Journal of American Indian Education
Abstracts — 1981

#313
CURRENT INDIAN EDUCATION ISSUES
John W. Tippeconnic III Vol. 20, No. 2, pp. 1-3, Jan. 1981
An article outlining the responses of five of the top Indian education leaders when asked: What is the most important issue(s) facing Indian education in the 1980-81 school year? According to the article, an analysis of the issues identified by the Indian education leaders show a general concern for funding levels of Indian Education programs which affect academic standards, staffing, in-service and pre-service training, the possible consolidation or elimination of supplemental programs, etc. Another issue presented in reflection was the desire to promote and practice the concept of Indian control through real decision-making by school boards.

#314
ALTERNATIVE MODEL PROGRAM EVALUATION OF CULTURAL BASED COMMUNITIES
Linda Tigges; Leona M. Zastrow Vol. 20, No. 2, pp. 4-12, Jan. 1981

An evaluation of the Santa Clara Pueblo Headstart program in the spring of 1979. The purpose of the evaluation was to determine whether the program related to the needs of the Santa Clara children, how successful it was, what problems the teachers encountered, and whether the Pueblo should administer its own Headstart program, rather than having it administered by an outside agency. According to the article, the evaluators concluded (1) that the constraints-needs model was successful in determining the kind of evaluation that could be carried out in the social context in which the evaluation took place, (2) that the evaluation design was successful by satisfying the needs of the users, (3) that many of the results of the evaluation reflected the culture and needs of the tribe.

#315
HISTORICAL RESEARCH AND AMERICAN INDIAN EDUCATION
Grayson B. Noley Vol. 20, No. 2, pp. 13-18, Jan. 1981

An article addressing the scant attention in historical research given to the history of American Indian education. The article outlines and discusses the need for new research approaches to understand the nature of the individuals who made up those unique societies and their unique and varying cultures. The article also explores the problem of the "Eyewitness." The author believes the "fundamental historical questions must be pressed to a level where we engage all the subtlety and variety out of which not only meaning, but appreciation, rises."

#316
FURTHER NOTES ON BILINGUAL EDUCATION PROJECTS
G. Edward Evans; Karin Abbey; Vol. 20, No. 2, pp. 19-27, Jan. 1981
Jeff Clark

An alphabetical (by tribe) presentation of assessments on, and descriptions of, bilingual projects which were based upon material the authors received in the course of the projects. The article covers the Alaska Native Language Center, the Atka Aleut Program, Alaska State-Operated School System and Barrow, the Cherokee Bilingual Family School, the Cherokee Bilingual Education Center, the Northern Cheyenne Bilingual Education Program, the Choctaw Bilingual Education Program, Bilingual Education for Choctaws of Mississippi, the Cree Bilingual Education Project, the Crow Bilingual Education Program, the Acomita Day School Title VII Bilingual/Bicultural Program, the Lakota Bilingual Education Project, the Miccosukee Bilingual Education Project, Rock Point Bilingual Education Project (Navajo), Rough Rock Demonstration School Project, the Papago Bilingual Education Project, the Wanaki Bilingual Education Project (Passamaquaddy), the British Columbia Indian Language Project (Salish), Seminole Bilingual Project, the San Juan Pueblo Tewa Bilingual Project, SUN (Ute), and the Gallup-McKinley County Public Schools.

#317
SELF-CONCEPT AND NATIVE IDENTITY: COMPARISON OF FOUR COMMUNITIES IN LABRADOR
Carl J. Bognor Vol. 20, No. 2, pp. 28-32, Jan. 1981

A study to examine self-concept and achievement of native and non-native students in Labrador. According to the author, the data presented in the article are intended as a replication of the Heaps and Morrill study with two substantially different native populations. The author recommends, based on the study, that the Tennessee Scale be used with caution with native persons, particularly in counseling situations.

#318
APPLYING ANTHROPOLOGY TO EDUCATIONAL PROBLEMS
Leona M. Foerster; Vol. 20, No. 3, pp. 1-6, May 1981
Dale Little Soldier

An article examining some implications and applications which are possible when the tools and techniques of the anthropologist are applied to the educational problems of Native Americans. Subtitles include, Ascertaining the Discontinuities, Ethnographic Model to Study the Culture of the School, Ethnographic Model to Study the Culture of the Family and Child, and Analyzing and Comparing Data. The author believes that "harmony in all things is the Indian way" and that the blending of home and school cultures can be more harmonious for Native American students.

#319
SCHOOL BOARD TRAINING AT BLACKWATER: A PROCESS WITH A PRODUCT
Jackson M. Drake; Vol. 20, No. 3, pp. 7-12, May 1981
Margaret A. Mangini

An article describing the development and writing of the Blackwater School board policy/procedures manual and the initiation of a requested seven-phase process of training school board members. The authors cite that the path to self-sufficiency need not be lonely; help can be sought from consultants along the way.

