Author: John P. Hopkins Publisher: Multicultural Education ISBN: 0807764582 Category : Education Languages : en Pages : 217
Book Description
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
Author: John P. Hopkins Publisher: Teachers College Press ISBN: 0807779199 Category : Education Languages : en Pages : 217
Book Description
John P. Hopkins critiques recent efforts to reform Indigenous education in public schools. He centers his critique on Montana State’s innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators to engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. “A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University “This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles “Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University
Author: John P. Hopkins Publisher: ISBN: 9780807764596 Category : Culturally relevant pedagogy Languages : en Pages :
Book Description
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
Author: James Welch Publisher: Penguin ISBN: 0143106511 Category : Fiction Languages : en Pages : 417
Book Description
The 25th-anniversary edition of "a novel that in the sweep and inevitability of its events...is a major contribution to Native American literature." (Wallace Stegner) In the Two Medicine Territory of Montana, the Lone Eaters, a small band of Blackfeet Indians, are living their immemorial life. The men hunt and mount the occasional horse-taking raid or war party against the enemy Crow. The women tan the hides, sew the beadwork, and raise the children. But the year is 1870, and the whites are moving into their land. Fools Crow, a young warrior and medicine man, has seen the future and knows that the newcomers will punish resistance with swift retribution. First published to broad acclaim in 1986, Fools Crow is James Welch's stunningly evocative portrait of his people's bygone way of life. For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators.
Author: Jon Reyhner Publisher: University of Oklahoma Press ISBN: 0806180404 Category : Education Languages : en Pages : 381
Book Description
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
Author: Matthew L. M. Fletcher Publisher: Routledge ISBN: 1135908265 Category : Education Languages : en Pages : 240
Book Description
America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum. Using a critical race theory framework and a unique "counternarrative" methodology, American Indian Education explores a host of modern educational issues facing American Indian peoples—from the impact of Indian sports mascots on students and communities, to the uses and abuses of law that often never reach a courtroom, and the intergenerational impacts of American Indian education policy on Indian children today. By interweaving empirical research with accessible composite narratives, Matthew Fletcher breaches the gap between solid educational policy and the on-the-ground reality of Indian students, highlighting the challenges faced by American Indian students and paving the way for an honest discussion about solutions.
Author: Publisher: U of Nebraska Press ISBN: 9780803233836 Category : History Languages : en Pages : 366
Book Description
Armed with Bible and primer, missionaries and teachers in colonial America sought, in their words, “to Christianize and civilize the native heathen.” Both the attempts to transform Indians via schooling and the Indians' reaction to such efforts are closely studied for the first time in Indian Education in the American Colonies, 1607–1783. Margaret Connell Szasz’s remarkable synthesis of archival and published materials is a detailed and engaging story told from both Indian and European perspectives. Szasz argues that the most intriguing dimension of colonial Indian education came with the individuals who tried to work across cultures. We learn of the remarkable accomplishments of two Algonquian students at Harvard, of the Creek woman Mary Musgrove who enabled James Oglethorpe and the Georgians to establish peaceful relations with the Creek Nation, and of Algonquian minister Samson Occom, whose intermediary skills led to the founding of Dartmouth College. The story of these individuals and their compatriots plus the numerous experiments in Indian schooling provide a new way of looking at Indian-white relations and colonial Indian education.
Author: Sandy Grande Publisher: Rowman & Littlefield ISBN: 161048990X Category : Education Languages : en Pages : 348
Book Description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
Author: John P. Hopkins
Author: John P. Hopkins
Author: John P. Hopkins
Author: James Welch
Author: Jon Reyhner
Author: Luther Standing Bear
Author: Matthew L. M. Fletcher
Author: 
Author: Linda Miller Cleary
Author: Sandy Grande