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"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
In the Two Medicine territory of Montana, the Pikuni Indians are forced to choose between fighting a futile war or accepting a humiliating surrender, as the encroaching numbers of whites threaten their very existence
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.
Armed with Bible and primer, missionaries and teachers in colonial America sought, in their words, “to Christianize and civilize the native heathen.” Both the attempts to transform Indians via schooling and the Indians' reaction to such efforts are closely studied for the first time in Indian Education in the American Colonies, 1607–1783. Margaret Connell Szasz’s remarkable synthesis of archival and published materials is a detailed and engaging story told from both Indian and European perspectives. Szasz argues that the most intriguing dimension of colonial Indian education came with the individuals who tried to work across cultures. We learn of the remarkable accomplishments of two Algonquian students at Harvard, of the Creek woman Mary Musgrove who enabled James Oglethorpe and the Georgians to establish peaceful relations with the Creek Nation, and of Algonquian minister Samson Occom, whose intermediary skills led to the founding of Dartmouth College. The story of these individuals and their compatriots plus the numerous experiments in Indian schooling provide a new way of looking at Indian-white relations and colonial Indian education.
A GUIDE TO UNDERSTAND NATIVE AMERICAN LEARNERS AND ISSUES IN TEACHING AND MOTIVATING STUDENTS TO LEARN.
John P. Hopkins critiques recent efforts to reform Indigenous education in public schools. He centers his critique on Montana State’s innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators to engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. “A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University “This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles “Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University
What might we learn from Native American experiences with schools to help us forge a new vision of the democratic ideal—one that respects, protects, and promotes diversity and human rights? In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S. education policies and practices, from early 20th-century federal incarnations of colonial education through the contemporary standards movement. In the process, they refute the notion of “dangerous cultural difference” and point to the promise of diversity as a source of national strength. Featuring the voices and experiences of Native individuals that official history has silenced and pushed aside, this book: Proposes the theoretical framework of the “safety zone” to explain shifts in federal educational policies and practices over the past century.Offers lessons learned from Indigenous America’s fight to protect and assert educational self-determination.Rebuts stereotypes of American Indians as one-dimensional learners.Argues that the maintenance of Indigenous languages is a fundamental human right.Examines the standards movement as the most recent attempt to control the “dangerous difference” allegedly posed by students of color, poor and working-class students, and English language learners in U.S. schools. “To Remain an Indian chronicles the resistance, resilience, and imagination of generations of Native American educators. It is a profoundly moving book that highlights the opportunities, and ethical responsibility, that educators have to expand student identities and challenge coercive relations of power in the wider society.” —Jim Cummins, University of Toronto “A must read for both seasoned and young scholars, practitioners, and others interested in culturally based education, including the importance of Indigenous languages.” —John Tippeconnic III, Director, American Indian Leadership Program, Pennsylvania State University “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University
The majority of American Indian students attend public schools in the United States. However, education mandated for American Indian students since the 1800s has been primarily education for assimilation, with the goal of eliminating American Indian cultures and languages. Indeed, extreme measures were taken to ensure Native students would “act white” as a result of their involvement with Western education. Today’s educational mandates continue a hegemonic “one-size-fits-all” approach to education. This is in spite of evidence that these approaches have rarely worked for Native students and have been extremely detrimental to Native communities. This book provides information about the importance of teaching American Indian students by bridging home and schools, using students’ cultural capital as a springboard for academic success. Culturally Responsive Pedagogy is explored from its earliest beginnings following the 1928 Meriam Report. Successful education of Native students depends on all involved and respect for the voices of American Indians in calling for education that holds high expectations for native students and allows them to be grounded in their cultures and languages.
Formal Indian education in America stretches all the way from reservation preschools to prestigious urban universities. "Power and Place" examines the issues facing Native American students as they progress through schools, colleges, and on into professions. This collection of 16 essays is at once philosophic, practical, and visionary.
After World War II, American Indians began relocating to urban areas in large numbers, in search of employment. Partly influenced by the Bureau of Indian Affairs, this migration from rural reservations to metropolitan centers presented both challenges and opportunities. This history examines the educational programs American Indians developed in Chicago and gives particular attention to how the American Indian community chose its own distinct path within and outside of the larger American Indian self-determination movement. In what John J. Laukaitis terms community self-determination, American Indians in Chicago demonstrated considerable agency as they developed their own programs and worked within already existent institutions. The community-based initiatives included youth programs at the American Indian Center and St. Augustine's Center for American Indians, the Native American Committee's Adult Learning Center, Little Big Horn High School, O-Wai-Ya-Wa Elementary School, Native American Educational Services College, and the Institute for Native American Development at Truman College. Community Self-Determination presents the first major examination of these initiatives and programs and provides an understanding of how education functioned as a form of activism for Chicago's American Indian community.