American Indian Education

Education ◽  
2017 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
United States ◽  
American Indian ◽  
Indigenous Education ◽  
The United States ◽  
Indian Education ◽  
Design Quality ◽  
Indigenous Students ◽  
Overall Design ◽  
History Of ◽  
Key Resources

This bibliography is structured to present seminal studies, reports, and other key resources that serve to introduce readers to the historical and contemporary issues impacting the education of Indigenous children, youth, and adults. This brief overview of resources is also intended to contextualize and promote increased understanding of the complex history of Indigenous education in the United States— a history complicated by the unique sociopolitical relationships between Indigenous peoples (for the purposes of this resource, American Indian and Alaska Natives) and the United States and its agents—both directly and indirectly. This relationship has implications for the way in which Indigenous students access or have access to educational programs, supports, and services and the values, beliefs, and philosophies that guide these programs, supports, and services. As Indigenous people and their communities continue to move forward in their efforts to engage in locally controlled, self-determined education, and to directly impact the overall design, quality, and ultimately the outcomes of Indigenous education, ongoing examination, reflection, and critique will be required.

Promises of the Past: A History of Indian Education in the United States

1994 ◽  
Vol 25 (2) ◽  
pp. 228
Author(s):  
Margaret Connell Szasz ◽  
David H. DeJong
Keyword(s):  
United States ◽  
The United States ◽  
Indian Education ◽  
The Past ◽  
History Of

The Chickasaw Press: A Source of Power and Pride

2018 ◽  
Vol 42 (3) ◽  
pp. 183-202
Author(s):  
Elizabeth Rule
Keyword(s):  
United States ◽  
American Indian ◽  
Traditional Knowledge ◽  
Publishing House ◽  
Active Agent ◽  
The United States ◽  
Cutting Edge ◽  
National Initiatives ◽  
The Press ◽  
History Of

Established in 2006, the Chickasaw Press is the first tribally owned and operated publishing house in the United States. This article recounts the history of this innovative Indigenous enterprise, explores its decolonized practices and publications, and connects the press to national initiatives for American Indian cultural revitalization. In doing so, I reveal how the press serves as an active agent in the movement for Indigenous cultural and intellectual sovereignty and showcase how this outlet brings together traditional knowledge and cutting-edge technologies to decenter colonial narratives about the Chickasaw people and, thus, to reinstate Chickasaw tribal knowledge and perspectives.

Epic Learning in an Indian Pueblo: A Framework for Studying Multigenerational Learning in the History of Education

2014 ◽  
Vol 54 (3) ◽  
pp. 286-302 ◽  
Author(s):  
Adrea Lawrence
Keyword(s):  
United States ◽  
American Indian ◽  
North American ◽  
Southern California ◽  
History Of Education ◽  
The United States ◽  
Indian Populations ◽  
The North ◽  
History Of ◽  
North American Indian

Writing from her position as the Office of Indian Affairs (OIA) Superintendent at the Potrero School on the Morongo (Malki) reservation in southern California in 1909, Clara D. True concluded an article on her experiences as an Anglo teacher working with American Indian populations in the United States: The more one knows of the Indian as he really is, not as he appears to the tourist, the teacher, or the preacher, the more one wonders. The remnant of knowledge that the Red Brother has is an inheritance from a people of higher thought than we have usually based our speculation upon. It is to be regretted that in dealing with the Indian we have not regarded him worthwhile until it is too late to enrich our literature and traditions with the contribution he could so easily have made. We have regarded him as a thing to be robbed and converted rather than as a being with intellect, sensibilities, and will, all highly developed, the development being one on different lines from our own as only necessity dictated. The continent was his college. The slothful student was expelled from it by President Nature. Physically, mentally, and morally, the North American Indian before the degradation at our hands was a man whom his descendants need not despise.

scholarly journals Discursive Psychology: Implications for Counseling Psychology

2018 ◽  
Vol 46 (5) ◽  
pp. 576-607 ◽  
Author(s):  
Jessica Nina Lester ◽  
Y. Joel Wong ◽  
Michelle O’Reilly ◽  
Nikki Kiyimba
Keyword(s):  
United States ◽  
Data Collection ◽  
Counseling Psychology ◽  
The United States ◽  
Qualitative Approach ◽  
Discursive Psychology ◽  
General Overview ◽  
History Of ◽  
Research Questions ◽  
Key Resources

In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology.

