Download Free Self Determination And The Social Education Of Native Americans Book in PDF and EPUB Free Download. You can read online Self Determination And The Social Education Of Native Americans and write the review.

Self-determination, a crucial conceptual development in American Indian social and educational policy and the force behind current Indian policy programs, is critically analyzed in this volume by a scholar/educator who has worked closely with Native Americans. Guy B. Senese explores the wide gulf between the rhetoric and the reality of self-determination in contemporary Native American education, an area that has received little scrutiny by students of American education policy. Senese contends that many aspects of Native American self-determination policy work against the full realization of that policy and are in fact contradictory. Arguing that self-determination is not a unified, coherent policy moving toward more community and tribal self-government and economic self-help, Senese makes a strong case for his theory that the policy has been a vehicle to promote a smooth transition toward a termination of the tribal/federal relationship. This book is an excellent addition to the developing literature that questions the pluralist assumptions of the late twentieth century liberal/progressive social policy. Each of the volume's three parts addresses a basic assumption of Native American social education policy. Part I shows how self-determination policy grew as a response to the moral requirements of reservation development in a political climate of American patriotism. Part II shifts the focus more directly to schooling, including a discussion of the concept of community control and the 1975 Self-Determination and Educational Assistance Act. The concluding section analyzes the dialogue that resulted from the fragmentation of Native Americans, who were divided over the meaning of self-determination. How the concepts of trust and sovereignty have created grounds for the expropriation of the meaning of self-determination is also explored. This volume's analysis of American Indian social and educational policy makes it required reading in the areas of Ethnic Studies, Educational Policy Studies, Ethnohistory, and Sociology of Education. The work is an important addition to the Education and Ethnic Studies collections of public and university libraries.
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.
The most comprehensive and compelling account of the issues and threats that Native Americans face today, as well as their heroic battle to overcome them.
Publisher description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.
The history of American education is a vital and productive field of study. This reference book provides factual information about eminent people and important topics related to the development of American public, private, and parochial schools, covering elementary and secondary levels. In addition to major state and regional leaders and reformers, it includes biographies of significant national educators, philosophers, psychologists, and writers. Subjects embrace important ideas, events, institutions, agencies, and pedagogical trends that profoundly shaped American policies and perceptions regarding education. The more than 350 entries are arranged alphabetically and written by expert contributors. Each entry closes with a brief bibliography, and the volume ends with a list of works for further reading. Entries were drawn from a review of leading history of education textbooks and the History of Education Quarterly. These topics were further refined by comments from leading authorities and the contributors. Most of the contributors are established scholars in the history of education, curriculum and instruction, school law, educational administration, and American history; a few also work as public and private school teachers and thus bring their practical experience to their entries. The period covered begins in the colonial period and continues through the 1990s.
Established in 1855 on an area one-fifteenth the size of the lands relinquished in return for it, the Warm Springs Reservation in north central Oregon is home to some 3,600 Warm Springs, Wasco, and Paiute Indians, half of whom are under twenty. This book seeks to understand the reservation's inhabitants as a "viable people" who are both visible and vocal as they reflect on their daily lives, their struggles and successes, and their hopes for the future. Michael Baughman and Charlotte Hadella present extended interviews with seven Indian and two non-Indian members of the community. They discuss issues such as the difficulty of maintaining traditional lifeways centered around hunting, fishing, and gathering; the disruptions caused by alcoholism and diseases such as diabetes; and the need for culturally appropriate education for the young. The authors frame the interviews with explanatory material that covers the reservation's history and relations with white society and its efforts to transmit native languages and cultural traditions to its children.
A study of the shift in American Indian and white relations as both Presidents favored new policies that would have fostered the survival of American Indian cultures and heritages, yet they faced opposition from western senators who insisted on carrying out the so-called termination policies.
A vivid description of the people, events, and issues that forever changed the lives of Native Americans during the 1960s and 1970s—such as the occupation of Alcatraz, fishing-rights conflicts, and individuals such as Clyde Warrior. Rising out of more than a century of poverty and pervasive repression, stoked by the example of the movement against the Vietnam War and the upheaval among black and Chicano civil-rights activists, the American Indian Movement shifted the debate over "the Indian problem" to a new level. Many Native peoples also took a stand for fishing rights, land rights, and formed resistance to coal and uranium mining on tribal land. This work tells the story of that movement, and provides the first encyclopedic treatment of this subject. Providing a vital documentation of a controversial and often surprising period in American Indian history, Bruce E. Johansen, an accomplished scholar and authority on Native American history, provides more than descriptions of historic events and careful analysis; he also frames what occurred in the American Indian Movement personally and anecdotally, drawing from individual stories to illustrate larger trends—and to ensure that the material is appealing to high school students, university-level readers, and general readers alike.