Provides a conversation between Jim Shanley, president of Fort Peck Community College (FPCC) in Montana, and Ken Ryan, chair of FPCC's Native Studies Department. Discusses traditional concepts of leadership in prereservation Assiniboine life, the impact of religion on tribal leadership, men's and women's traditional leadership roles, nepotism, and…

Examines the background and content of the Rosebud Sioux Reservation Tribal Code of Education, focusing specifically on the relationship of the education code to the tribe and to the teacher education program at Sinte Gleska University. Discusses the Lakota language requirement and tribal curriculum, implementation considerations, teacher training…

Reviews efforts by American Indian tribes during the previous 50 years to reacquire lands within reservation boundaries from non-Indian ownership. Describes efforts of the Rosebud Sioux, Muckleshoot, Umatilla, Navajo, Quinault, and Blackfeet tribes, as well as the Indian Land Working Group, an intertribal group promoting the exchange of…

Discusses the lack of awareness of and respect for tribal governments in non-Indian society, arguing that mainstream educational institutions should include instruction about tribal governments and their powers in civics classes. Describes tribal models of dispute resolution, suggesting that they can also serve as models for the general society.…

Provides an interview in which Twila Martin, a member of the Chippewa tribe, reflects upon her experiences as a politician, educator, and social activist. Discusses the importance of traditional tribal leadership, the role of tribal colleges in strengthening that leadership, and the creation of Turtle Mountain College, in North Dakota. (MAB)

Discusses issues related to cultural survival and the 1990 passage of the Native American Graves Protection and Repatriation Act (NAGPRA). Suggests that cultural protection can make Native Americans appear secretive about their cultures. Projects that the number of tribal museums will increase due to NAGPRA. (AJL)

Describes ongoing conflicts between researchers and Native American communities, especially between the rights of scientific research and those of Native American tribes over their cultural heritage. Presents steps that several tribes have taken to ensure their intellectual property rights. Discusses key elements for developing sound research…

Discusses the impact of the Las Vegas-style casino opened by the Winnebago Tribe of Nebraska on crime and education. Since the opening of the casino in 1992, the Tribe significantly reduced unemployment, upgraded and modernized its entire education system, and reduced crime by 67% in one year. Contains 11 references. (VWC)

Compares the recent advances of Western science to ancient views of Native American tribes. Indicates that "advances" such as chaos theory and zoopharmacognosy are long-standing elements of Native American traditional knowledge. Suggests that tribal colleges must assert themselves and become the primary symbols of authority on tribal culture. (MAB)

Describes the leadership of the Lummi Nation, on the coast of Washington State, in environmental protection efforts worldwide. Highlights the role of two of their leaders, Kurt Russo and Jewell Praying Wolf James, in the tribe's efforts to protect the rainforests, tribal sacred lands, and local waterways. (MAB)

Discusses the effects of the recent proliferation of casinos on Native American reservations. Suggests that supporters feel that the economic prosperity and availability of jobs associated with the casinos are crucial for providing for the needs of the reservation's residents, whereas opponents fear an increase in serious gambling addictions. (MAB)

Assesses economic development on American Indian reservations focusing on the work of the Coalition for Indian Development, the failure of past economic policies and development efforts, and roles to be played by tribal governments, the federal government, and tribal colleges. (DMM)

Identifies the problems faced by the Indian education system and lists the goals of the Indian Nations at Risk Task Force, which was created in 1991 to improve tribal education by the year 2000. Addresses the need for further change in K-12 schooling, stressing partnerships and research as necessary proponents of educational success. (YKH)