National Indian Education Association, Minneapolis, Minn. (1979). Report on the Purpose, Proceedings, and Priorities of the "State of the Art" Convocation on American Indian Education (Denver, Colorado, August 13-14, 1979). A state-of-the-art convocation brought together a select group of 30 American Indian leaders to discuss national goals for American Indian education. The conference was held in order to clarify the role of the National Indian Education Association, to unify the major national organizations and agencies involved in Indian education, and to formulate research and development needs. The conference produced 48 specific objectives related to four broad goals: (1) improving the quality of education for American Indian children and adults, (2) establishing an inter-organizational alliance to improve communication about all issues affecting Indian education, (3) informing the states of the special status, legal rights, and sovereignty of Indian tribes and reservations, and (4) promoting research by American Indian educators leading to improved educational methods and materials for American Indian students. The conference resulted in a national strategy for Indian education, unique in the fact that Indian people are totally responsible for all aspects of that strategy. Appendices contain the conference proposal and agenda, a directory of participants and the agencies they represent, and the agenda and minutes of the conference planning session. Descriptors: Agency Cooperation, Alaska Natives, American Indian Education, American Indians

Montana State Advisory Committee to the U.S. Commission on Civil Rights, Helena. (2001). Equal Educational Opportunity for Native American Students in Montana Public Schools. The Montana Advisory Committee to the U.S. Commission on Civil Rights examined the extent of equal educational opportunity and educational quality offered to Native American children in Montana public schools. Fact-finding meetings were held in Billings (December 10, 1996) and Missoula (April 24, 1997). Chapter 1 of this report outlines the history of Indian education initiatives in the United States and Montana. Chapters 2-5 summarize perspectives of state and federal agencies; students, teachers, and administrators; tribal leaders and administrators; and organizations and institutions concerned with Indian education. Chapter 6 presents findings and recommendations. The Committee concludes that although the state of Montana has made numerous affirmations concerning Indian education, these have not produced tangible outcomes; therefore, the state has failed to meet its obligation with regard to Indian education. Montana's Indian children drop out of school at a disproportionate rate and have low achievement levels, test scores, graduation rates, and college attendance rates. There are too few Native teachers and administrators, and teachers do not receive adequate training in the teaching of Indian history and culture or in effective strategies for teaching Indian children. Recommendations are offered concerning teacher education, Native teacher recruitment, school-community links, student tracking, curriculum development, state policy implementation, role of tribal governments, and civil rights enforcement. Appendices contain the structure of Montana's executive branch, various policy statements and reports, and American Indian population data.   [More]  Descriptors: Administrator Attitudes, American Indian Education, American Indian Students, Community Attitudes

Johnson, Troy; Nagel, Joane (1994). Remembering Alcatraz: Twenty-Five Years After, American Indian Culture and Research Journal. Describes circumstances that set the stage for the 1969 occupation of Alcatraz Island by American Indians, including federal relocation of thousands of reservation Indians to urban areas, national civil rights and antiwar movements, and growth of urban Indian and Indian college student organizations. Briefly traces events of the occupation. Lists nine publications on Alcatraz and Indian activism. Descriptors: Activism, American Indian History, Civil Disobedience, College Students

Brascoupe, Simon (1992). Inside the Wall: Pathways of Tradition, Akwe:kon Journal. Responds to controversies over the 1992 New York exhibit by the National Museum of the American Indian. Discusses the museum's role as institution of living culture rather than exhibitor of "artifacts" or scientific specimens, the exhibit's aim of promoting intercultural dialog, and the right to define one's own cultural identity as a step toward decolonization and sovereignty. Descriptors: American Indian Culture, Cultural Education, Cultural Images, Exhibits

American Indian Journal (1977). The Denial of Legal Remedies to Indian Nations under U.S. Law. The purpose of this paper is to examine United States law to determine whether it is possible for American Indian peoples and governments to effectively assert and vindicate their rights as distinct peoples and as nations (the doctrines of political question, plenary power, Tee-Hit-Ton, and sovereign immunity are addressed).   [More]  Descriptors: Agency Role, American Indians, Civil Rights, Federal Legislation

