example of how one tribal group lives the intentions of the UN indigenous rights statement calling for indigenous communities to be in control of their own electronic media, economic development, and cultural practices. Overall, this article adds to one's knowledge of indigenous-led proactive endeavors, providing a model for indigenous communities throughout the world that strive to sustain their community's economic, cultural, and environmental integrity. It also raises critical issues about tourism, the commodification of tribal culture, and indigenous forms of capitalism.   [More]  Descriptors: Economic Development, Indigenous Populations, Tourism, Cultural Education

Harris, LaDonna (1971). Americans for Indian Opportunity, Civil Rights Digest. A description by its president of the history and purposes of "Americans for Indian Opportunity," a national nonprofit organization governed jointly by Indians and interested non-Indians. Descriptors: American Indians, Bias, Civil Rights, Economic Opportunities

Wattenberg, Esther, Ed. (2000). Sovereignty: The Heart of the Matter. Critical Considerations on the Interface between the Indian Child Welfare Act and Adoption and Safe Families Act. A Summary of Proceedings of the Conference (Minneapolis, Minnesota, May 17, 2000). The Indian Child Welfare Act (ICWA) recognizes tribes' rights to exercise authority over the welfare of Native American children. Although the ICWA was passed more than 20 years ago, its implementation in Minnesota has been uneven. A conference was held to rectify that situation, and these proceedings provide, among other things, information on negotiations, based on relationships of respect and equity, that have been accomplished between a number of tribes and their county affiliates. The first presentation, by John Red Horse, discusses the concept of sovereignty and its significance for ICWA. Valerie Lane gives a national perspective of critical considerations on the interface between the ICWA and the permanency planning required by the Adoption and Safe Families Act (ASFA).  Next, Georgia Wetlin-Larson presents a Minnesota perspective on this interface, followed by a rural county perspective given by Fran Felix. The fifth presentation is a roundtable discussion on sorting out the relationship of the tribal courts and the state court system. Roundtable participants included Anita Fineday, Herbert Lefler, and James White. Examples of best practices from the field are given by Fred Smith, Susan Ault, Julia Jaakola, Don Bacigalupo, Gertrude Buckanaga, and Mary Renville. The final presentation addresses strengthening the infrastructure of the ICWA, and is presented by a panel consisting of Rose Robinson, Rose Andrade, and Georgette Christensen. Three appendices present a summary of Department of Human Services guidance, data on Minnesota's American Indian children, and Minnesota's timeline for Indian child welfare cases.   [More]  Descriptors: Adoption, American Indians, Boarding Schools, Child Welfare

White, Jay Vincent (1972). Taxing Those They Found Here. An Examination of the Tax Exempt Status of the American Indian. In 1971, the Institute for the Development of American Indian Law was organized to develop a program which would begin to sort out the inconsistencies and contradictory doctrines blocking any final settlement of the rights of American Indians. The field of taxation is one in which conflicts have continually arisen. This text is intended to give tribal councils, individuals, tribal lawyers, and administrators working with Indian people a source document to aid them in understanding the complexity of the subject matter. The subject of Indian taxation involves tribal self-government, treaty rights, Congressional powers over individual Indians and tribes, and the relationship of tribal governments to state governments and agencies. The text outlines the problems which are encountered in the following topic areas: treaties, statutes and "attributes of sovereignty"; tax exempt Indians and the courts; tax exempt status of Indians in Washington State; and Washington and Public Law 280: The Tonasket Case. The text examines the current state of Indian rights and explains to Indian people the basis of their claims to certain legal rights. The book is designed to give a historical overview to the theories of taxation which affect Indian income derived from trust lands covering the major cases in the Federal court system which have tried to define the tax status of Indian people as regards their property. In addition, the book covers the major developments in the field of state taxation of Indian people. In the appendixes, the full texts of 6 reported court decisions are reprinted. Descriptors: American Indian Reservations, American Indians, Civil Rights, Court Litigation

