Paul Boyer , Native American Colleges , Progress and Prospects ( Princeton , N.J .: An Ernest L. Boyer Project of the Carnegie Foundation for the Advancement of Teaching , 1997 ) , 25 . 94. Norman T. Oppelt , The Tribally Controlled ...
Author: Margaret Szasz
Publisher: UNM Press
First published in 1974, Education and the American Indian has been widely praised as the first full-length study of federal Indian policy. This revised edition brings the book up to date through 1998 with the addition of analysis and interpretation of trends and policies that have shaped Indian education in the 1980s and 1990s and will persist into the twenty-first century. In looking ahead, one Yankton Sioux forecasts that "within two generations we will see some of the most educated people in the world and they will be on reservations." How such an optimistic assessment might become a reality is one of the major themes of this revised edition.
Dropping out among American Indians and Alaska Natives : A review of Studies . Journal of American Indian Education , 31 ( 2 ) , 3-23 . Swisher , K. , & Tippeconnic , J. W. ( 1999 ) . Research to support improved practice in Indian ...
Author: Terry Huffman
Publisher: Peter Lang
American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural backgrounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.
American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and "civilize" Indian children to the most recent efforts to revitalize Native cultures and return control of schools to ...
Author: Jon Allan Reyhner
American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and "civilize" Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education.
The Administration of Indian Affairs in Canada. Washington, D.C.: U.S. Government Printing Office. Adams, David Wallace. 1988. “Fundamental Considerations: The Deep Meaning of Native American Schooling 1880–1900.” Harvard Educational ...
Author: Jon Reyhner
Publisher: University of Oklahoma Press
Category: Social Science
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
S. 1290 is modeled after the 1967 Act . I believe that an American Indian Education Foundation could be just as successful as the National Park Foundation . I want to emphasize that I believe that Congress has a Federal trust ...
Author: United States. Congress. Senate. Committee on Indian Affairs (1993- )
Category: Indian universities and colleges
Journal of American Indian Education, 31(2), 24—47. Dodd, J. M., Garcia, E, Meccage, C., Gr. Nelson, ].R. (1995). American Indian retention. NASPA Journal, 33(1), 72—78. Ewen, A. (1997, Winter). Generation X in Indian country.
Author: Maenette K.P. A Benham
The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-secondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.
“A Description of the Rock Point Community School Bilingual Education Program.” In Effective Language Education Practices and Native Language Survival, edited by Jon Reyhner,95–106. Choctaw, OK: Native American Language Issues. ———.
Author: Jon Reyhner
Publisher: University of Oklahoma Press
Before Europeans arrived in North America, Indigenous peoples spoke more than three hundred languages and followed almost as many distinct belief systems and lifeways. But in childrearing, the different Indian societies had certain practices in common—including training for survival and teaching tribal traditions. The history of American Indian education from colonial times to the present is a story of how Euro-Americans disrupted and suppressed these common cultural practices, and how Indians actively pursued and preserved them. American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and “civilize” Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education. Historians and educators Jon Reyhner and Jeanne Eder begin by discussing Indian childrearing practices and the work of colonial missionaries in New France (Canada), New England, Mexico, and California, then conduct readers through the full array of government programs aimed at educating Indian children. From the passage of the Civilization Act of 1819 to the formation of the Bureau of Indian Affairs in 1824 and the establishment of Indian reservations and vocation-oriented boarding schools, the authors frame Native education through federal policy eras: treaties, removal, assimilation, reorganization, termination, and self-determination. Thoroughly updated for this second edition, American Indian Education is the most comprehensive single-volume account, useful for students, educators, historians, activists, and public servants interested in the history and efficacy of educational reforms past and present.
to create for his grandson the ability to maintain a connection to community that was manifest through resistance to non - Native / colonial teaching practices . American Indian communities are the cultural models that guide Native ...
Category: Indians of North America
... and education department convinced the Lake Matchimanitou school district to host several in-house training opportunities for staff and faculty on teaching American Indians, American Indian history, and other Indian-related themes.
Author: Matthew L. M. Fletcher
America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum. Using a critical race theory framework and a unique "counternarrative" methodology, American Indian Education explores a host of modern educational issues facing American Indian peoples—from the impact of Indian sports mascots on students and communities, to the uses and abuses of law that often never reach a courtroom, and the intergenerational impacts of American Indian education policy on Indian children today. By interweaving empirical research with accessible composite narratives, Matthew Fletcher breaches the gap between solid educational policy and the on-the-ground reality of Indian students, highlighting the challenges faced by American Indian students and paving the way for an honest discussion about solutions.
U.S. Department of Education , Office of Educational Research and Improvement , National Center for Education Statistics . National Education Association . 1991. American Indian / Alaska Native Dropout Study : 1991 . Washington , D.C .
Author: D. Michael Pavel
Publisher: U.S. Government Printing Office
Category: Alaska Natives
This report summarizes findings of the 1990-91 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students. The Bureau of Indian Affairs (BIA) and federally recognized tribal organizations under BIA grants and contracts operate 149 elementary and secondary schools. In addition, 1,260 public schools are considered to have high Indian student enrollment (over 25 percent). These two types of schools are located mainly in rural areas and small towns. However, of the 445,425 American Indian and Alaska Native students enrolled in grades K-12, 56 percent attend public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school size, rurality, region, student sex and race/ethnicity, bilingual education and remedial programs, free or reduced-price lunch, and college preparation); (2) demographic characteristics and qualifications of principals and teachers (percentage that are American Indian/Alaska Native, degrees earned, and administrative or teaching experience), schools with formal evaluation and mentoring programs for teachers, and percentage of full-time noninstructional staff; (3) principal and teacher salaries and benefits; (4) principal ratings of educational objectives, principal and teacher ratings of school problems, teacher and student absenteeism rates, principal beliefs about influence of various stakeholders on school practices, and principal career plans; and (5) teacher supply and demand, certification, and shortages, as well as teacher recruitment strategies. Appendices contain technical notes on the SASS and tables of variance estimates. Contains an index and a list of additional resources on the SASS. (SV)