Theoretical Perspectives On American Indian Education

Author: Terry Huffman
Publisher: Rowman Altamira
ISBN: 0759119937
Size: 16.24 MB
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Featuring readings on four prominent theoretical perspectives on American Indian education - cultural discontinuity theory, structural inequality theory, interactionalist theory, and transculturation theory - this book provides a comparison of each theoretical perspective's basic premise, fundamental assumptions regarding American Indian education, implications, and associated criticisms.

Crossing Mountains

Author: Phyllis Ngai
Publisher: Rowman Altamira
ISBN: 9780759121232
Size: 52.16 MB
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Crossing Mountains provides important insights about integrating Native-language learning into public education. Using case studies of school districts on the Flathead Indian Reservation in Montana, Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity.

The Tribal Moment In American Politics

Author: Christine K. Gray
Publisher: AltaMira Press
ISBN: 0759123810
Size: 50.97 MB
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This book makes the case that two moments of social and political action in pursuit of self-determination for Indian tribes—the call for self-determination by the colonists in 1776 and the related call by the indigenous peoples of the continent almost two centuries later—serve as sister moments in the political development of the United States.

Owners Of Learning

Author: Jennifer Hays
Publisher: BASLER AFRIKA BIBLIOGRAPHIEN
ISBN: 3905758601
Size: 41.35 MB
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This book describes the Nyae Nyae Village Schools, an innovative and unique mother-tongue education initiative set in north-eastern Namibia. Inspired by the optimism of Independence, the project was designed in close consultation with the Ju'hoansi community in the early 1990s. Drawing upon their traditional knowledge transmission strategies, and initiated in a supportive political environment, the project exemplified 'best practice.' During the following two decades, the Village Schools have transitioned from a donor-supported 'project' to government schools, and have received much attention and support from donors, civil society organisations, researchers, and others.However, the students still do not seem to succeed in the mainstream schools. Why is this? Based on long-term field-work in the region, including interviews with Nyae Nyae residents over several years and work with involved organisations, the book addresses this question. Contextualising the Village Schools within post-Independence Namibia, southern African history and the global indigenous rights movement, it examines the enormous paradoxes that schooling presents for the Nyae Nyae community. 'Owners of Learning' is the English translation of the Ju'hoansi word for 'teacher' and it serves to highlight a fundamental question - to whom does education belong?"

American Indians At Risk 2 Volumes

Author: Jeffrey Ian Ross Ph.D.
Publisher: ABC-CLIO
ISBN: 0313397651
Size: 41.41 MB
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This essential reference work enables a deeper understanding of contemporary challenges in the lives of American Indians and Alaskan Natives today, carefully reviewing their unique problems and proposing potential solutions. • Provides a current and comprehensive analysis of contemporary problems facing American Indians • Documents the challenges of American Indians, identifies how they are qualitatively different from those of other minority groups in the United States, and presents potential solutions • Evaluates the effectiveness of both proposed and implemented solutions to problems in American Indian culture • Written by experts on American Indian affairs, including many who have lived, worked, and taught in Indian country, and are American Indians themselves

American Indian Education 2nd Edition

Author: Jon Reyhner
Publisher: University of Oklahoma Press
ISBN: 080615991X
Size: 47.30 MB
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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.

Red Pedagogy

Author: Sandy Grande
Publisher: Rowman & Littlefield
ISBN: 9780742518292
Size: 72.17 MB
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This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. The proposed new Red Pedagogy is an insurgent but poetic vision for education, one that is dedicated to the principles of sovereignty, emancipation and equity-for all human beings and the rest of nature.

Places Of Memory

Author: Alan Peshkin
Publisher: Routledge
ISBN: 1135456615
Size: 13.74 MB
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While visiting New Mexico, the author was struck with the opportunity the state presents to explore the school-community relationship in rural, religious, and multiethnic sociocultural settings. In New Mexico, the school-community relationship can be learned within four major culture groups -- Indian, Spanish-American, Mexican, and Anglo. Together, studies of these culture groups form a portrait of schooling in New Mexico, further documenting the range of ways that host communities in our educationally decentralized society use the prerogatives of local control to "create" schools that fit local cultural inclinations. The first of four planned volumes, this book studies the Pueblo Indians and Indian High School. The school is a nonpublic, state-accredited, off-reservation boarding school for more than 400 Indian students. A large majority of the students are from Pueblo tribes, while others are from Navajo and Apache tribes. As a state-accredited school, it subscribes to curricular, safety, and other requirements of New Mexico. As a nonpublic school devoted to Indian students, it has the prerogative to be as distinctive as the ethnic group it serves. USE SHORT BLURB COPY FOR CATALOGS: This ethnography of the Pueblo Indians and Indian High School epxlores some of the ways that host communities in our decentralized society use the perogatives of local consul to create schools that fit local cultural inclinations.

Educating Everybody S Children

Author: Robert W. Cole
Publisher: ASCD
ISBN: 1416612491
Size: 32.31 MB
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Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards?based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.