American Indian students attend Bureau of Indian Affairs (BIA) schools, BIA schools operated by tribes under contracts and grants, public schools off Indian reservations, and public schools on Indian reservations. Who has legal jurisdiction over Indian education in these various scenarios is undecided, so some tribes, states, and school districts…

This paper illustrates how the Cherokee Nation of Oklahoma is exploring a new paradigm of evaluation that is responsive to the claims, concerns, and issues of stakeholders involved. Known as culturally responsive evaluation, this alternative conceived by the Initiative for Culturally Responsive Evaluation (ICRE) is considered more appropriate than…

This activity guide seeks to dispel misrepresentations of Native Americans and build understanding among cultures by offering a hands-on approach to dissecting the whys and hows of institutionalized racism and by painting a realistic and diverse picture of modern American Indians. Each lesson includes a suggested grade level, materials and time…

Analyzes the relationship of indigenous and western educational systems in lower Zaire during the transformation from the lineage form of production that prevailed in precolonial times to a form of dependent capitalism. Explores the relationships between education, religion, social structure, and social stratification patterns, especially among…

Passage of the Tribally Controlled Community College Assistance Act of 1978 is examined via document reviews and interviews with constituent representatives. Findings highlight the remarkable unity of purpose exhibited by the tribal colleges throughout this process, including the initial proposal to Congress in 1974, debates over tribal control in…

Zuni students from Twin Buttes High School (Zuni, New Mexico) made a presentation at the annual meeting of the Society of Applied Anthropology addressing the age-old conflict between Indians and anthropology. The presentation, entitled "Zuni Students Look at Frank Hamilton Cushing," examined the career of a famous ethnologist who spent…

Asserts that stereotypes about Native Americans may override more accurate information presented by teachers or found in textbooks. Recommends the use of children's literature to achieve recognized social studies goals. Includes a lesson plan with three tables, teaching instructions, and suggested children's literature. (CFR)

Recent literature in the field of transition studies emphasizes importance of creating self-determination supports to promote independence, autonomy, and quality of life in students with disabilities. Much of that literature, however, has not taken cultural and familial factors into consideration. A review of the Navajo family and disability…

This report includes state-by-state summaries of 1994 legislation pertaining to Native American issues. Of 344 bills introduced in the state legislatures in 1994, 92 were enacted and 20 are still pending. Major issues addressed in 1994 legislation included Native American education; history, language, and culture preservation; sovereignty; law…

The clan principle, the informal determination of human groups by totem characteristics, commonly accepted standards for self-definition, valued knowledge, and regulation of behavior, is a reality for American Indian and Native Alaskan cultures and for the mainstream urban, suburban, and industrial society as well. The tendency to group…

Noting that the terms "Native American" and "American Indian" are both legitimately used to refer to the indigenous people of North America, this digest identifies stereotypes about Native Americans that children gain from media portrayals and classroom role playing, and suggests strategies for teachers to use to counter…

This book reports on a study of the perceptions of Oklahoma American Indians about their childhood experiences in government and church-sponsored boarding schools. Drawing on symbolic anthropology, the boarding school experience is interpreted to be a complex cultural symbol and symbolic process that contributes to group collectivity and belonging…

Prior to a curriculum unit on Native Americans in a U.S. history course, three classes of fifth graders stated what they knew or believed they knew about these people and what they wanted to learn about them. After the unit, they reported what they had learned. In addition, a stratified sample of 10 students was interviewed concerning the details…

This paper describes a project that was required for completing the Americans for Indian Opportunity Ambassador Program. The project resulted in development of a course on American Indian family history taught at the Native American Educational Services College (Chicago, Illinois). Part of the course required American Indian students to document…

This directory lists 160 organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, as well as national organizations that provide educational resources for American Indians. Few American Indians live in Arkansas and Louisiana, but Oklahoma, Texas, and New Mexico rank among the top 10 states in terms of Native American population. The…