Outlines culturally based political and legal strategies used by the indigenous peoples of New Zealand to retain or regain control of fisheries, forests, and land. Emphasizes the need to integrate tribal culture and history into the general education system of New Zealand, thereby underpinning customary tribal rights. (SV)

Applies Burke's concept of orientation (relationships developed by contingencies of experiences) to the place of Indians within the Canadian educational system, focusing upon the issues of band controlled schools, residential school systems, and Indian orientations to education. (NEC)

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…

Supports the conversion of federal schools to band controlled schools, arguing that education patterns of federal schools are either inadequate or unsuitable to provide the education Indian students need. Outlines development of Indian education from 1600-1933, provides rationale for Indian control, and discusses four problems with band control.…

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)

Traces the emergence of multiculturalism in Canada, determination of multicultural policy, inconsistent government efforts to recognize cultural specialties, and ethnocultural reactions encountered by immigrants to Canada. Examines Native response of embarking on local control and difficulties presented. Charges that multiculturalism policies have…

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…

Accountability for Indian education must be shared among the chiefs and their councils, the Indian leaders at all levels, parents and students. This may be accomplished by Indian control of Indian education. Available from: Department of Educational Foundations, 5-109 Education North, University of Alberta, Edmonton, AB, Canada, T6G 2G5. (ERB)

Three Native Americans discuss Native American history and the quest for tribal sovereignty, their educational experiences, their views on the conference and the development of a First Nations graduate program, the importance of preserving and transmitting Native American culture and language, and the importance of Native Americans with advanced…

Argues that Canadian Indians should establish their own universities and exert complete control over them. Compares higher education in Saudi Arabia and Nigeria, using Saudi Arabia as an example of a country that managed to reap the benefits of Western educational expertise without sacrificing its own culture and values. (JHZ)

Examines Canadian educational systems as they reduced Indian students' self-esteem. Traces history of systematic degradation of Native culture through educational systems since 1600s. Beginning in late 1970s, intervention by Indian parents and tribal elders has led some Indian communities to operate their own school systems. (TES)

Assesses impact of the Canadian government's 1969 White Paper on Indian policy and the 1971 National Indian Brotherhood policy paper, "Indian Control of Indian Education," with regard to implementation of Indian control of Indian education. (MH)