Ridley, Jack (1973). Current Trends in Indian Education, Indian Historian. Educational trends for American Indians are covered in terms of the 1964 Civil Rights Act; Title IV of Public Law (PL) 92-318; and the Jackson Bill (SB 1017), The Indian Self-Determination and Educational Performance Act of 1973".   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Current Events

Haller, Edwin W., Ed.; Myers, Ruth A., Ed. (1986). Searching, Teaching, Healing: American Indians and Alaskan Natives in Biomedical Research Careers. Proceedings of a Conference Sponsored by the National Institutes of Health Held at the School of Medicine, University of Minnesota (Duluth, Minnesota, August 1-3, 1984). This document contains edited versions of tape-recorded speeches given at a conference titled "American Indians and Alaskan Natives in Biomedical Research." The proceedings is divided into two sections: "Research in the Biomedical Sciences: American Indians Speak Out" that includes presentations on aspects of biomedical careers and their federal support mechanisms; and "Biomedical Research: Meeting the Needs of American Indians/Alaskan Natives" that includes presentations on the health concerns of the American/Indian/Alaskan Native community. Individual papers included are: "Rights, Responsibilities, and Expectations: Educational Opportunities for Minority Students" (Wenda Moore); "Why Choose a Research Career?" (Larry P. Aitken); "NIH Support: The MARC Program" (Dolores Lowery);"Sweatbands and Sweathouses: Application of Perspectives" (Tacheeni Scott); "Pathways to Research" (Cliff Poodry); "Alcoholism" (Dale Walker); "Circumpolar Health in Native Populations" (Ted Mala); "Obesity and Diabetes" (Dee Ann DeRoin); "Hypertension" (Eugene Vigil); "The Indian Health Service, Early Childhood Survival, and Infectious Disease among American Indians" (Joseph Jacobs); "An Indian Remembers: Boarding School, Politics, and Mental Health Research" (Theda Goodfox-Starr); and "Discussion and Conclusions" (Edwin W. Haller). A combined author and subject index is included. Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indians

Sherman, Bob (1980). The News, American Indian Journal. Discusses the rise of Indian activism during the last decade, including the organization of the American Indian Movement and some of its direct action and confrontation campaigns. Also discusses significant hunting, fishing, water rights and land claims court cases and explores rising strength of tribal energy resources.   [More]  Descriptors: Activism, American Indian Reservations, American Indians, Court Litigation

Molbech, Anette, Ed. (2001). The Indigenous World, 2000/2001 = El mundo indigena, 2000/2001. This annual publication (published separately in English and Spanish) examines political, social, environmental, and educational issues concerning indigenous peoples around the world in 2000-01. Part 1 describes current situations and events in 11 world regions: the Arctic; North America; Mexico and Central America; South America; Australia and the Pacific; north, east, central, and southern Africa; south Asia; and east and southeast Asia. In general, indigenous peoples worldwide were dealing with issues related to land rights, self-determination, relations between central government and indigenous communities, outright oppression and violence, environmental degradation and destruction by economic development projects, communal rights, women's rights, access to appropriate education and to health care, and preservation of indigenous cultures and languages. Articles of educational interest on the Arctic and the Americas discuss the shortage of Greenlandic-speaking college graduates in Greenland and related issues of language use; support for Saami language use in Sweden and Finland; shortages of schools and teachers in indigenous areas of arctic Russia; implementation of Inuit traditional knowledge and the Inuktitut language in all government functions in Nunavut; efforts of the Innu Nation in Labrador to gain control of education; poor condition of educational facilities on U.S. American Indian reservations; little progress on Mayan demands for culturally relevant education in Guatemala; controversy over scientific research on indigenous lands in Venezuela; and Mapuche student protests in Chile. Other education-related articles discuss efforts to preserve Amazigh culture and language in Morocco, Algeria, and Libya; implementation of education programs for San children in Namibia; native language instruction in Botswana villages; demands for equal language rights in Nepal; need to establish a new education system and language policy in East Timor; and educational policies for ethnic minorities in Cambodia and Vietnam. Part 2 reports on United Nations work on indigenous rights and the proposed integration of nonindependent countries in U.N. activities. Descriptors: Activism, American Indians, Civil Liberties, Conservation (Environment)

