Bibliography: American Indians Rights (page 68 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Joel Spring, Clara Sue Kidwell, Sally Lubeck, Christian Stuhr, Mabel Schleif, Ed Castillo, Keith H. Basso, John H. Hylton, Patricia McGeshick, and Renate B. Viertler.

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of 1965; Emergency Immigrant Education Act of 1984; Federal Property and Administrative Services Act of 1949; Gallaudet College Act; Human Services Reauthorization Act (Title IX); Indian Education Act; Indian Education Assistance Act; Indian Elementary and Secondary School Assistance Act; Indian Self-Determination and Education Assistance Act; Kendall School Act; Library Services and Construction Act; Model Secondary School for the Deaf Act; National Commission on Libraries and Information Sciences Act; National Technical Institute for the Deaf Act; Omnibus Budget Reconciliation Act of 1981, Section 505; Public Law 95-134 (Consolidation Grants to Insular Areas); Public Law 815, 81st Congress (Impact Aid); Public Law 874, 81st Congress (Impact Aid); Refugee Education Assistance Act of 1980; and Women's Educational Equity Act of 1978.   [More]  Descriptors: Adult Education, American Indian Education, Disabilities, Educational Legislation

Kidwell, Clara Sue; Castillo, Ed (1978). Indian Tribal Sovereignty and Treaty Rights–Case Studies: How Sovereignty Works in the U.S. Today, La Confluencia. The variety of definitions of Indian tribal sovereignty may stem from the fact that there are so many differences in situation and problems from one reservation to the next. Three cases are briefly surveyed: the White Earth Chippewa Reservation in Minnesota, the Choctaw Reservation in Philadelphia, Mississippi, and the Makah Reservation in Neah Bay, Washington.   [More]  Descriptors: American Indian Reservations, American Indians, Definitions, Self Determination

Hylton, John H., Ed. (1994). Aboriginal Self-Government in Canada: Current Trends and Issues. Purich's Aboriginal Issues Series. This book contains 13 chapters analyzing important practical issues that must be addressed as Aboriginal self-government becomes fully operational in Canada. These issues are related to social problems and policies, criminal justice, community services, education, employment and job training, finance, the land base of government, women's rights and concerns, and Metis political structures. Of particular educational interest are chapters examining Aboriginal education in Australia, four models applicable to development of Aboriginal postsecondary education, and an Aboriginal training and employment initiative in which decisions are made by community boards. Chapters are: "Aboriginal Peoples and Euro-Canadians: Two World Views" (Murray Sinclair); "The Case for Aboriginal Self-Government: A Social Policy Perspective" (John H. Hylton); "Aboriginal Self-Government: Implications of the Australian Experience" (John Ekstedt); "Community Healing and Aboriginal Self-Government: Is the Circle Closing?" (John D. O'Neil, Brian D. Postl); "Education for Self-Determination" (Eber Hampton, Steven Wolfson); "Self-Government and Criminal Justice: Issues and Realities" (Carol La Prairie); "Pathways to Success: Aboriginal Decision-Making in Employment and Training" (Tina Eberts); "The Financing of Aboriginal Self-Government" (Allan M. Maslove, Carolyn Dittburner); "The Geographies of Aboriginal Self-Government" (Evelyn J. Peters); "Aboriginal Women and Self-Government" (Margaret A. Jackson); "Aboriginal Self-Government and the Metis Nation" (Clem Chartier); "Attitudes toward Aboriginal Peoples and Aboriginal Self-Government in Canada" (J. W. Berry, M. Wells); and "Future Prospects for Aboriginal Self-Government in Canada" (John H. Hylton). Contains references in each chapter, an index, and contributor profiles. Descriptors: American Indian Education, American Indians, Canada Natives, Community Health Services