Léonard, Jean Léo; McCabe Gragnic, Julie; Avilés González, Karla Janiré (2013). Multilingual Policies Put into Practice: Co-Participative Educational Workshops in Mexico, Current Issues in Language Planning. In a national context where the language rights of indigenous people have been recognized constitutionally since 2003, we deal with the following questions: How can bilingual education programmes in Mexico be clearly defined and applied? And what exactly are the final objectives of a bilingual education programme? We shall address the issue of the potential forms and contents of bilingual education from the standpoint of our experience working with schoolteachers, in co-participative educational workshops in two multilingual areas in Central and South-Eastern Mexico, from 2009 to 2012. Indeed, the multidimensional use of native languages and knowledge through workshops held in a number of Mexican languages, in which the participants produce texts and drawings in their own languages, directly raises pedagogical issues on language planning in the classroom. The dominant model for bilingual and intercultural education (BIE) in Mexico today corresponds to that of "incorporation" through "subtractive bilingualism": teaching in the native language, switching then to Spanish in order to teach the official pedagogical contents, and in detriment of language and culture specificities. Our work suggests that BIE could represent a constructive, empowering alternative adaptable to local community contexts.   [More]  Descriptors: Multilingualism, Foreign Countries, Workshops, Freehand Drawing

Reyhner, Jon (2010). Indigenous Language Immersion Schools for Strong Indigenous Identities, Heritage Language Journal. Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to decolonize indigenous education and helping further United Nations policies supporting the rights of indigenous peoples. The fit between place-, community-, and culture-based education and immersion language programs is described with examples from Apache, Ojibwe, Dine (Navajo), Hawaiian, and Blackfeet language programs, illustrating how traditional indigenous values are infused into language programs to help build strong positive identities in indigenous students and their communities.   [More]  Descriptors: American Indians, American Indian Languages, Immersion Programs, Foreign Policy

Debenport, Erin (2011). As the Rez Turns: Anomalies within and beyond the Boundaries of a Pueblo Community, American Indian Culture and Research Journal. After initial instruction in written and spoken Tiwa, young adult participants in the summer language program at San Antonio Pueblo began authoring their own pedagogical materials as a learning activity. Charged with writing pedagogical dialogues to aid in language learning, the students created "the first Native soap opera," as the students described it, which they named "As the Rez Turns." In this paper, I analyze the processes of entextualization surrounding the creation of this text, its generic features, and its content, which provides a glimpse into the contemporary lived experience of community members in this community that emphasizes strict control of textual circulation and limiting access to local knowledge. I utilize Philip Deloria's (2004) analysis of Native Americans' engagement with popular cultural forms and linguistic anthropological work on intertextuality and genre to analyze this example of representation, outlining the extra- and intracommunity generic and ideological "expectations" conditioning the creation of this dialogue to show how the students utilize associated "anomalies" as discursive resources to construct veiled political commentaries and assert the right to author indigenous-language materials. By including stylistic and thematic elements outside of and in dialogue with the standard forms of pedagogical language dialogues and contemporary soap operas among other genres, the final text is an example of the ways that indigenous people continue to "creat[e] modernity in dialogue with others" (Deloria, 2004, 238). Pueblo-language ideologies privileging indirection are honored in the creation of this covert political commentary supposedly created as a neutral language learning tool. Thus "As the Rez Turns" is an example of a comedy of manners, highlighting membership issues, gender, and indigenous identity in this community.   [More]  Descriptors: American Indians, Ideology, Adults, Comedy

Hayes, Francis (1975). Gesticulation: A Plan of Classification. People take their folk gestures seriously, which is illustrated in the fact that several folk gestures, such as raising the right hand and kissing the Bible, are used in religious and legal ceremonies. These and other gestures, such as making the sign of the cross and knocking on wood, are folk gestures used today which have their roots in early religion and tradition. Gestures include "official" types used by the deaf and dumb, American Indians or sports referees; military salutes; and gestures communicating fear, anger, friendship, scorn, etc. Nervous or autistic gestures are widespread. Ethnographers, sociologists, psychologists and others study gestures to determine their origins and significance. Tribal or political gestures and salutes can unite people or create enemies.  The picture writing of American Indians, Egytian hieroglyphics and Chinese written characters may have their origins in gestures. Numerous English words and metaphoric idioms reflect gestures: "highbrow, bootlicker, holding one's head high, pricking up one's ears, keeping a stiff upper lip," etc. A practical classification of gestures might include: (1) fold gestures – shaking the head for a negative, pointing, shaking a fist in defiance, etc.; (2) technical gestures – sign language of the deaf or of North American Indians, umpire signalling, etc.; (3) autistic or nervous gestures, such as doodling, fiddling with an object in the hand, etc. A few resource works are recommended for those interested in studying gestures. Descriptors: Body Language, Classification, Communication (Thought Transfer), Idioms

