This article addresses critical issues of how Indigenous (Diné/Navajo) youth construct meaning of their racial, cultural, and linguistic identities within the historical, political, and socio-cultural contexts of the United States of America as a racialized, settler/colonial society. Using Tribal Crit theory, the author, a member of the Diné…

American Indian children arriving from the Indian reservation with their parents must learn a new language and new behavior patterns required by the school setting. They must also begin to learn about the workings and customs of the city and its people. (FF)

An account of the role and participation of the Mesquakie Indians of Iowa in a district primary election and their impact on the outcome as well as the consequences for their own internal organization and culture. (EH)

Notes that the American Indians actually have a chance of recovering their land from the present owner, for in addition to a moral claim it might have a solid legal claim to title as well. (Author/AM)

The narrative essays in this collection offer a vision of the race and identity of Native Americans, focusing on American Indians that have grown up in cities and towns. It is a unique collection in that it represents the ways that mixed blood people ("mixbloods") envision Indian race and heritage. It is also unique in that it extends the…

"Culture of poverty" theorists contend that the marginal socioeconomic position occupied by many minority groups is the result of a self-perpetuating poverty "way of life". This study brings empirical evidence to bear on this thesis as it applies to Navajo Indians in Denver, Colorado. (KM)

Answers to questions asked by junior high school students about American Indian reservations are given. The areas covered include nearly every facet of reservation life from the first Federal issuance of particles of land to the American Indians to present conditions on the reservations. (AH)

A university program to educate teachers of Canadian Indians is described. Emphasis is placed upon maintaining awareness of their unique culture and control of the education process by Indian leaders. (JD)

The ongoing process of the formation of urban American and Canadian Indian ethnic institutions is discussed in terms of four stages, each dominated by a distinct set of institutions: (1) bar culture cliques and "Indian problem" institutions designed and staffed by social welfare agencies; (2) Indian centers and kinship-friendship networks; (3)…

The document is a summary of the regional meetings known as the New England Clearinghouse Conferences on American Indian Programs which were held in October 1972 and March 1973. The Indian Leadership Workshop, which was an integral part of the March meeting, was combined with the Clearinghouse Conference at that time. The October conference…

This is a selected bibliography of some good and some outstanding audio-visual educational materials in the library of the Educational Materials Bureau, Audio-Visual Education Section, that may be considered of particular interest in the study of the North American Indian, the Eskimo, and in the fields of ethnology and anthropology. The…

A program for adolescent American Indian girls, under the auspices of the Social Work Division of the Minneapolis Public Schools, evolved to become a linkage model between human services and American Indian families, focusing upon interrelationships among structure, behavior, and cultural pattern maintenance. Growth and development among Indian…

Since 1976, the Tennessee Indian Council has grown from an idea into an organization staffed by 24 native Americans in 3 offices, administering $500,000 a year, and providing educational, employment, housing, health, and cultural revitalization programs for 8,500 Native American residents of Tennessee. The situation in Tennessee is a microcosm of…

The needs of American Indian education are many and complex. Basic education needs to be expanded into areas such as gifted and talented, computer education, handicapped education, more diverse vocational programs, adult education, and directed research/dissemination. Efforts should be made to accredit Indian Studies programs, establish a…