Contained in this paper are the 6 steps that the U.S. Office of Education (OE) has taken, or will be taking, to achieve the impact called for by OE's 1971 Indian Education Task Force. First, OE has amended its policy to include a special focus on American Indian education within the agency. Second, OE is developing certain management procedures to…

Discusses the practical considerations that face Indian communities as they begin to move toward transforming the rhetoric of "Indian control" into the reality of quality education. (Author)

This paper supports the contention that community parity is an essential condition for the successful implementation of all projects supported by the U.S. Office of Education. The paper begins with a summary of the reasoning underlying this position, followed by some recommendations designed to guide planners of future government programs in…

The 6 main recommendations and the proposed budget for FY '75 that the National Advisory Council on Indian Education presented in its first Annual Report to Congress are explained. (KM)

The pronounced need for community support and involvement in school affairs is evident throughout the nation. This need is especially acute in situations where cultural and economic differences exist between the school and the parents. Study of school boards can locate some of the correlates that articulate and enhance the Indian parents' and the…

The year 1974 marked the first full year in which the Bureau of Indian Affairs (BIA) officially embarked on a policy of advising and assisting American Indian tribes to assume the administration of their own affairs (self-determination). It seeks to strengthen and stabilize tribal governments while continuing to maintain and fulfill its trust…

This ethnographic account of community development relates the successful efforts of Shiloh County (a pseudonym for a small, rural political subdivision in the American South) to achieve local autonomy while using external resources to meet local needs. The study describes the political influences of family, religion, neighborhood, community and…

Compares social reform strategies in Britain and America. Illustrates how programs in both countries had similar difficulties, including diffusion of research findings, clarification of objectives, and political manipulation of social research. (SK)

The intent of this position paper is to identify and describe the specific conditions causing problems to the effective delivery of Health, Education, and Welfare (HEW) services to American Indians, both reservation and non-reservation, and to suggest actions that might be taken to alleviate or remove these conditions. A concern of the Indian is…

This comparison of antipoverty strategies in Britain (Urban Programme) and the United States (War on Poverty) highlights their similar conceptions of the nature of the problem, differences in approach and implementation, and the contrasting political cultures of American community activism and British socialism. (SK)

The activities of the Community Development Corporation (CDC), founded in 1967 to alleviate urban poverty in the United States, are analyzed in this book. The overall strategies used by the CDC, including the acquisition of existing businesses, development of new businesses, investments in physical assets of the community, assistance through loans…

The first major controversy of New York City's new Community School District System has revolved around the allocation of funds available under Title I of the Elementary and Secondary Education Act. The uproar started when the Board of Education announced the allocations for the districts in the last moments before the 1970-71 year was to begin.…

In spring 1974, the Bureau of Indian Affairs (BIA) embarked on a specific project related to Indian control of schools. The objective was to have, by the end of FY 75, at least 1/4 (50) of the bureau schools operating under a management system chosen by those served by the schools. Relevant to this, the Interior Department implemented the…

The monograph asserted that the focus of Navajo education should be on the growth and development of Navajo children and the advancement of Navajo communities. The present system developed negative, anti-school feelings in many adults and children. Changes and improvements were urged. The document assumed that persons concerned with Navajo…

It was the purpose of this 1958 paper to demonstrate to the Commission on the Rights, Liberties, and Responsibilities of the American Indian how Indian tribes were first dealt with as sovereign nations and how this concept has changed through time (particularly from 1948 to 1958). When the sovereign-nations or treaty period came to a close, the…