Ball, Jessica (2012). Identity and Knowledge in Indigenous Young Children's Experiences in Canada, Childhood Education. In Canada, as around the world, large numbers of Indigenous children encounter culturally dissonant learning environments in preschools and schools. Many of these children experience serious challenges, in part because of a striking mismatch between their early learning experiences in the family and community, and the expectations, perceptions, and task demands of non-Indigenous educators. These mismatches undoubtedly contribute to frequent identification of First Nations children as having learning disabilities, and to consequently high rates of early school failure and drop-out (Assembly of First Nations, 2005; Richards, 2008). Thus, it is crucial to understand the ways in which Indigenous children are ready to learn, and to acknowledge the skills, interests, and knowledge they have developed in their families and communities during their early years. This article highlights First Nations children's participation in family and community activities in order to learn such time-honored concepts and skills as the heritage Indigenous language, a literacy of the land, and the right time and place for different kinds of activities and expressions. The discussion emphasizes how these early learning opportunities stimulate First Nations children's cultural identity and spirituality and concludes with how teachers can create a culturally safe environment for building children's self-concepts as capable learners.   [More]  Descriptors: Indigenous Populations, Learning Disabilities, Foreign Countries, Learning Readiness

Klaiber, Jeffrey (2013). Fe y Alegría in Peru: Solidarity and Service in Catholic Education, International Studies in Catholic Education. Fe y Alegría (Faith and Joy) refers to the network of schools for the poor run by the Jesuits in Latin America and the Caribbean. Founded originally in 1955 in Venezuela by Father José María Vélaz, by 2010 Fe y Alegría had spread to 17 countries in Latin America and now operates one in Chad. The Fe y Alegría schools are essentially convenant schools based on an agreement between the church and the state. The Jesuits build the schools and the state agrees to pay the salaries of the teachers. The Jesuits reserve the right to name the teachers and the directors. The teachers are on the payroll of the state and the curriculum taught in the schools is the same as in all public or state schools. The agreement favours all sides. The Jesuits guarantee quality education for the poor and at the same time share the burden with the state of educating thousands (in Peru, 81,000 students are currently enrolled in Fe y Alegría schools) of poor children. The agreement allows the Jesuits to provide education for the poor on a wide scale that, through lack of financial support, they otherwise would not have been able to do.   [More]  Descriptors: Catholic Schools, Churches, Government School Relationship, Educational Finance

Jaker, Alessandro Michelangelo (2012). Prosodic Reversal in Dogrib (Weledeh Dialect), ProQuest LLC. This thesis presents a comprehensive phonological analysis of the Weledeh dialect of Dogrib, a Northern Athabaskan language spoken in the Northwest Territories, Canada, based on the author's own fieldwork. The phonology of Northern Athabaskan languages, and Dogrib in particular, has to date been regarded as highly irregular, and subject to extensive morphological conditioning. This thesis presents an alternative view, whereby the morphophonemic alternations of Dogrib are conditioned prosodically, by factors such as stress, tone, syllable weight, and foot boundaries. When prosodic factors are taken into account, the need for morphological conditioning is greatly reduced, and the resulting phonological system is much more regular than previously thought.   As a general theoretical framework, I assume the theory of Lexical Phonology (Kiparsky 1982, 1985, Mohanan 1986). A central tenet of this theory is level ordering, by which affixes are added in successive stages, known as levels (or strata), and different rules (or constraints) apply at each level. Specifically, I assume that Dogrib phonology is organized into a total of five levels: the Root Level (Level 1), the Inner Stem Level (Level 2), the Outer Stem Level (Level 3), the Word Level (Level 4) and the Postlexical Level (Level 5), as has been proposed previously for the related languages Slave (Rice 1982, 1989) and Sekani (Hargus 1988). Within this framework, I argue for the Prosodic Reversal Hypothesis, which claims that the conjunct prefixes (Levels 2 and 3) follow an iambic (weak-strong) stress pattern, with feet constructed from left to right, whereas the disjunct prefixes (Levels 4 and 5) are trochaic (strong-weak), with feet constructed from right to left. In addition, the phonological processes of both systems are typologically normal, in that they follow the Iambic/Trochaic Law (Hayes 1995): iambic feet cause both lengthening in strong position and syncope in weak position, while trochaic feet cause deletion of medial consonants and repair degenerate feet through gemination. This IV situation is most likely due to a prosodic shift which Dogrib underwent historically, from a predominantly iambic to a predominantly trochaic system.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Foreign Countries, Phonology, Linguistic Theory, Dialects

Minnesota State Advisory Committee to the U.S. Commission on Civil Rights, St. Paul. (1992). Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools. This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to educate American Indian students; others pointed to successful programs within public schools, such as cultural enrichment programs and Native language programs. Chartered schools and magnet schools were recommended as expanding parental choice and providing a means to focus the curriculum on American Indian culture and values. Many participants agreed that however Indians are educated, there must be parental involvement. The appendix is a policy brief presenting policy and legal arguments for separate and for integrated Indian schools.   [More]  Descriptors: American Indian Education, Charter Schools, Demography, Dropout Rate

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1995). Challenges Confronting American Indian Youth. Oversight Hearing before the Committee on Indian Affairs. United States Senate, One Hundred Fourth Congress, First Session. Part 1. The Senate Committee on Indian Affairs received testimony from American Indian youth about the problems confronting Indian young people on reservations and in urban areas and about their own personal experiences with such problems. Witnesses included college and high school students representing various youth councils and youth organizations at a conference of United National Indian Tribal Youth (UNITY). Statements were also received from senators and from representatives of philanthropic foundations that provide funding to Indian youth programs. Included in the testimony and written statements are the following topics: (1) the efforts of tribal youth councils to involve young people in educational and cultural activities and activities helpful to their communities; (2) high rates of alcohol abuse and unemployment among Native Americans; (3) the need for Native American students attending public schools to be taught about their languages, cultures, and history; (4) the need for an American Indian university providing a full range of graduate degrees; (5) the importance of strong cultural identity and spirituality in preventing social problems and individual despair; (6) community programs to fight alcohol and drug abuse; (7) the involvement of urban Indian youth in gang violence; (8) the importance of positive role models for Indian youth; (9) water rights and traditional natural resources; (10) teen pregnancy; (11) the national youth agenda developed by UNITY; (12) youth leadership development programs, such as Running Strong for American Indian Youth; (13) programs for Native American children and youth funded by the W. K. Kellogg Foundation and the Carnegie Corporation; and (14) juvenile justice needs.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, College Students

Faircloth, Susan; Tippeconnic, John W., III (2000). Issues in the Education of American Indian and Alaska Native Students with Disabilities. ERIC Digest. Over 10 percent of American Indian and Alaska Native (AI/AN) students in public schools and more than 18 percent of AI/AN students in Bureau of Indian Affairs and tribal schools are eligible for or placed in special education programs. This digest addresses four selected issues in the education of AI/AN students with disabilities. First, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) provide for the awarding of personnel preparation grants to colleges and universities; some grants have been awarded specifically for training special educators to work with AI/AN students. Grant recipients include a program on the Navajo Reservation that trains both Indian and non-Indian service providers, programs aimed at AI/AN college students, and grants to tribal colleges. Second, IDEA guarantees parents certain rights concerning their involvement in their child's education. Suggestions are offered for facilitating the involvement of AI/AN parents. Third, IDEA mandates that all students be evaluated using nondiscriminatory evaluations and multiple forms of assessment and using their native language. Suggestions for culturally and linguistically appropriate assessments are offered. Finally, IDEA requires education in the least restrictive environment. The inclusive model of education adopted by Kayenta Unified School District (Arizona) is briefly described. (Contains 13 references.)   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Students, Disabilities

Beck, Katy; Beck, Armin (1972). All They Do is Run Away!, Civil Rights Digest. Discusses the experiences of a family including several white children, a six-year-old Asian (Filipino) girl, an eight-year-old American Indian (Chippewa) girl, and a black four-year-old boy with a voluntarily desegregated Northern school. Descriptors: Elementary School Students, Minority Group Children, Peer Groups, Racial Attitudes

Patterson, Bradley H., Jr. (1973). The Federal Executive Branch and the First Americans, Civil Rights Digest. A statement of the administration's position on Indian affairs, discussing budget; the Bureau of Indian Affairs; such programs as Indian health, the Office of Minority Business Enterprise, and OEO/HEW Community Action; the American Indian National Bank; Indian personnel and participation in BIA; Alaska claims; and other topics. Descriptors: Administrative Policy, American Indian Reservations, American Indians, Civil Rights

Gerlach, Ernest (1972). The Employment of American Indians in New Mexico and Arizona. Staff Report #3. The document describes the employment patterns of reservation and nonreservation American Indians in New Mexico and Arizona. Topics cover (1) reservation characteristics; (2) 5 selected reservations; (3) Federal government employment; (4) state and local government employment; (5) public school employment; and (6) private employment. Discussion topics are further detailed in the tables at the end of the document.   [More]  Descriptors: American Indian Reservations, American Indians, Comparative Analysis, Employers

Springer, W. F. (1976). The Omaha Indians, Indian Historian. Briefly recounting the history of the Omaha American Indians, this article makes a plea for relocation of the Bureau of Indian Affairs local Agency in Macy near the Omaha reservation, suggesting that the Returned Students movement is a response to this need for the Agency's relocation.   [More]  Descriptors: Activism, Agency Role, American Indians, Civil Rights

Miller, Bruce Granville (2012). Life on the Hardened Border, American Indian Culture and Research Journal. The many Coast Salish groups distributed on both sides of the United States-Canada border on the Pacific coast today face significant obstacles to cross the international border, and in some cases are denied passage or intimidated into not attempting to cross. The current situation regarding travel by Aboriginal people reflects the "hardening" of the border by United States officials following the events of "9-11." A bureaucratic environment has become increasingly hostile to the interests of Aboriginal groups in favor of security. In addition, the problems encountered by individual Aboriginal travelers at the border reflect a transformed American impression of Canada, now commonly treated politically and administratively as a state from which enemies of America are positioned to harm American interests. These new perceptions create an environment that enables Homeland Security officers to regard Aboriginal peoples who seek to cross the border as suspect, although they do so under legal conventions that allow passage of Aboriginal peoples. Officers then act on their own received, stereotypical notions of what a "real Indian" looks like, and deny passage to those they consider to be fakes. These border issues reflect a larger pattern of the denial of Aboriginal rights and challenges to tribal sovereignty by the American state and its citizenry. Data for this work comes from interviews with Coast Salish people and the case of a Coast Salish man who was detained and prosecuted for attempting to cross the border. A justice summit held in 2003 provides direct insight into official American approaches to the border as they concern Aboriginal people, while reporting by the Seattle Times reveals local responses to 9-11.   [More]  Descriptors: Foreign Countries, Canada Natives, Barriers, Mobility

Gerard, Paul (1976). A Tri-centennial Portrait. Minorities and Women 100 Years Later, Civil Rights Digest. Suggests that during the next 100 years, progress for women, blacks, the Spanish surnamed, American Indians, and all other minorities–including the poor and the elderly–will depend on how willing they are to coalesce with each other. Descriptors: Blacks, Comparative Analysis, Economic Factors, Ethnic Status

