This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe: Earth Protection Team website. Some of the authors featured on this page include Bruce E. Johansen, Washington Bureau of Indian Affairs (Dept. of Interior), Davis Henderson, American Indian Journal, Madhurima Chowdhury, David Brunt, Elizabeth C. Duran, Julianne Newmark, Sandra J. Fox, and Atrayee Banerjee.
(2003). Oregon American Indian Alaska Native Education State Plan. This state plan presents Oregon's 11 educational goals for American Indian/Alaska Native (AI/AN) education, which have been revised and detailed by the statewide Indian Education Council. The goals support the policy of the Oregon Department of Education (ODE), the educational philosophy of the AI/AN community, and the Indian Student Bill of Rights. The goals include: 1) promoting effective education for AI/AN children; 2) developing educational programs that address the educational needs of all AI/AN children in Oregon; 3) encouraging strong partnerships with school districts in which AI/AN parents, tribal, and community leaders can provide input regarding programs for AI/AN students; 4) developing systems for obtaining and disseminating data on AI/AN students; 5) requiring all public school personnel to be knowledgeable of and responsive to AI/AN students and to support educational strategies that address their needs; 6) encouraging school districts to infuse culturally specific, developmentally appropriate AI/AN materials throughout the curriculum; 7) implementing non-biased and culturally appropriate assessment of AI/AN students; 8) developing comprehensive high-quality early childhood education programs; 9) ensuring that all AI/AN students have equal access to all public school programs; 10) implementing strategies for reducing AI/AN dropout rates; and 11) ensuring that AI/AN students have equal access to higher education in the state. ODE strategies and responsibilities are presented for each goal. [More] Descriptors: Access to Education, American Indian Education, Culturally Relevant Education, Curriculum Development
(1989). William James Sidis'"Tribes and States": An Unpublished Exploration of Native American Contributions to Democracy, Northeast Indian Quarterly. Summarizes William Sidis'"Tribes and States," a 50-year-old unpublished manuscript that retells colonial American history from an American Indian viewpoint and traces the contributions of American Indians, particularly the Penacook Federation and the Iroquois Confederacy, to American democracy and constitutional rights. Descriptors: American Indian History, American Indians, Colonial History (United States), Democracy
(1973). Indian Rights in the Jay Treaty, Indian Historian. Historical aspects of the Jay Treaty of 1794 and the obligations of the Canadian and American governments in regard to border-crossing rights for American Indians are discussed. [More] Descriptors: American Indians, Civil Rights, History, Legal Problems
(2013). Right to Education of Scheduled Tribe: An Indian Perspective, International Journal of Educational Administration and Policy Studies. Education seeks to unfold the latent qualities of a person, thereby giving full development to the individual. As such, it has been described as the act or art of developing, or creating, cultivating the various physical intellectual, aesthetic and moral faculties of the individual. Scheduled Tribe has a history of social and economic deprivation, and the underlying causes of their educational marginalization are also strikingly distinct. About 87 percent of the main workers from these communities were engaged in primary sector activities. The literacy rate of Scheduled Tribes is around 47 percent, as against the national average of 74.04 percent. More than three-quarters of Scheduled Tribes women are non-literate. Not surprisingly, the cumulative effect has been that the proportion of Scheduled Tribes below the poverty line is substantially higher than the national average. The study intends to explore the state of education and the awareness of the disadvantaged groups towards right to education as a fundamental human right with special reference to Right to Education Act, 2010. [More] Descriptors: Tribes, Civil Rights, Individual Development, Disadvantaged Environment
(1991). American Indians Today: Answers to Your Questions. Third Edition. This booklet answers briefly the most common questions about American Indians asked by students, teachers, researchers, librarians, government agencies, and the news media. Sections outline the history, responsibilities, educational programs, and housing programs of the Bureau of Indian Affairs (BIA); President Bush's American Indian policy; current federal appropriations for Indian programs; statistics about the nearly 2 million American Indians and Alaska natives, 510 federally recognized tribes, and 278 federal Indian reservations; and birth and death rates and related demography. A section of questions and answers defines or discusses Indian identity, tribal membership, reservations, American Indian languages, the federal Indian relationship, citizenship and voting, other legal rights and responsibilities, tribal governments, treaties, tribal sovereignty, and genealogy. This booklet also contains a map showing federally recognized tribes, information sources in federal government agencies and libraries, an 84-item bibliography, and lists of BIA area offices and national American Indian organizations. [More] Descriptors: Alaska Natives, American Indian Education, American Indian Reservations, American Indians
