This article argues that federally-funded Indigenous teacher preparation programs housed at mainstream, predominantly White universities can be colonial and thus require significant focused work in order to ensure that they are not. The article has three interrelated objectives: first, to discuss efforts to prepare Indigenous teachers for…

This article presents the keynote address given by Dr. Monty Roessel, Superintendent of the Rough Rock (Navajo) Community School, at the Center for Indian Education Relaunch Celebration held on the ASU Tempe campus May 6, 2011. Here, the author reflects on the legacy of the Center, co-founded by his father, Dr. Robert A. (Bob) Roessel, Jr., who…

In this interpretive analysis elucidating fundamental tensions of the implementation of the 2001 No Child Left Behind (NCLB) Act within Native-serving schools, we point to ways in which NCLB further limits the already contested sovereignty tribes exercise over how, and in what language their children are instructed. We discuss issues related to…

Based on interviews conducted on the Mohawk Reservation at Akwesasne in 1980, this article focuses on some of the spiritual values which have deep roots in Mohawk culture. (CM)

Anticipated budget cuts will challenge Indian educators to maintain and improve educational quality with less funding. Academic standards, staffing, inservice and preservice training and the possible consolidation or elimination of supplemental programs are items of concern. (CM)

Because attempts to educate Indian children in the value system of the dominant society have generally met with failure, Indian organizations, by taking control of Indian education, hope to educate their children in a system which stresses Indian values and culture. Results to date have been encouraging. (CM)

Consultants from Arizona State University and the Principal and Board of Trustees of the Blackwater Community School teamed together as partners and engaged in a process of school board training institutes endorsed by Public Law 95-56l which resulted in a policies and procedures manual for the operation of the school. (Author/CM)

Discusses issues influencing preliminary phases of a joint project of Arizona State University School of Social Work and the Navajo Nation, to be launched on the Navajo Reservation, including certificate programs in family/children's services, clinical supervision, and administrative leadership, for paraprofessionals employed in the Navajo…

The author asks how much freedom will American Indian people have when considering educational designs for their children? The amount of freedom built into legislation will continue to be limited; but it is possible that they will restrict themselves more than legislation or that regulations will restrict them. (JHZ)

Outlines how education as practiced in most schools is similar to education in Indian schools and explains how this lack of difference has led to the failure of Indian education. Describes a remedy which fits the goal of tribal self-determination and utilizes the talents of university-trained Indian teachers. (Author)

Multiculturalism, with its presumed liberal, humane acceptance of cultural differences is a facade to mask the real agenda for American Indians: acceleration of domestic dependency. Indian cultures, institutions, and humanity are suppressed, manipulated, and crushed by the policies and actions of the government of the United States and its people.…

Unpublished unexpurgated draft of final report of the Indian Nations At-Risk Task Force. Calls for a new Treaty of 1992 to end the secret war of assimilation waged against Native peoples through public schools and other means. Describes the miserable results of widespread "pseudo" Native education, and outlines elements of true Native…

The article examines the effects of the history of education on the Navajo, reviewing influences by a complex society and revealing relationships between the Navajo and the United States through the educational process. (Author/SB)