Stryker, Don; Bergerson, Amy Aldous (2012). Racism, Union Busting, or Just Plain Cultural Conflict?, Journal of Cases in Educational Leadership. This case describes the struggle of a small school employee association located in a right-to-work state as it attempts to continue exercising influence after a political turmoil caused the composition of the school board to change. This case presents many elements that foster discussion of basic employee rights such as freedom of association, free speech, and due process. As such, this case is designed for usage in educational leadership programs and is particularly pertinent to provoke discussions regarding school politics, employee association authority, preferences in hiring practices, and employee dismissal procedures. Students of educational leadership enrolled in school law, human resources, and/or multicultural education courses can engage in discussion of multiple aspects of course content.   [More]  Descriptors: Civil Rights, Conflict, Course Content, Boards of Education

Common, Ron (1991). A Search for Equity: A Policy Analysis of First Nations Representation on Provincial School Boards, Education Canada. Claims that American Indians are being discriminated against by such unfair provincial statutes as the Education Acts and Municipal Election Acts. Advocates equal representation of American Indians on school boards in Canada and policy reforms to allow school board voter eligibility for members of a First Nation that buys services through a tuition agreement. Descriptors: American Indians, Boards of Education, Canada Natives, Educational Legislation

Martin, Jennifer L.; Sharp-Grier, Martina; Smith, Julia B. (2016). Alternate Realities: Racially Disparate Discipline in Classrooms and Schools and Its Effects on Black and Brown Students, Leadership and Research in Education. This study examines the Civil Rights Data Collection of 2014, consisting of 49,605,534 students from 95,635 public schools covering grades from Kindergarten to 12th grade. The primary focus of this study was to examine the relative distribution of different types of discipline between ethnic groups and genders. In every category, the levels reported for either African-American or Native American students were much higher than any other group. Native American levels were highest for referral to law enforcement and for expulsion with or without school services. For almost every gender comparison within each ethnic group, male students were more likely to receive punishment than female students. For Native American students, girls were more likely than boys to receive in-school suspension, out-of-school suspension, expulsion either with or without educational services, and to be referred to law enforcement or experience school-related arrest.   [More]  Descriptors: Public Schools, Kindergarten, Elementary Secondary Education, Ethnic Groups

Powell, John H., Jr.; And Others (1973). The Southwest Indian Report. A Report of the U. S. Commission on Civil Rights, May 1973. The investigation of civil rights violations for American Indians in Arizona and New Mexico covers Federal, state, and local employment; elementary, secondary, and higher education; and health needs, especially the Indian Health Service. It also discusses urban and reservation administration of justice and water rights. Conclusions and recommendations to improve Indian life end the report.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Courts

Kidwell, Clara Sue (1999). The Vanishing Indian Reappears in the College Curriculum. The first Native American studies programs, created in the rising political consciousness of the late 1960s and early 1970s, arose from a rejection of traditional curricula and challenged stereotypes of Indians and their history. During the 1980s, Native studies programs became vehicles to recruit and retain American Indian students, reflecting concerns over minority attrition rates and affirmative action. In the late 1980s and into the 1990s, the increasingly multicultural makeup of American society and the emerging global economy focused attention on multiculturalism and cultural diversity in college curricula. One of the most notable trends in Native American studies has been the emergence of tribal colleges fostered by the American Indian Higher Education Consortium. These colleges offer courses that play an important role in preserving tribal cultural identity. From political confrontation to affirmative action to multiculturalism, the presence of American Indians as both subjects of scholarship and scholars in their own right has created a new field of study that incorporates ideas such as tribal sovereignty, the relationship of cultural identity to land, the importance of culture in understanding the effects of first contacts between Europeans and Native Americans, the significance of Native languages as cognitive structures, and treaties and treaty rights. Several disciplines are involved, primarily anthropology, history, literary criticism, and legal studies. Native American studies has thus promoted a model of truly interdisciplinary learning.  Contains endnotes and a bibliography.   [More]  Descriptors: Activism, American Indian History, American Indian Languages, American Indian Literature

Shoemaker, Adam (2011). Is There a Crisis in International Learning? The "Three Freedoms" Paradox, Cambridge Journal of Education. This paper explores creative responses to global educational, financial and ethical crises. The focus is the potential intersection between academic, Internet and media freedoms. At base, it asks whether there are rights (of definition, use and control) associated with each of these. For instance, is unfettered access to the Internet a human right or is it analogous to a public utility? Does it matter to the polity if media freedoms are filtered and curtailed? And is academic freedom influenced, concerned or affected by either (or both) of the above? In an environment in which formerly ranked certainties no longer hold sway, new forms of international learning and global university behaviours are essential. I argue that exploring and defining an ethical curriculum is where the process begins; invoking it in terms of international research is where it travels; and changing the world inside and outside the campus is the ultimate destination.   [More]  Descriptors: Academic Freedom, Internet, Civil Rights, Freedom of Speech

Johnson, Troy R. (1996). Roots of Contemporary Native American Activism. Commentary, American Indian Culture and Research Journal. Traces the foundations and development of Native American activism, 1950s-90s. Discusses relocation of reservation American Indians to urban areas in the 1950s without promised aid or vocational training, changing aspirations of Indian veterans and college students, lessons of the civil rights movement, occupations of Alcatraz Island and Wounded Knee, and efforts to enforce treaty rights and tribal sovereignty. Descriptors: Activism, American Indian History, Civil Disobedience, Civil Rights

Witt, Shirley Hill (1980). Pressure Points in Growing Up Indian, Perspectives: The Civil Rights Quarterly. Describes the cultural contradictions between traditional American Indian child-rearing practices and "mainstream" Anglo expectations. Discusses the psychological consequences of growing up with such culture conflict, and condemns educational and social policies which ignore the American Indians' traditions and exacerbate their alienation. Descriptors: Adopted Children, American Indian Culture, American Indian Education, American Indians

Giago, Tim; Illoway, Sharon (1982). Dying Too Young, Perspectives: The Civil Rights Quarterly. Examines poor health conditions and health problems of American Indians. Stresses that health programs for American Indians have been underfunded from the start, and that the diminishing commitment of the American government to such programs threatens to worsen an already low Indian health index. Descriptors: American Indians, Disease Incidence, Federal Aid, Federal Indian Relationship

Blank, Ruth (1981). What Shall Our Children Read? A Selected Bibliography of American Indian Literature for Young People. The 178 titles in the annotated bibliography represent a variety of American Indian and Alaska Native topics and literature from 1953 to 1980 (primarily the 1970's). Serving as a guide for teachers and Native American parents, the bibliography alphabetically lists published material non-stereotypic of American Indians and suitable for teaching progressive reading skills. An asterisk identifies books written by American Indians. Each annotation includes the book's reading level. Examples of the contents include: myths and legends ("White Shell Horse,""Stories of Our Ancestors: A Collection of Northern Ute Indian Tales,""Spider in the Sky"); historical accounts ("Indian Annie: Kiowa Captive,""Let Me Be a Free Man"); culture and lifestyle ("The Hunters,""American Indian Utensils,""Indians of the Woodland: Before and After the Pilgrims"); prose and poetry ("The Way: An Anthology of American Indian Literature,""Ascending Red Cedar Moon,""Longhouse Winter"); biographies ("Chief Sarah: Sarah Winnemucca's Fight for Indian Rights,""Famous Indians,""Joseph, Chief of the Nez Perce"); and references ("American Indian Habitats: How to Make Dwellings and Shelters with Natural Materials,""The World of the American Indian,""Sports and Games the Indians Gave Us,""American Indian Clothes and How to Make Them"). Three periodicals developed especially for use by children and teachers in the classroom are also listed. Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indian Literature

Head-Dylla, Candace; Faircloth, Susan (2014). A Feather in Her Cap, Journal of Cases in Educational Leadership. In this case, the authors explore the tensions that emerge when students exert their right to visibly demonstrate their cultural values and beliefs at school or school-sponsored activities and events. This case was designed for educational leadership courses dealing with diversity, pluralism, multiculturalism, and democratic values. Students should be encouraged to discuss pluralism and democratic education juxtaposed with multiculturalism. They should consider ways in which the principal and teachers in this case either missed or tried to use opportunities to engage students in transformative, cross-cultural pedagogies that could prove to be socially reconstructive.   [More]  Descriptors: Student Rights, Cultural Activities, Multicultural Education, Cultural Awareness

Warner, Linda Sue (1999). Education and the Law: Implications for American Indian/Alaska Native Students. This chapter provides an overview of federal education case law and legislation. Currently, there is no Supreme Court education case law applicable specifically to American Indian students. Following brief descriptions of categories of jurisdiction and the structure of the federal court system, the overview summarizes Supreme Court case law applicable to all students and examines potential implications for American Indian students, where applicable. Case law in education falls into the following general areas: (1) discipline (corporal punishment, due process); (2) curriculum (protection of freedom of religion, English-as-a-second-language instruction for limited-English speaking students); (3) student and teacher right of free speech; (4) tort law (responsibility and negligence in education, "in loco parentis" issues, extent of school liability); (5) equity (educational discrimination, integrated facilities, equal educational opportunity); (6) special education (rights of disabled children); (7) finance (equality in school funding); and (8) compulsory attendance. Nineteen federal legislative acts are summarized that provide the legislative foundation of American Indian education. Contains references in endnotes.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indians, Court Litigation

Gover, Kevin (1977). Oklahoma Tribes: A History, American Indian Journal. Oklahoma is a microcosm of American Indian country. Water rights, tribal government impotence, jurisdiction, tribal membership, treaty rights, taxation, sovereignty, racism, and poor housing, education, and health are all vital issues facing the Indian tribes of Oklahoma. In order to understand the complexity of these issues, a review of the history of the Oklahoma tribes is presented.   [More]  Descriptors: American Indian Reservations, American Indians, Culture Conflict, Government Role

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Indian Education Programs. (1998). American Indian Supplement to the National Standards for Civics and Government. This American Indian supplement to the 1994 National Civics and Government Standards aims to provide classroom teachers with useful ideas for instructional content focused on American Indian-related civics and government issues. Like the national standards, this document is divided into the grade level groupings of K-4, 5-8, and 9-12. The supplement should be used in conjunction with the national standards document itself and therefore follows the same format, organization, and language. Only certain sections of the national standards were adapted to include Indian-specific content. The supplement refers to specific national content standards by number; comments on or interprets them in relation to American Indian students and issues; and, where appropriate, adds additional standards and performance indicators for Indian students. Most interpretations and additions involve issues related to tribal government and its powers; tribal sovereignty; the relationships among federal, state, and tribal governments; the nature of civic life in American Indian communities; the rights and responsibilities of American Indians as citizens of the United States and their tribes; and the history of the federal-Indian relationship. This supplement may also be used as a guideline for developing more tribally specific local standards.   [More]  Descriptors: Academic Standards, American Indian Education, American Indian History, American Indians

American Indian Journal of the Institute for the Development of Indian Law (1976). AIPRC Jurisdiction Task Force Holds Hearings. The Jurisdiction Task Force of the American Indian Policy Review Commission (AIPRC) held a series of hearings on jurisdictional issues/problems confronting Native American governments today, and the following four topics emerged as primary areas of concern: Child Placement; Public Law 280; Water Rights; and Hunting/Fishing Rights.   [More]  Descriptors: American Indians, Child Welfare, Civil Rights, Federal Legislation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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