The cultural experiences of minority learners are often omitted from the formal curriculum leading to exclusion and a sense of cultural loss. In this study, the researcher's lived experience serves as the basis to develop a novel research strategy: transformative autoethnography. The researcher uses the method of autoethnography to more…

Describes the adaptation of the "survival schools" concept and adult education techniques to the incarcerated Indian, teaching both the acceptance of "Indianism" and the skills and attitudes for coping with the dominant culture. (SK)

Two self-defeating assumptions represent recurrent themes in the literature of American Indian education. One assumption explains Indian educational underachievement as stemming from value conflicts with the dominant culture; the second explains underachievement on the basis of poverty and isolation. The two assumptions imply that the Indian lacks…

The purpose of this preliminary study was to identify small informal groups of teenage American Indian boys at a Bureau of Indian Affairs boarding school, in order to help determine if the school's declared objective of cultural integration were being met. The sociometric instrument chosen was disguised as a civil defense planning questionnaire…

Indian students who have withdrawn from public schools for various reasons may receive alternative education at Bureau of Indian Affairs (BIA) Boarding Schools, but they may also face academic, environmental, and personal problems. Attending a boarding school involves a radical culture break. Students are often far from home, deprived of parental…

The Mountain-Plains Task Force on Indian families was established due to the low success rate of Indian enrollees in completing the Mountain-Plains program, a model educational program for the rural disadvantaged population. As a consequence, the task force was proposed to identify program failure factors and to suggest ways of retaining Indian…