Asserts that historians should not think of American Indians and white colonists as having two distinct historical experiences but "mutual history of continuous interaction and influence." Contends that European and American colonials recognized the power and subtlety of the American Indian confederacies. (CFR)

This book traces the development of tribally controlled colleges (TCC), placing them in a historical context within Native American higher education and within the junior and community college movement. It examines the first 10 years of the movement, focusing in particular on six TCC's and the American Indian Higher Education Consortium (AIHEC),…

American Indian controlled community colleges emerged on the educational scene in the late 1960's and early 1970's. The first such college was created in 1968 and since this time ten additional colleges have been established with governing boards whose total membership is American Indian. The philosophy of the colleges emphasizes the interweaving…

Describes a wedding ceremony combining Canadian Native and Roman Catholic traditions that could be a model for Indian education. Asserts that Canadian natives must continue to gain control and autonomy over their own schools. Discusses responsibilities and interrelationships between the school and parents, students, and teachers. (CFR)

Designed to provide insight into the proceedings, transactions, and findings of the Arizona Commission of Indian Affairs, this 1979-80 annual report reflects the Commission's efforts to act in a liaison capacity between tribes and state government and to provide tribes with technical assistance. The report describes 17 projects completed during…

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)

This report summarizes the two-volume "Final Report of the White House Conference on Indian Education," mandated by 1987 amendments to the Indian Education Act. The conference explored the feasibility of establishing an independent Board of Indian Education and developed recommendations for making educational programs more relevant to…

Contends that, in several important ways, 20th-century American Indian history anticipated the new western history. Discusses academic trends after World War II that stimulated new interest in American Indian history and culture. Includes 15 endnotes and a 44-item bibliography. (CFR)

Environmental health impacts of development on Indian communities, and the roles of government agencies responsible for environmental protection and individual safety are being assessed by Americans for Indian Opportunity (AIO) during a two-year project. Although the more than 250 Indian tribes within the U.S. have federal guarantees for…

Summarizing the most comprehensive review of Indian policies and programs in the history of the United States, the final report of the American Indian Policy Review Commission (AIPRC) is a product of Indian effort and participation. Volume Two contains five appendices and an index. Appendix A includes information on: the legal mandate (Public Law…

The Education North Evaluation Project monitored operation of the Education North Project (a 1978-82 project aimed at encouraging parents, teachers, and other community members in small, isolated northern Alberta communities to work together in improving the quality of education for school-aged children), assessed project outcomes, and developed…

The Paiute Indian Tribe of Utah Restoration Act (1980) restored federal recognition of the tribe after a quarter century of ambiguous political status, and resulted in significant improvements of educational status of tribal members and intensification of the political presence of Southern Paiutes. Following the Paiute Indian Termination Act…

Developed as a companion to a public television series, this book tells the story of the Anishinaabe/Ojibwe people, their history, and their culture from precontact times to the present. Chapter 1 discusses oral tradition and summarizes creation stories and migration stories that link the Ojibwe to other culturally and linguistically similar…

Presents an analysis and evaluation of a fictitious case study of a student teacher using cooperative learning in a global studies class. Includes comments and suggestions made by 10 teachers who also reviewed the case study. Discusses eight "probe questions" that focus on content decisions, teacher control, and equity. (CFR)

The report and evaluation of Education North (a project designed to encourage parents, community members, and teachers in small, isolated, primarily Native and Metis communities in northern Alberta to work together to meet community educational needs) is comprised of three parts. Part One presents an update of Education North activities and…