Phelps, Glenn A. (1991). Mr. Gerry Goes to Arizona: Electoral Geography and Voting Rights in Navajo Country, American Indian Culture and Research Journal. Examines the legal anomaly of American Indian voters on reservations, who vote in state and local elections while claiming immunity from jurisdiction or citizen responsibilities. Reviews Constitutional history relevant to Indian voting rights, and two Arizona cases of attempts to dilute Indian voting strength by gerrymandering voting districts. Descriptors: American Indians, Citizenship Responsibility, Constitutional History, Constitutional Law

Parker, Alan (1972). Delinquents and Tribal Courts in Montana, American Indian Culture Center Journal. The Blackwolf" decision determined that American Indian tribal courts cannot transfer juveniles judged to be delinquent to the state for confinement at the state training school because this is beyond the state court's authority.   [More]  Descriptors: American Indians, Civil Rights, Court Litigation, Delinquency

Massie, Michael A. (1983). The Defeat of Assimilation and the Rise of Colonialism on the Fort Belknap Reservation, 1873-1925, American Indian Culture and Research Journal. Although 1887-1930 is characterized as the period of assimilation, American Indian policy during that time included coercion to acquire tribal land and natural resources. This policy is illustrated by the experience of the Gros Ventres and Assiniboines of Fort Belknap Reservation who lost control of timber, minerals, and water rights. Descriptors: Acculturation, American Indian History, American Indian Reservations, American Indians

Villegas, Gregory (1978). Cultural Identity, Social Education. Reasons for encouraging multicultural education in the public schools include building positive self concept among minority students and cultural awareness for all students. Supports the multicultural education argument with evidence relating to American Indian cultural heritage. Descriptors: American Indians, Civil Rights, Cultural Awareness, Democracy

Tijerina, Kathryn Harris; Biemer, Paul Philip (1988). The Dance of Indian Higher Education: One Step forward, Two Steps back, Educational Record. The federal government's move away from affirmative action combined with a growing national indifference to civil rights has resulted in major setbacks in the education of American Indians. Tribalism can be part of a solution with programs that reinforce a student's connection to parents, community, and tribe. Descriptors: Access to Education, Affirmative Action, American Indian Education, American Indians

Yudin, Edward (1972). Welcoming Remarks of Edward Yudin, Vice Chairman, New Mexico Committee to the U. S. Commission on Civil Rights at Hearings on Indian Problems (Albuquerque, New Mexico, November 14-15, 1972). Presented in this welcoming address to the U. S. Commission on Civil Rights were (1) the functions of the Commission's State Advisory Committees; and (2) the purpose of the hearing investigating problems of American Indians in New Mexico. Lower educational attainment, life expectancy, and low income levels were some problems that were examined.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Economically Disadvantaged

Stevenson, Allyson (2013). Vibrations across a Continent: The 1978 Indian Child Welfare Act and the Politicization of First Nations Leaders in Saskatchewan, American Indian Quarterly. The 1983 Review of the Family Services Act (1973) and the Advisory Council meetings in Saskatchewan should be viewed against the backdrop of political changes taking place in North American society. Beginning with decolonization movements in both Canada and the United States, control over the provision of child and family services to indigenous children occupied a central position in discussions of self-determination. Control over child welfare provides a common language to what are essentially competing ideas of kinship and child rearing in indigenous and nonindigenous societies. To explore how activists framed aboriginal child welfare in the early part of the 1980s in Saskatchewan, the author will draw together four historically significant events that privileged certain explanations for aboriginal overrepresentation while silencing others. First, she addresses the 1978 passing of the US Indian Child Welfare Act, which gave tribal courts jurisdiction over the placement of children. Second, she examines the lobbying of the national and Saskatchewan Native women's movement, which sought an end to the gender discrimination in the Indian Act leading to the involuntary loss of Indian status and community membership. Third, there is the movement for self-government among indigenous peoples that resulted in the inclusion of protected rights in the repatriated Constitution of 1982, creating what one scholar has called an "uneasy and undefined relationship with the colonizing state." Finally, she discusses the influence of the local group named the Peyakowak Committee.   [More]  Descriptors: American Indians, Child Welfare, Gender Discrimination, North Americans