(2001). Creating Sacred Places for Students in Grades 9-12. This guide attempts to help teachers of American Indian students in grades 9-12 provide a culturally relevant education that takes place in the regular classroom, includes content related to Indian students' lives, makes students proud, expands to other experiences, and enhances learning. Creating sacred places means responding appropriately to students' academic, social, emotional, physical, and spiritual needs. Research has shown that to empower Indian students to learn, their school programs must incorporate their language and culture, involve parents and community as partners, provide appropriate instruction, and use appropriate testing methods. The approach presented here coordinates the teaching of various subject areas and reinforces classroom instruction with language and cultural activities by using American Indian literature as a basis for instruction. Materials and activities are aligned with challenging content standards. This guide outlines 24 thematic units, which include background information, relevant Indian literature, objectives, activities, evaluation methods, and content standards. Eight science-based units cover geology and fuel resources, care of land and animals, keeping the water supply safe, caring for water resources, caring for health, use of healing plants, abuse of alcohol and drugs, and Indian art. Eight social studies and history-based units cover tribal histories, before 1600, 1600s and 1700s, 1800-68, 1869-99, 1900-52, 1953-2000, and water rights. Eight language arts-based units cover oral tradition and oratory, Indian stories, poetry, short stories, student writing, novels, drama, and essays. American Indian and Alaska Native authors are listed. A final section lists additional resources and sources for books. [More] Descriptors: Academic Standards, American Indian Education, American Indian Literature, Class Activities
(1979). NCAI's Executive Council Meeting and Indian Water Rights. The National Congress of American Indians staged a major panel discussion which focused around recent federal actions pressuring or threatening to pressure Indians to quantify their water rights. [More] Descriptors: American Indians, Discussion Groups, Federal Indian Relationship, Natural Resources
(2000). Documents of United States Indian Policy. Third Edition. The 238 documents printed in this volume illustrate the history of the United States government and the American Indians from the founding of the nation to the end of the 20th century. They are a collection of official and quasi-official records that marked significant formulations of public policy. The documents, presented in full text or extracts, include federal legislation, court decisions, treaties, and administrative actions. Documents related to education include the Civilization Fund Act, 1819; Indian Commissioner statements on civilizing the Indians and on cooperating with Religious Societies, 1881-82; Use of English in Indian Schools, 1887; Supplemental Report on Indian Education, 1889; Inculcation of Patriotism in Indian Schools, 1889; Indian School Superintendents as Indian Agents, 1893; Indian Commissioner Leupp on Reservation Schools, 1907; Meriam Report, 1928; Report on Indian Education, 1969; Indian Education Act, 1972; Comprehensive Employment and Training Act, 1973; Student Rights and Due Process Procedures, 1974; Indian Self-Determination and Education Assistance Act, 1975; Tribally Controlled Community College Assistance Act, 1978; Education Amendments Act of 1978, Title XI: Indian Education; Indian Child Welfare Act, 1978; Report on BIA Education, 1988; Tribally Controlled Schools Act of 1988; National Museum of the American Indian Act, 1989; American Indian and Alaska Native Education, Executive Order 13096, 1998; and various treaties. (Contains an index, a selected bibliography, and a list of federally recognized Indian tribes as of March 2000.) Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indian Reservations
(1992). Teaching Mathematics with Technology: The Four Directions Indian Beadwork Design with LOGO, Arithmetic Teacher. Describes the computer project for American Indian middle school students, "Four Directions Indian Beadwork Design," that uses familiar American Indian beadwork designs to help learn geometric and LOGO concepts. Discusses the instructional techniques used to teach the planning and constructing of LOGO designs made up of two or more isosceles right triangles. Descriptors: American Indian Culture, Computer Assisted Instruction, Computer Uses in Education, Courseware