Gasman, Marybeth; Nguyen, Thai-Huy; Conrad, Clifton F. (2015). Lives Intertwined: A Primer on the History and Emergence of Minority Serving Institutions, Journal of Diversity in Higher Education. In this article, we provide an overview–a primer–of the rise of Minority Serving Institutions (MSIs) as context for understanding the contemporary place of these institutions in our broader system of higher education. We also demonstrate how the emergence and the evolution of MSIs stem from our nation's struggle to provide equal educational opportunities to minority communities. Throughout the article, we interweave the shared and individual struggles as well as the successes across these 4 major types of MSIs. Woven throughout this narrative, we explore in-depth (a) the role of the federal government in both suppressing and elevating higher education for minorities, and (b) the impact of various groups and individuals on the growth of MSIs. It is through the historical legacy of MSIs that we showcase how these institutions came to represent the voices and concerns of minority communities to take control and manage their own education. We conclude the article with a snapshot of the place of each of the 4 types of MSIs in contemporary higher education and recommendation for future research.   [More]  Descriptors: Minority Group Students, Institutional Characteristics, Educational Opportunities, Equal Education

Parent, Sydney B.; Bunderson, Eileen D. (1996). Educational Expectations in a Democratic Society Held by Navajo Parents and Their Children. Navajo students have a 31% dropout rate, and it has been getting worse. Although considerable research has examined the reasons behind this dropout rate, little attention has been given to parental expectations of their children's education. Interviews with 45 parents of students attending Montezuma Creek Elementary School, a public school on the Navajo Reservation in San Juan County, Utah, investigated what parents expected of schools and how these expectations were being met. Education of these parents ranged from no formal education to associate degrees; most had attended a combination of public school and boarding school. All parents wanted their children to go to school, but no parent described any thought or action involving threats, rewards, bribes, or other manipulations in order to persuade a child to continue or complete schooling. When asked what they expected from their child's education, every parent answered, "a good job." In exploring the meaning of a good job, it became obvious that the real objective was a secure survival. In contrast, becoming an educated person did not have a high priority. The Navajo parents viewed the utilitarian aspects of schooling as desirable, but these aspects do not include a vision of who the child is, the child's place in the community, and what the community can become with the child's help. The results indicate that far too little educational attention has been given to the rights and responsibilities of dual citizenship in the Navajo Nation and the United States. Schools could become more relevant by acquainting children with community needs and paths to community service. Six tables summarize interview responses, and an appendix contains sample interview questions. Contains 12 references.   [More]  Descriptors: American Indian Education, Dropouts, Educational Attitudes, Elementary Secondary Education

Koppelman, Walter (1978). Indian Tribal Sovereignty and Treaty Rights–Political Ethics and Indian Advocacy, La Confluencia. The article gives some philosophical reflections on Indian self-government.   [More]  Descriptors: American Indians, Civil Liberties, Government Role, Individual Power

Torres, Angelina Moreno (1983). The Prevention and Treatment of Child Abuse and Neglect: A Focus on the Mexican American Family. Proceedings of the Annual Conference (2nd, San Antonio, Texas, September 8-10, 1982). The 26 papers focus on child abuse issues affecting the Mexican American family. The keynote address notes various issues in child abuse and neglect among Mexican Americans. Three papers discuss Mexican American families in transition, adjustment of the family into the Mexican American barrio and vice versa, and the effects of sexual assault on the Mexican American woman, her family, and the community. Five papers address child abuse in the minority community, child abuse and neglect in the Mexican American community, abuse and neglect of low-income Hispanic children and adolescents from a systems approach, ecological correlates of child maltreatment, and attitudes toward child abuse and child-rearing practices of Mexican American migrant parents. Nine papers deal with culturally relevant intervention approaches with Mexican American families, e.g., a Spanish language educational radio program, culturally sensitive group therapy, multicultural approach to clinical practice, and child advocacy and parents' rights in child abuse and neglect legal proceedings. The last eight papers discuss innovative prevention and treatment programs and delivery systems and special topics in child abuse and neglect, such as diversity of Indians as it relates to child abuse and neglect, domestic violence-crisis intervention with the Hispanic family, and implications of substance abuse among Mexican American migrants. The closing address discusses stress management. Descriptors: Adjustment (to Environment), American Indians, Child Abuse, Child Advocacy