#320
INDIAN STUDENTS' STUDY HABITS AND ATTITUDES
Thomas M. Sawyer Vol. 20, No. 3, pp. 13-17, May 1981

An overview of the Special Services/Learning Center program at Northern Montana College in Havre which is designed to help students "succeed in college," and a review of the study accomplished at NMC to determine the effectiveness of Indian students' study habits and attitudes. According to the author, the male Indian students studied better while the female Indian students scored below the national average.

#321
THE EDUCATION OF THE CANADIAN INDIAN: THE STRUGGLE FOR LOCAL CONTROL
Brian Titley Vol. 20, No. 3, pp. 18-24, May 1981

A historical overview of the Canadian Indian situation regarding their educational responsibilities from the British North America Act of 1867 to the early 1970s. According to the author, attempts to educate Indian children in the value system of the dominant society have generally met with failure; Indian organizations desire to take control of education, hoping to educate their children in a system which stresses Indian values and culture.

#322
STRESS AND THE NAVAJO UNIVERSITY STUDENT
I. Linda Edgewater Vol. 20, No. 3, pp. 25-31, May 1981

An article discussing stress as it relates to the Native American student at the university level covering "Stress and Health Relationship," "Cultural Stress and the Navajo," and "Which Values Are Best?" -- values that will make it possible for Native Americans to excel in college, get skills, an education and still be "Indian" without cultural conflict.

#323
THOUGHTS ON AN INTEGRATED APPROACH TO CURRICULUM
Susan E. Haase Vol. 20, No. 3, pp. 32-33, May 1981

A brief article arguing for the necessity of those who are involved in curriculum design, and in policy decision-making, to reassess their approach to the task with an integrated approach. The article defines the 'integrated approach' by focusing on the concepts of interdisciplinary design as well as the 'whole child' for whom the curriculum is intended.

#324
THE MYTH OF MULTICULTURALISM AND THE REALITY OF THE AMERICAN INDIAN IN CONTEMPORARY AMERICA
Francis R. McKenna Vol. 21, No. 1, pp. 1-9, Nov. 1981

The article seeks to examine the claims for and extent of multicultural commitments in U.S. society. The thesis of the article is that multiculturalism, with its presumed liberal, humane acceptance, even sponsorship, of cultural difference is for the Indian a "Potemkin village--a facade--to mask the real agenda for American Indians" which is the acceleration of domestic dependency or internal colonialism, the major features of which are political destabilization, economic exploitation, cultural annihilation, and the destruction of the spirits and persons of the citizens of Indian nations. The article covers the denial of religious freedom, the disruption of Indian family life, the restraint on Indian language and cultural development, the expropriation of Indian lands and the exploitation of Indian economies, the subverting of self-government, and the elimination of Indian life.

#325
CATHOLIC AND FEDERAL INDIAN EDUCATION IN THE LATE 19TH CENTURY: OPPOSED COLONIAL MODELS
Eugene F. Provenzo; Vol. 21, No. 1, pp. 10-18, Nov. 1981
Gary N. McCloskey

A historically oriented article which emphasizes that the withdrawal of governmental support (after 1882) was not merely a church/state controversy in education or a continuation of the anti-Catholic sentiment which characterized America (Catholics were educating and civilizing Indians with government support), but that it was also an attempt by the Federal government to eliminate any alternatives to their program of Americanizing the Native American population by means of education. According to the author, the development of an alternate model of colonialization, one that allowed greater autonomy and self-determination for Native Americans, may explain the greater degree of success on the part of Catholics in the field of Indian education than that of the Federal government.

#326
THE SELF-DETERMINED CURRICULUM: INDIAN TEACHERS AS CULTURAL TRANSLATORS
Jon Allan Reyhner Vol. 21, No. 1, pp. 19-23, Nov. 1981

The article outlines how similar education as "practiced in most schools" is to education in Indian schools and explains how this lack of difference has led to the failure of Indian education. Also included is a description of a "remedy" which the author sees as beginning to take shape, which fits the goal of tribal self-determination and which utilizes the talents of university trained Indian teachers. The article covers education vs. Indian education, results of assimilation, Indian teachers as cultural translators, and results of self-determination.

#327
WHERE THE PARTRIDGE DRUMS
Edna Garte Vol. 21, No. 1, pp. 24-30, Nov. 1981

An article based on interviews conducted at Akwesasne in August and November, 1980, and which focuses on some of the values, which have "deep roots" in Mohawk culture. According to the author, the article grows out of an interest in the 1979 conflict at the Mohawk Reservation, located both in New York and Canada, which involved (1) the New York City police force and the two (U.S. and Canadian) elective systems of tribal governing against (2) the traditional Chief's Council and the Mohawk traditionalist system of self-government.

#328
INDIAN ALCOHOLISM AND EDUCATION
Wayne Mitchell; Kenneth Patch Vol. 21, No. 1, pp. 31-33, Nov. 1981

An article discussing the problems experienced by Native American alcoholics who the authors divide into two primary categories: individual and societal. The authors suggest in order to meet the challenges of the problems of alcohol abuse, a comprehensive alcohol educational program is needed which would encompass a wide variety of preventative educational approaches. The primary outcome of these programs would be the development of self-management skills, skills that are essential for maintenance of individuals' self-control and for community self-determination.