(2000). Indigenous Affairs = Asuntos Indigenas, 2000. This document contains the four English-language issues of Indigenous Affairs published in 2000 and four corresponding issues in Spanish. The Spanish issues contain all or some of the articles contained in the English issues plus additional articles on Latin America. These periodicals provide a resource on the history, current conditions, and struggles for self-determination and human rights of indigenous peoples around the world. The four theme issues are concerned with the Pacific (Bolivia, Ecuador, Guatemala, Venezuela, and the Pacific in the Spanish edition); hunters and gatherers; indigenous women; and Indochina. Articles specifically concerned with American Indians in Latin America discuss indigenous land rights in Bolivia; indigenous political activism in Ecuador; community-based Mayan culture and identity, nonformal education and intergenerational transmission of culture, and indigenous rights in Guatemala; indigenous rights in the new Venezuelan constitution; indigenous peoples of the Chaco region, Argentina; and demography and educational needs of indigenous Peruvian women. Other articles examine relationships between indigenous peoples and their respective States; environmental degradation and protection on indigenous lands; the loss of indigenous languages in Africa; efforts to preserve indigenous languages and cultures; Inuit and American Indian whalers and their traditional resource management knowledge; the role of indigenous knowledge in subsistence activities; violence against indigenous women and the struggle for women's rights; and the impact of drought on Masai women and children in Kenya. Descriptors: American Indians, Civil Liberties, Colonialism, Conservation (Environment)
(2015). A Human Rights Crisis in Indian Country, Tribal College Journal of American Indian Higher Education. There is a human rights crisis in Indian Country. This crisis–one of many–is the result of an almost universal lack of legal representation of Native people when they appear as defendants in tribal courts. The lack of lay advocates and attorneys representing Native defendants creates tremendous problems for tribal members who find themselves in civil or criminal court. In many instances, tribal members who find themselves in tribal court are the only Natives who are party to the proceedings. It is common that the judge and both attorneys are non-Native. In a criminal proceeding, the prosecuting officer is very often non-Native. When the plaintiff is a predatory lender seeking a judgment against a Native defendant, they are virtually certain to be non-Native. When a Native parent who has fallen behind on child support is subject to collection and incarceration by the State, the enforcement attorney is reliably non-Native. When a tribal member is convicted of a crime, any jail time is typically served in a state or federal detention center housing mostly non-Natives and staffed by non-Natives. Loss in a civil suit can mean garnishment of small income that can push a Native family further into poverty. Conviction and incarceration devastates Native families, with the defendant suffering not just the penalty itself, but also loss of a job, likely default on any financial obligation, growing arrears of child support payments, and separation from loved ones. Native defendants must have affordable advocates, lay or attorney, when they face civil or criminal proceedings in tribal courts. Even better, the advocates should be Native. Tribal colleges can help with this by developing new, and strengthening existing, advocate training and pre-law programs. [More] Descriptors: American Indians, American Indian Reservations, Court Litigation, Legal Aid
(2012). Dine College Graduate Made It His Mission to Do Well, Tribal College Journal of American Indian Higher Education. During the author's early years of high school, he made it his mission to do well. He is proud and honored to say that he has attended Dine College (Tsaile, Arizona). Dine College was the foundation of his college career. It allowed him to develop a sense of financial awareness and readiness and the right place for him to begin–financially. Now, three degrees later, the author works as a Speech-Language Pathologist helping children on the Navajo reservation. [More] Descriptors: Navajo (Nation), College Graduates, Speech Language Pathology, Higher Education
(1973). Taxation and the American Indian, Indian Historian. The article explores American Indian tribal rights to tax exemptions and self-imposed taxation; general recommendations on possible tribal tax alternatives; and evaluation of the probable economic effect of taxation. Descriptors: American Indian Reservations, American Indians, Civil Rights, Laws
(2012). Pluralism, Place, and Gertrude Bonnin's Counternativism from Utah to Washington, DC, American Indian Quarterly. In the first three decades of the twentieth century, racial nativism wielded considerable direct and indirect influence on policies that affected broader American attitudes concerning Native American people. In this three-decade period, many factors caused the kinds of national insecurity and instability that make a cultural climate ripe for upsurges in protectionist nativism. America experienced its greatest wave of immigration, the nation's soldiers fought in a heretofore unimaginable global conflict, the African American northern migration began, and an economic collapse took hold. Between 1902 and 1938 Gertrude Bonnin came to understand that the employment of pluralist rhetoric could help her to textually and oratorically combat the zeal of race-based nativist nationalism and its narrow view of "national character." Further, her pluralist counternativism, with its specifically Native senses of reciprocity and place centrism, propelled her efforts toward political empowerment and land rights for Native people across tribes. This thirty-six-year period includes Bonnin's fifteen years in Utah and the final twenty-one years of her life in the Washington, DC, area. Because of her dedication to land rights as a necessary component of Native futurity, one can see across this time period Bonnin's evolving commitment to "place" (a concept that transcends territory and physicality) as the critical component of her activist work. Her unshakable commitment to place rights (which encompass personal, familial, and community traditions, histories, and futures) is the emblem, the author argues, of her pluralist counternativism. Bonnin's place centrism and its role as her tactic to invalidate the racial "logics" of nativism can be plotted from her Utah era political and activist apprenticeship to the fully developed pluralist counternativism of her Washington, DC, years. In this study the author traces this evolution. By establishing a context for Bonnin within the volatile nativist climate of the Dawes era and by recognizing the palpable countercurrent of the antiassimilationist leftist intellectuals of the period, one can better appreciate the complexity and uniqueness of Bonnin's political work. Bonnin insisted on the essential role that place must play (and has always played) for Native people as they strive for rights and acceptance in early twentieth-century America. This place centrism was Bonnin's tactic for untangling the knotty problem of race-centric nativism that propelled the policies that excluded and defined "marginal" Americans of many kinds in the 1910s and 1920s. [More] Descriptors: American Indians, Cultural Pluralism, Activism, Race
(2012). Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children. Despite a dark history marked by the eugenics movement, increasing numbers of people with disabilities are choosing to become parents. Recent research reveals that more than 4 million parents–6 percent of American mothers and fathers–are disabled. This number will unquestionably increase as more people with disabilities exercise a broader range of lifestyle options as a result of social integration, civil rights, and new adaptive technologies. Likewise, there has been a dramatic increase in the number of veterans who are returning from war with service-connected disabilities, some of whom may already be parents and others who will enter parenthood after acquiring their disability. The National Council on Disability (NCD) undertook this groundbreaking study to advance understanding and promote the rights of parents with disabilities and their children. This report provides a comprehensive review of the barriers and facilitators people with diverse disabilities–including intellectual and developmental disabilities, psychiatric disabilities, sensory disabilities, and physical disabilities–experience when they are exercising their fundamental right to create and maintain families. This report also describes the persistent, systemic, and pervasive discrimination against parents with disabilities. It analyzes how U.S. disability law and policy apply to parents with disabilities within the child welfare and family law systems, and the disparate treatment of parents with disabilities and their children. Examination of the impediments prospective parents with disabilities encounter when adopting or accessing assisted reproductive technologies provides further examples of the need for comprehensive protection of these rights. This report sets forth suggested action to ensure the rights of parents with disabilities and their children. Whether such action is taken at the state or federal level–as an amendment or a new law–the need for action could not be more timely or clear. Appended are: (1) Interviews; (2) State-by-State Analysis of Dependency Statutes and Their Inclusion of Disability; (3) Model Legislation (State or Federal); and (4) Proposed ADA Amendment. [More] Descriptors: Social Integration, Civil Rights, Physical Disabilities, Developmental Disabilities