Ground, Mary (1978). Grass Woman Stories. Blackfeet Heritage Program. During her lifetime Mary Ground, whose Indian name is Grass Woman, has experienced extreme changes in the life of Blackfeet Indians. Born in 1883, she remembers the travois and teepee days as well as the change to reservation life when the reservation was a fenced compound patrolled by the U.S. military. She has seen the decline in the use of Blackfeet language and ceremonies as well as the recent resurgence of interest in Native American rights and traditions. The 14 stories in this volume, told in her own words, are a blend of customs, folklore, and real-life events. Many of the tales reflect the culture from a woman's point of view. Two stories tell of marriage customs and the procedures surrounding the birth of a child. Other stories tell of magical events and contain elements closely parallel to certain fairy tales of European cultures. In one story a maiden lives in a beautiful land in the sky, but when she digs up a forbidden turnip she must then return to her people on the earth below. A Hansel and Gretel theme predominates another tale in which two abandoned children, a girl and a boy, are about to be eaten by a wicked old woman. Through trickery they manage to escape her and a magic buffalo carries them across a river to safety. In other magical experiences a man lights his pipe from the sun, and a coyote and a bear save the life of a wounded warrior. Other stories are true life stories of events in the tribe and on the reservation. Descriptors: American Indian Culture, American Indian Literature, American Indians, Birth

McGeshick, Patricia (1995). Tribal Authority for Prevention and Treatment of Child Abuse: Rights and Responsibilities. Since 1987, the Fort Peck Assiniboine and Sioux Tribes have been actively combating child abuse by implementing programs for prevention and treatment. This paper outlines the history of this effort and current programs and procedures for countering child abuse and neglect. Sections cover: (1) recognition of child abuse problems on the Fort Peck Reservation in the 1980s; (2) federal funding of a sexual abuse victims treatment program on the reservation in 1990; (3) the interagency agreement child protection team and its assessment and evaluation processes; (4) child protection helping agencies and the process for resolution of interagency conflict; (5) definitions of child abuse and neglect in the Fort Peck Tribes Comprehensive Code of Justice; (6) an informal process for referral of children at risk of abuse or neglect, aimed at family strengthening and preservation; (7) the formal process for court hearings and decisions; (8) four tribal prevention and treatment programs for families and children at risk (providing culturally relevant counseling and therapy to children and family members, legal advocacy, and preparation for court); and (9) the influence of welfare payments and public housing regulations on family behavior.   [More]  Descriptors: At Risk Persons, Child Abuse, Child Neglect, Child Welfare

Viertler, Renate B. (1976). Greeting, Hospitality, and Naming among the Bororo of Central Brazil. Working Papers in Sociolinguistics Number 37. Hospitality patterns of the Bororo Indians are illustrated in two examples: the etiquette due to a visiting chief from another Bororo village, and the etiquette due any common visitor from another Bororo village. Formal hospitality differs greatly from the usual etiquette. At a visiting chief's arrival, he enters as the last of his group and waits in a central location until the village chief arrives to have an oral duel with him, which establishes their wisdom and rights; the last to speak is the winner. In this duel the importance of names, titles, ornaments, and other social codes of ownership symbolic of survival is expressed. A common visitor goes to the central plaza and shouts out all his personal names and waits to be invited into the meetingplace of the men's council for a long and detailed interview, focusing on his family's names, in order to be placed properly for eating and sleeping in a home of his name-category ("mother,""father,""godmother,""godfather"). Name categories also determine seating. Every person a Bororo may call by a kinship term is inserted into a system of food, shelter, and gift reciprocity. The origin of the kinship ties is in the tradition that a Bororo is not just a descendant of an ancestor but a representative of a mythological hero associated with the name-category. In naming a child the Bororo attempt not to "lose names." A hierarchy of social prestige is expressed in kin terms. However, naming practices do not reflect any formal kinship system–kinship is a secondary effect of naming practices.   [More]  Descriptors: American Indians, Foreign Countries, Indigenous Populations, Interpersonal Communication