The Federal Role in American Indian Education

1982 ◽  
Vol 52 (4) ◽  
pp. 423-430 ◽  
Author(s):  
Frank Anthony Ryan
Keyword(s):  
United States ◽  
American Indian ◽  
American Indians ◽  
The United States ◽  
Early Years ◽  
Indian Education ◽  
American Indian Education ◽  
Indian Tribes ◽  
The Republic ◽  
The Cost

The federal role in American Indian education has its basis in the treaty and commerce clauses of the U.S. Constitution. In the early years of the republic it was recognized that, in the interest of protecting the borders of the Western frontier, the cost of war with the Indians was much higher than the cost of education. Until 1871, in accordance with international law, the United States treated with Indian tribes as separate nations. Commissioners appointed by the President frequently negotiated treaties with specific provisions for education, whose Christianizing and civilizing functions were perceived to be instrumental in obtaining amicable relations. Through the quid pro quo of the treaty process, the United States and Indian tribes established their peculiar relationship. This required that tribes surrender their external powers of sovereignty to the United States. Generally, this meant that they would not engage in treaties with competitive foreign powers such as Great Britain, France, or Spain. Treaties also acknowledged a federal title to their lands, subject to their rights of occupancy. When tribes ceded certain tracts of land that they already occupied, they were permitted to retain their internal powers of sovereignty and to receive financial consideration through specific treaty provisions and through a more generalized duty of care and protection from the United States. As a result, specific and general treaty provisions on education promised to educate American Indians. Appropriation acts pursuant to specific treaty provisions and for the Civilization Fund confirmed the basis and became the policy of the United States in its early federal role in American Indian education.

Promises of the Past: A History of Indian Education in the United States.

1994 ◽  
Vol 81 (3) ◽  
pp. 1275
Author(s):  
Michael C. Coleman ◽  
David H. DeJong
Keyword(s):  
United States ◽  
The United States ◽  
Indian Education ◽  
The Past ◽  
History Of

A “Dying Light” or a Newborn Enlightenment: Religion and Higher Education in the Twenty-First Century

2005 ◽  
Vol 45 (3) ◽  
pp. 454-460 ◽  
Author(s):  
Mark Schwehn
Keyword(s):  
Higher Education ◽  
United States ◽  
Research University ◽  
The United States ◽  
History Of Higher Education ◽  
Positive Role ◽  
American University ◽  
Overall Design ◽  
History Of ◽  
The 1960S

During the 1980s, when I first began to study the nature and the history of higher education in the United States, I relied quite heavily upon Laurence R. Veysey's The Emergence of the American University, Given my own particular interests, as much personal as they were professional, in the relationship between religion and higher learning, I found myself constantly returning to Veysey in preference to other syntheses for a densely textured, lucidly written, always thoughtful account of the change from a largely Christian network of mid-nineteenth century colleges to a system of higher education dominated by the secular research university. Veysey's account has by now been largely superseded, especially after the 1980s, in part by histories that, unlike Veysey's, maintain close attention to religion, both during the period that he focused upon and beyond it up to at least the period during which he wrote his book (the 1960s). Even so, both in its details and in its overall design, The Emergence of the American University has proven to be remarkably durable, some of it quite prescient, and I believe that it can still be profitably used to consider what positive role, if any, religion might play in strengthening the character of higher education in the United States today.

Reconceiving Schooling: Centering Indigenous Experimentation in Indian Education History

2020 ◽  
Vol 60 (4) ◽  
pp. 487-519
Author(s):  
Meredith L. McCoy ◽  
Matthew Villeneuve
Keyword(s):  
United States ◽  
History Of Education ◽  
The United States ◽  
Indian Education ◽  
Education History ◽  
Tribal Sovereignty ◽  
History Of ◽  
Indigenous Perspectives ◽  
Indigenous Educators ◽  
Federal Agents

Federal agents, church officials, and education reformers have long used schooling as a weapon to eliminate Indigenous people; at the same time, Indigenous individuals and communities have long repurposed schooling to protect tribal sovereignty, reconstitute their communities, and shape Indigenous futures. Joining scholarship that speaks to Indigenous perspectives on schooling, this paper offers seven touchpoints from Native nations since the 1830s in which Indigenous educators repurposed “schooling” as a technology to advance Indigenous interests. Together, these stories illustrate the broad diversity of Native educators’ multifaceted engagements with schooling and challenge settler colonialism's exclusive claim on schools. Though the outcomes of their efforts varied, these experiments with schooling represent Indigenous educators’ underappreciated innovations in the history of education in the United States.

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