Silvern, Steven E. (2008). Negotiating Ojibwe Treaty Rights: Toward a Critical Geopolitics of State-Tribal Relations, American Indian Culture and Research Journal. In this article the author provides a case study of how differing geographical imaginations are at the center of state-tribal relations in the United States. Specifically, he focuses on the political conflict between the state of Wisconsin and the Wisconsin Ojibwe over the continuing existence and exercise of Ojibwe off-reservation hunting, fishing, and gathering treaty rights in northern Wisconsin. Beginning in 1974, the tribe and state fought a seventeen-year legal battle over the existence, definition, and exercise of off-reservation treaty rights. Extensive negotiation accompanied this litigation and led to the resolution of some contested issues outside the courtroom. Historians and legal scholars have devoted a great deal of attention to litigation, legal rhetoric, and judicial interpretation in treaty rights cases. In this article the author turns his attention to the negotiation table as a site where state-tribal geographies are constructed, debated, and contested. Settlement negotiations, also utilized in a number of Indian water-rights cases, provide a window through which to understand how political actors use the negotiating table to contest and achieve a desired geographical result. By focusing on these specific negotiations he hopes to shed light on how differing geographical imaginations structure the goals, strategies, and actions of specific state and tribal institutions and individuals. This article is organized into four parts. First, the author discusses the importance of geographical imaginations for the political identity of the state and Indian communities and for the construction of state-tribal relations. Second, he provides a historical-geographical interpretation of the Wisconsin Ojibwe treaty rights conflict. Third, he focuses on the role of geographical imaginations in attempts to reach a negotiated settlement of the conflict. He concludes with a discussion of theoretical issues raised by this article.   [More]  Descriptors: Treaties, American Indians, Conflict, Court Litigation

Trosper, Ronald L. (1995). Traditional American Indian Economic Policy, American Indian Culture and Research Journal. Examines aspects of American Indian world views and values relevant to economic development policy; specifically, sense of community, connectedness of everything, consideration of future generations, and humility toward nature. Discusses constraints on economic development arising from these values and the relevance of common property ownership (usufruct rights plus community control). Provides examples from the Menominee and Taos Pueblo. Descriptors: American Indian Culture, American Indian Reservations, American Indians, Conservation (Environment)

Abinanti, Abby (1973). American Indian Law Student Associations Education Project. The American Indian Law Student Association (AILSA) at the University of New Mexico Law School developed and secured approval for a Indian clinical law program. Funded by the Donner Foundation, AILSA aided in the development of a student bill of rights and responsibilities for Bureau of Indian Affairs boarding schools. The law program is discussed in 3 phases, and a budget is given. Also presented are 8 appendices–e.g., addresses of students in the special law scholarship program for American Indians, and Bureau of Indian Affairs Manual Guidelines for Admission. Descriptors: American Indians, Budgets, Civil Rights, Due Process

Nomura, Gail M. (1987). Within the Law: The Establishment of Filipino Leasing Rights on the Yakima Indian Reservation, Amerasia Journal. Analyzes how Filipinos, working under a stratified polyethnic system which treated Whites, Native American Indians, Japanese, and Filipinos differently, were able to establish a permanent agricultural community in the Yakima Valley before World War II. Descriptors: Agriculture, American Indian Reservations, American Indians, Filipino Americans

Reyhner, Jon (1989). Changes in American Indian Education: A Historical Retrospective for Educators in the United States. ERIC Digest. This brief retrospective outlines major points in the history of American Indian education and major issues in Indian curriculum and teacher training. From the arrival of Europeans until recent times, formal schooling for American Indians has been controlled by others–first missionaries, then the Bureau of Indian Affairs (BIA). After World War II, American Indians began to actively promote self-determination and their own civil rights. Today all Indian schools are controlled by the local community or are operated by the BIA in conjunction with local Indian school boards. American Indian students' generally poor academic achievement has been attributed to sociocultural factors, such as differences between students' and teachers' languages, cultures, values, and learning styles.  School improvement efforts either are based on studies of urban or suburban schools serving the dominant culture or follow the "whole language approach," focusing on getting students to read more "real literature" and to write more. Integration of American Indian language and culture into the regular school curriculum is critical to improving student achievement. Teachers of Indian children need systematic training about sociocultural influences on learning and about tribal cultures. Some tribal councils have formulated educational policies that mandate school instruction in the tribal language and culture. This digest contains 10 references.   [More]  Descriptors: American Indian Education, American Indian History, American Indians, Curriculum Problems

Greer, Sandy (1995). Intellectual Property Rights: Where Do American Indians Draw the Line?, Winds of Change. At a panel discussion held at Imagining Indians Native American Film and Video Festival (Scottsdale, Arizona, June 1994), Americans Indians debated and expressed their concerns regarding intellectual property rights and the effects of commercialism on the integrity of Native American cultural beliefs and practices. Tribes must decide which aspects of their culture they will share. Descriptors: American Indian Culture, American Indians, Business, Cultural Awareness

National Council on Indian Opportunity, Washington, DC. (1970). [Recommendations of Working Committees to Urban Indian Conference]. The main body of the document contains recommendations presented by working committees of National Council on Indian Opportunity (NCIO) to the Urban Indian Conference held in December of 1970. Recommendations as outlined and discussed by various committees of NCIO are presented for the following areas: housing, education, alcoholism and drugs, economic development, contracts and proposals, Indian centers, employment, land, health, communication, political affairs of Indian interest, and treaty rights. The document concludes with a recommendation to the President of the United States that a President's Commission on the American Indian be established to examine the rights, privileges, and administrative policies regarding the American Indian.   [More]  Descriptors: American Indians, Civil Rights, Committees, Conference Reports

Goodluck, Charlotte Tsoi; Eckstein, Florence (1978). American Indian Adoption Program: An Ethnic Approach to Child Welfare, White Cloud Journal. Sponsored by the Jewish Family and Children's Service of Phoenix, Arizona, the program places American Indian adoptees with their natural extended families or with families of the same tribe. Personal contacts, publicity, and national child welfare organizations help locate homes. Ensuring the child's tribal inheritance rights is yet to be accomplished.   [More]  Descriptors: Adoption, American Indians, Child Welfare, Foster Homes

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1983). Fiscal Year 1984 Budget. Hearings before the Select Committee on Indian Affairs, United States Senate, Ninety-Eighth Congress, First Session on the Fiscal Year 1984 Budget (February 23, 24, and 25, 1983). The Senate Select Committee on Indian Affairs met in Washington, D.C. on February 23-25, 1983, to discuss the implications of the proposed budget for the 1984 fiscal year. Testimony by representatives of government agencies and American Indian tribes and organizations focused on five main topics: closure of the Intermountain (Utah) and Mount Edgecumbe (Alaska) Indian Schools; transfer of the Administration for Native Americans (ANA) to the Bureau of Indian Affairs (BIA); termination of some educational assistance provided under the Indian Education Act; provision of housing, water, and sewer facilities on American Indian reservations; and provision of health care to American Indians. Government witnesses included representatives of the BIA, ANA, Office of Indian Education, Department of Housing and Urban Development, Indian Health Service, and Department of Education. Outside witnesses included representatives from the INMED Program, National Indian Health Board, American Indian Health Care Association, United Tribal Educational Technical Center, North Carolina Department of Public Instruction, Native American Rights Fund, Intermountain Inter-Tribal School Board, National American Indian Housing Council, National Tribal Chairmen's Association, National Congress of American Indians, three reservations, and eight tribes.   [More]  Descriptors: Allied Health Occupations Education, American Indian Education, American Indian Reservations, American Indians

O'Brien, Frank Waabu (2002). Spirits & Family Relations. This paper offers translations for about 300 names for spirits, relations, and kinships taken from the extinct American Indian languages of southeastern New England, Narragansett and Massachusett. Each section contains tables of three columns. On the left is the term being defined, as defined in the middle column, with useful comments on the right side. "Reconstructed" refers to a guess as to a word's meaning. The abbreviation "Narr." refers to the Narragansett language as recorded by Roger Williams (1643). The citation "Mayhew" refers to his unique letter of 1722, probably the only written description of the language given by a fluent speaker. The infinity symbol is used to refer to the sound "oo.""Native Spelling" means that old, original writings of a native speaker are quoted. The words in these languages for relations and relationships are very complex, not well-documented, and not well-understood. For example, the word "sister" may refer to many relations (a blood relation, a half-sister, a step-sister, or a foster sister). Pronunciation of the words is not attempted because of the scanty knowledge of this language. (Contains 16 references.)   [More]  Descriptors: American Indian Languages, Kinship Terminology, Translation, Uncommonly Taught Languages

Dumanoski, Diane (1975). Battling to Regain a Lost Past. Marthas Vineyard Indians Want Their Land Back, Civil Rights Digest. Notes that the American Indians actually have a chance of recovering their land from the present owner, for in addition to a moral claim it might have a solid legal claim to title as well.   [More]  Descriptors: American Indian Culture, Court Litigation, Cultural Context, Ethnic Groups

Newman, Erica (2013). History of Transracial Adoption: A New Zealand Perspective, American Indian Quarterly. This article explores the New Zealand legal history of adoption and the effect it has had on Maori. The status of children within Maori and European societies before and during the early contact periods differed, and it is from here that the author begins this article. These two societies had their own terms in relation to the care of children by those who were not the biological parents. Europeans use the term "adopt," while Maori use the term "whangai." Although these terms relate to the care of children by those who are not the biological parents, they possess different ideals. Due to these differences, European society was faced with challenges when informally adopting a child. These challenges led to the establishment of the 1881 Adoption of Children Act. While this act initially had no effect on the practice of "whangai," by 1901 the Native Land Act required "whangai" to be registered and then recorded in the "New Zealand Gazette." Over time a number of changes made to adoption laws that affected Maori were based on the issue of who had rights to land succession.   [More]  Descriptors: Adoption, Parents, Foreign Countries, Racial Differences

Mercado, Edward (1970). What Price Ingles, Civil Rights Dig. Discusses the problems of educators who do not face or accept situations which occur when English is an individual's (with particular reference to American Indians and the Spanish-Speaking) second language. A model for bilingual innovation is included. Descriptors: American Indians, Bilingual Education, Cultural Awareness, English (Second Language)

McDonald, Dennis; And Others (1989). Stuck in the Horizon: A Special Report on the Education of Native Americans, Education Week. This special newspaper edition is a collection of articles based on a journalist's interviews with American Indian educators in urban public schools, Bureau of Indian Affairs schools, and tribally controlled school districts. The introduction, entitled "The High Cost of Endurance" outlines the high risk status of Native American children, discusses the diversity of American Indian tribes and American Indian education, and suggests that American Indian education must focus on survival. "Education: The First Condition" reviews the history of American Indian education since the white man's arrival and describes current trends and issues in the Federal Government-Indian relationship. "From 'No Power' to Local Power?" discusses the issue of Indian control over Indian children's public school education; cites recent court cases involving discriminatory hiring of teachers, unfair treatment of Indian students, and violations of voting rights in school board elections; describes the success story of the tribally controlled Zuni Public Schools; and examines the problems of inexperienced tribal governments, low priority of Indian programs at the state level, and dwindling federal funding. "Indian People Just Want To Be Themselves" outlines Indian educators' struggle to devise an instructional model that meets both the academic and cultural needs of Indian students; describes opposition to bicultural education in some Indian communities; and discusses bilingual education, American Indian learning styles, and traditional teaching methods. Descriptors: Acculturation, American Indian Culture, American Indian Education, Biculturalism