Stuhr, Christian (1987). Fear and Guilt in Adult Education: A Personal Account of Investigations into Students Dropping Out. A CHCC Research Service Publication. A study sought to discover several general principles of student attrition, based on investigations into students dropping out of school carried out between 1973 and 1986. These investigations included a survey of 21 head instructors and 289 students at an Ontario community college, impressions gained from students dropping out of adult basic education as well as postsecondary programs in northern Alberta, and a description of how a change in curriculum was responsible for a significant reduction in the high school dropout rate on a Saskatchewan Indian Reserve. The study concluded that there are many possible reasons for which students drop out, and skill and experience are needed to identify the right reasons and prescribe the correct remedy. Some of the reasons are special problems of clearly defined groups; two of them are: (1) the identity crisis of late adolescence and young adulthood; and (2) cultural problems encountered by Indian students working with Caucasian teachers. Other reasons for which students drop out are related to institutional flaws and may include a failure of institutional policies, a poorly designed curriculum, inadequate pre-enrollment counseling and student selection, poor instruction, poor communication within the institution, and incomplete or misleading information about students. Although the subject of attrition is always painful, the study suggests that some unnecessary pain and guilt can be avoided by remembering that not all dropouts can be prevented and not all attrition is necessarily bad. The study of attrition should be recognized as a legitimate specialty within the larger discipline of education. The appendixes include survey forms for instructors and students as well as numerous tables analyzing the students' responses. Descriptors: Adolescents, Adult Education, Adult Students, American Indians

Swadener, Beth Blue, Ed.; Lubeck, Sally, Ed. (1995). Children and Families "At Promise." Deconstructing the Discourse of Risk. SUNY Series, The Social Context of Education. This collection challenges the metaphor of the "at risk" discourse about minority groups, situating it in the context of the struggle over the power to define language and policy, and the right of all groups to material and psychological well being. Some chapters reframe oppressed groups in terms of "promise" and the potential for excellence. Following "The Social Construction of Children and Families 'at Risk': An Introduction" by Beth Blue Swadener and Sally Lubeck, contributions include: (1) "Children and Families 'at Promise': Deconstructing the Discourse of Risk" (Beth Blue Swadener); (2) "Mothers at Risk" (Sally Lubeck); (3) "The Politics of Who's 'at Risk'" (Michelle Fine); (4) "Voice Unaltered: Marginalized Young Writers Speak" (Elizabeth Quintero and Mary Kay Rummel); (5) "'Motherwit': Childrearing Lessons from African American Mothers of Low Income" (Donelda A. Cook and Michelle Fine); (6) "Exploding the Myths: African American Families at Promise" (Mary Smith Arnold); (7) "Native Americans at Promise: Travel in Borderlands" (Carolyne J. White); (8) "Learning in and out of School: Critical Perspectives on the Theory of Cultural Compatibility" (B. Robert Tabachnick and Marianne N. Bloch); (9) "Creating a Classroom Culture of Promise: Lessons from a First Grade" (Mary E. Hauser and Cynthia Thompson); (10) "Student Success: A Matter of Compatibility and Expectations" (Joyce S. Waldoch); (11) "Advocating for Aric: Strategies for Full Inclusion" (Lisa Leifield and Tina Murray); and (12) "Epilogue. Naming and Blaming: Beyond a Pedagogy of the Poor" (Valerie Polakow). References follow each chapter. (Contains four tables.) Descriptors: Academic Achievement, American Indians, At Risk Persons, Blacks

