During most of its history (1897-1917), Whirlwind School in Indian Territory (Oklahoma) was a focus of conflict between Indian agents and Episcopal missionaries/teachers. Official government reasons for closing the school (allowing the Cheyenne to live nearby and teaching in Cheyenne) masked more basic reasons (the missionaries failed to promote…

Reviews the literature on internal colonialism with regard to Native-White relationships in Canada and the United States, features of colonial schooling found in Canadian schools and educational policies, and Native responses to colonized schooling. Examines recent trends toward self-determination and Native control of education, and argues for…

Argues that the Canadian Department of Indian Affairs, while espousing a policy of "devolution" of control to Indian bands, continues to contain and control Indians and Indian lands by failing to provide needed information to band administrators. Describes categories of information needs and the development of information systems…

Discusses the current endangered state of Canada's indigenous languages and the culpability of church and state in this situation. Presents legal and moral reasons why the Government of Canada should enact legislation to protect and revitalize Aboriginal languages. Offers examples of similar legislation enacted in the Northwest Territories and…

In most cases, Canadian reservation schools that are termed "band controlled" schools are actually controlled by the federal government, because of fiscal policy constraints. A first step toward true band control would be the articulation of formal educational policies by the band. Contains 25 references. (Author/SV)

Provides an annotated list of 53 films and videos about Canada's First Nations, produced between 1988 and 1991, and covering such themes as self-determination, cultural preservation, land claims, aboriginal rights, Native control of education, social problems, history, and environmental issues. Includes running time, price, and availability. (SV)

Indian and Northern Affairs Canada funds education only for on-reserve band members; off-reserve residents must pay tuition to attend reserve schools. Moose Cree Educational Authority proposes "reverse tuition agreements" whereby local school boards purchase services from First Nations for off-reserve band members. Difficulties…

From 1972 to 1982 the Canadian federal government made unilateral decisions about Indian education while purporting to accept the National Indian Brotherhood's policy document, "Indian Control of Indian Education." Examples include the government's handling of cuts in the noon lunch supplement program, educational services to off-reserve…

The issue of Aboriginal identity is most often played out in Canadian law. Aboriginal "difference" from others is used to maintain inequities in power relations when it is convenient for those with power. Canada Natives should identify themselves from inside themselves, their communities, and their traditions, and not allow others to…

Reviews the present constitutional and statutory basis for the education of North American Indians in Canada. Examines the complex jurisdictional problems raised in the 1867 Constitution Act in the context of provincial legislation. Presents recent developments, including the 1982 Constitution Act. (NEC)

The Canadian federal government mandates that First Nations bands adopt provincial curricula as a requirement for assuming control of their education. This mandate perpetuates Eurocentric cognitive imperialism in Aboriginal schools and the marginalization of indigenous languages and culture. Indigenous languages, culture, and knowledge are…

Traces the Canadian Indian residential school movement from its beginnings in the 1830s. Describes emerging negative response of both the government and Indian parents. Notes that the initial goal of assimilation has produced graduates who have led the struggle for Native identity. (NEC)

Traces development since the 1950s of the tuition agreement approach, in which Canadian provincial school boards negotiate costs and conditions of First Nations schooling with (initially) the federal Indian agency or (now) First Nations bands themselves. Recommends strategies supporting Native control of tuition negotiations as a means of…

Conditions on Canadian Native reserves are often blamed on a lack of education, the assumption being that education automatically leads to a better life. On the contrary, reserve conditions are partly due to assimilationist education. Successful Native education depends on both Native control and content based in Native culture. Contains 24…