National Institutes of Health (DHEW), Bethesda, MD. Bureau of Health Manpower Education. (1972). Minority Groups in Medicine: Selected Bibliography. Listing materials on the problems of black, Spanish-surname American, American Indian, and other minorities as they relate to the health professions, the bibliography is offered as an introduction to a challenge in medical education. Indexed alphabetically by author, the 146-item listing includes periodical articles, special reports, books, and government documents and publications.   [More]  Descriptors: Allied Health Occupations Education, Bibliographies, Civil Rights, Equal Education

Alliance for Excellent Education (2012). Caught in the Crisis: Students of Color and Native Students in U.S. High Schools. Nationally, millions of students in grades 7-12 are at risk of dropping out of high school because of low literacy skills, poor attendance, and class failure. The absence of a college- and career-ready education for these students is a civil rights and social justice issue that the federal government cannot ignore. Unfortunately, many of these students come from groups that are underserved and underrepresented, therefore failing to ensure that they receive a high quality education will continue a cycle of poverty and disenfranchisement that the education system itself is intended to disrupt. This fact sheet provides information and policy issues for high school students of color and Native students in the United States, a group that makes up a significant portion of high school dropouts each year.   [More]  Descriptors: Academic Achievement, Dropouts, Social Justice, Educational Quality

Mailaender, Nicholas; Klobusicky-Mailaender, Elizabeth (1977). Indians in American Economy and Governmental Policy, Englisch. As an aid in teaching ESL (English as a second language) area studies, this article presents information on American Indians, including economic aspects, original Indian attitudes toward land and property, the Indian Wars, and the ambiguous policy of the government toward Indian protection and assimilation. Descriptors: American Indian Culture, American Indians, Area Studies, Civil Rights

Schaap, James I. (2010). The Growth of the Native American Gaming Industry: What Has the Past Provided, and What Does the Future Hold?, American Indian Quarterly. This article presents a review which embodies a general inquiry about the growth of the Native American gaming industry and possibilities the future may hold for America's indigenous people. Tribal gaming is different from other forms of gaming. It is conducted by Native American governments as a way to carry out their natural self-governing rights as independent nations. In 1995, prior to the explosive development of Native American gaming, some tribal leaders were cautious, even skeptical about the impact such development would have on the Indian community. Most leaders had expressed both professional and personal concerns about the impact that gaming expansion would have on the quality of life for tribal members. By 2000 the fears of negative effects on the Indian way of life were no longer as apparent. Tribal leaders became more positive about the addition of gaming to the community. By 2001 gaming had become one fastest-growing sectors of the U.S. tourism industry, with $63.3 billion wagered in casinos, lotteries, race tracks, and bingo halls. Besides experiencing major positive social impacts, some tribes with gaming have experienced modest positive socioeconomic impacts. However, despite the gains made by tribal governments for the indigenous families since the beginning of Indian gaming, the challenges to health, welfare, and hope in Indian Country remain profound.   [More]  Descriptors: Tourism, American Indians, Quality of Life, Tribes

Littlebear, Richard (2004). One Man, Two Languages: Confessions of a Freedom-Loving Bilingual, Tribal College Journal of American Indian Higher Education. When the movement for "English Only" began some years ago, the author told participants at a bilingual education workshop that he was against it. He was rendered momentarily mute because he had thought that the English Only proponents could not curtail the freedom of expression guaranteed by the U.S. Constitution. The way he understood them, the framers of the Constitution guaranteed freedom of expression. He has often questioned the direction this country takes in regards to civil rights, human rights, and especially the freedom to express ourselves. The ideals propounded in the Declaration of Independence, the Constitution, and the Bill of Rights are excellent.   [More]  Descriptors: Freedom of Speech, Constitutional Law, Civil Rights, Bilingualism

Reyhner, Jon (1991). The Challenge of Teaching Minority Students: An American Indian Example, Teaching Education. Current teacher education programs do not provide appropriate knowledge for teaching minority students. The article focuses on American Indian students as an example. It discusses the value of using students' home language and culture at school, particularly in the early years, and stresses the value of responsive teaching methods. Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students