Basso, Keith H. (1996). Wisdom Sits in Places: Landscape and Language among the Western Apache. This book of essays draws on a cultural geography project in which an ethnographer and Apache consultants mapped the area around Cibecue, on the Fort Apache Reservation (Arizona). The essays focus on different Apache individuals and examine the ways that Apache constructions of place reach deeply into other cultural spheres. Many Apache place names evoke vivid images of places, and since these names were given by the ancestors as they explored and settled the land, they provide a path by which local people may reconstruct, imagine, and draw meaning from the past. A name that no longer matches a place's appearance provides evidence of environmental change over time and further material for local historical interpretation. Clan names are based on these descriptive names. Other place names allude to historical events that illuminate causes and consequences of wrongful social conduct. These names are linked to traditional stories used to instruct young people and admonish those who transgress social rules. So tight is the link between place and story that both are said to "stalk" transgressors, causing them to attend to "living right" every time they see the place or imagine it in their mind. This linkage between place, name, and story promotes a form of discourse called "speaking with names," a subtle conversational practice that exploits the evocative power of place names to comment tactfully, with few words, on others' moral conduct. The final essay outlines Apache conceptions of wisdom, the qualities of mind that the seeker of wisdom must cultivate, and the crucial role of knowledge of places and sense of place in the attainment of wisdom. (Contains 101 references, notes, and an index.) Descriptors: American Indian Culture, American Indian History, Apache, Discourse Analysis

Spring, Joel (1994). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. This book provides background for understanding contemporary issues and problems in multicultural education by examining the history of education of four dominated groups in the United States: Native Americans, African Americans, Puerto Ricans, and Mexican Americans. The book focuses on three concepts: deculturalization–attempts to strip away the cultures of conquered peoples and replace them, through education, with European American culture; segregation; and resistance and activism by dominated cultures in response to deculturalization and segregation. Chapter 1 outlines the history of education of Native Americans, including early federal Indian education policies; the Civilization Fund Act of 1819, which supported missionary schools; the success of Cherokee and Choctaw tribal educational systems; the development of reservations and boarding schools; and the Meriam Report. Chapter 2 discusses the colonization and Americanization of Puerto Rico, public school practices to build loyalty to the United States, and Puerto Rican resistance. Chapter 3 examines Black education during slavery and the Reconstruction Era; segregation of public schools to reconcile southern Whites and as a means of maintaining an inexpensive source of labor; and resistance to segregation by W. E. B. DuBois, a founder of the NAACP. Chapter 4 describes the treatment of Mexicans in conquered Mexican territories, the great Mexican immigration during the early 1900s, development of segregated schools with English-only policies, and support for bicultural bilingual education by LULAC (League of United Latin American Citizens). Chapter 5 discusses educational aspects of the Great Civil Rights Movement of the 1950s-70s; effects on the four minority groups; and development of bilingual, ethnocentric, and bicultural education. Contains references and an index. Descriptors: Acculturation, American Indian Education, American Indians, Black Education

Webster, Loraine; Schleif, Mabel (1972). [Read Aloud Stories Series: A Product of a Project to Create Stories and Beginning Reading Materials for Pre-School Indian Children in South Dakota.]. The "Read Aloud Stories" series in this document consists of 10 booklets, each containing an illustrated story of Sioux origin which is intended to be read to preschool and early elementary non-proficient readers (grades 1.9 to 3.4). Each story is designed to convey a simple concept concerning the child's Indian heritage as well as to improve use of English by building larger speaking and reading vocabularies. A description of each story follows: "Little Kitten Earns a Name" illustrates early Sioux naming practices; "A Different Kind of Calendar" depicts the Sioux lunar calendar; "The Story of the Peace Pipe" presents a traditional Indian legend; "Tommy's Vision" shows the importance of spirits and the vision guest among the Sioux; "A Visit to the Zoo" shows the importance of the buffalo to the early culture of the Plains Indians; "An Old Indian Game" depicts a common game of the Sioux and shows the importance of the horse to the Plains Indians; "An Indian Artist" portrays the role of men and women in the important Indian arts and crafts; "The Wacipi" shows the importance of traditional Indian dances and how the pow-wow of today provides continuity for the Wacipi; and "Winning the Eagle Feather: portrays the importance of the eagle and the honor conferred upon the individual who earned the right to wear an eagle feather.   [More]  Descriptors: American Indians, Books, Childrens Literature, Cultural Awareness

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *