American Indian Education

This revised edition provides an overview of American Indian/Alaska Native education from 1928 to 1998.

Self-determination, a crucial concept in American Indian social and educational policy and the force behind Indian policy programs, is assessed here and found wanting. The volume contends that many aspects of this policy impulse are contradictory. Senese, looking at an area largely neglected by scholars of American educational policy, explores the discrepancy between the rhetoric of self-determination and its reality in Native American social settings. This study is rigorous in its analysis of the development, implementation, and language of this policy and unique in its critical perspective.

Drawn from Native American autobiographical accounts, a study revealing white society's program of civilizing Indian schoolchildren.

This survey of American Indian policy provides a short history of the mainly unsuccessful efforts by American Indians in the past to assert themselves, and then examines changing concepts relating to self-governance and political, economic, legal, educational, religious, and employment rights. This assessment of Indian opportunities and difficulties examines self-governance in relation to economic development, the redefinition of property rights, the status of development on Indian reservations, and the success some tribes have had in attempting to utilize their resources appropriately and more effectively.

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 postsecondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.

Education as Enforcement locates a rising culture of militarism found not only in US popular culture, civil society and foreign policy but also in educational policy and practices. Considering the rise of school security apparatus, accountability and standards movements, privatization and commercialization, this book is the first of its kind to highlight the intersections between militarization and corporatization. This volume brings together noted scholars in education to explore and challenge the ways that the imperatives of corporate globalization are educating citizens through curriculum, policy and popular culture in the virtues of authoritarianism while turning some schools into boardrooms and others into barracks and prisons. With the shadow of the No Child Left Behind Act descending over us, Education as Enforcement points to the need for citizens to become more actively involved in leading schools, teachers and children out of this educational Dark Age.

Although the general public is not widely aware of this trend, American Indian population has grown phenomenally since 1900, their demographic nadir. No longer a vanishing race, Indians have rebounded to 1492 population estimates in nine decades. Until now, most research has focused on catastrophic population decline, but Nancy Shoemaker studies how and why American Indians have recovered. Her analysis of the social, cultural, and economic implications of the family and demographic patterns fuelling the recovery compares five different Indian groups: the Seneca Nation in New York State, Cherokees in Oklahoma, Red Lake Ojibways in Minnesota, Yakamas in Washington State, and Navajos in the Southwest. Marshalling individual-level census data, Shoemaker places American Indians in a broad social and cultural context and compares their demographic patterns to those of Euroamericans and African Americans in the United States.

How do language policies in education serve the interests of dominant groups within societies? How do policies marginalize some students while granting privilege to others? How do language policies in schools create inequalities among learners? How can schools further the educational, social, and economic interests of linguistic minorities? These questions--the focus of the chapters in this book-- are at the heart of fundamental debates about the role of schools in society; the links between language policies and inequalities of class, region, and ethnicity/nationality; and conflicts between linguistic minorities and "mainstream" populations. The connections between language policies and inequality are examined, as well as successful efforts to use language policies in education to assert the social and linguistic rights of language minorities. *All of the chapters are original and substantial contributions to the study of language policy and exemplify major theories and research methods in the field. *The case studies are international in scope, including cutting-edge analyses of important language policy debates in North America, Australia, Eastern Europe, Africa, East Asia, South Asia, and the Pacific. *The multiple meanings of critical language policy study are highlighted. First, the term refers to the field of critical linguistics. Second, the book seeks to develop readers' ability to critically "read" language policies--that is, to understand the social and political implications of particular policies adopted in specific historical contexts. Third, it features chapters that are critical of traditional analyses that fail to capture the full social and political context of language policies and too often accept uncritically the claims of policy. *Sections are included on theoretical issues in language policies; the use of language policy for governance; the role of language policy in managing ethnic conflict; the link between language and globalization; and the impact of critical pedagogy on social change. This volume is intended for scholars and other specialists in language policy, education, applied linguistics, critical linguistics, and language teaching. It is designed for use as a textbook in graduate and advanced undergraduate courses on language policy and language education.

A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called Dine Bi'olta', The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community.