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Volume 11 1971 Contents

  • Issue 1 October 1971
    • USING PHYSICAL EDUCATION IN ENGLISH LANGUAGE PRACTICE
      Virginia Tefft [pp. 1-6]
      Study of a practical way to give Navajo children language practice through teaching physical education. The study was conducted at the Thoreau and Crown Point Elementary Schools in New Mexico. According to the author, younger children seemed better able to move and speak simultaneously while older groups had difficulty. The author believes the older children may have learned to move without speech, whereas the younger children shout, sing and talk quite naturally as they move. The author concludes that a program of physical education with oral language practice was effective. Includes a sample kindergarten and first-grade model lesson. *

    • SEARCH FOR IDENTITY CREATES PROBLEMS FOR INDIAN STUDENTS
      Gene Leitka [pp. 7-10]
      Discusses problems faced by Indian children with the administration and dress codes citing various cases of conflict. The author believes that children are persons with constitutional and fundamental rights and that school officials do not possess absolute authority over them in schools. The author questions whether 30 expelled students were properly informed and advised of their rights and legal status as minors.

    • OLDER PROGRAMS IN NAVAJO AREA PROGRESSING, NEW ONES PROMISING
      William J. Benham, Jr. [pp. 11-15]
      Talks about various projects and programs in operation in the Navajo area schools. The article discusses the percentage of attendance as near 90%, bilingual studies as still holding priority, specialized programs and funded programs providing education "extras." The author states that Navajo Area teachers were kept abreast of rapidly-changing innovations in education through intensive, year-round training.

    • COMPARISON OF SEMINOLE READING VOCABULARY AND THE DOLCH WORD LISTS
      Harry Kersey; Rebecca Fadjo [pp. 16-18]
      Third in a series of project reports dealing with the Seminole Indians, this one comparing a devised Seminole word list gathered from a study of the Indian children on Big Cypress reservation in Florida, to the Dolch 220 word list to evaluate language development. The authors conclude that (1) the Seminole elementary school children of Big Cypress display a greater sight reading vocabulary than would be expected judging by their previous test scores, and (2) the peer-producing reading materials developed by Indian children provide a viable vehicle for ascertaining an accurate measure of their reading skills.

    • THE PLAINS INDIANS AND EDUCATIONAL THEORY
      John W. Friesen; Linda Moseson [pp. 19-26]
      A historical review of the educational theory of the 19th century North American Plains Indians' cultures as they existed before white invaders. The article covers "On the Nature of Man," aims of education, the concept of character education, the content of education, educational methodology, and vocal and non-violent discipline. The authors believe that, in terms of what it was intended to accomplish, the learning enterprise of Plains Indian culture was effective.

    • CROW-NORTHERN CHEYENNE SELECTED FOR STUDY
      Thomas G. Kennedy [pp. 27-31]
      Study done to determine personality differences existing between Indians and non-Indians. Used in the study were Crow-Northern Cheyenne Indian college students and randomly selected non-Indian college students. The article discusses population and sample, procedure, analysis of data, results, and conclusions. The author concludes that personality differences exist between Crow-Northern Cheyenne and non-Indian college peers; the Indian subjects were significantly more sober on the "sober-happy-go-lucky" continuum.

  • Issue 2 January 1972

    • "YOU DIDN'T HAVE TO KNOW ENGLISH TO UNDERSTAND FUNNY BOOKS"
      Jack Gregory; Rennard Strickland [pp. 1-4]
      Two chapters from the unpublished book, "We Ate the Wild Things: Remembrances of a Cherokee Boy," on impressions of Indians attending public schools. Subheadings include, "We Didn't Understand School" and "My Grandfather Was a Good Witch." According to the author, the article shows something of what it is like to be an Indian boy caught between two worlds, and that we should never forget the potential and challenge of seeing and being in two worlds.

    • A SUPPORTIVE LEARNING ENVIRONMENT
      John M. Antes [pp. 5-12]
      Reports on a study done to determine if the educational and occupational aspirations of children would improve if exposed to an educational and social learning environment which is more stimulating, acceptable, and rewarding. Twenty-three Indian children from the Menominee, Oneida, Stockbridge-Munsee and Winnebago tribes were involved along with Afro-Americans and Whites. The article discusses purpose of the laboratory school, student population, procedure, level of aspiration questionnaire results, and the achievement aspiration test. The author believes educational and occupational aspirations of disadvantaged children can be raised by an enriched, accepting total environment.

    • A CAREER DEVELOPMENT PROGRAM FOR INDIAN TEACHERS
      Larry A. Faas [pp. 13-14]
      A review of a special program offered at Arizona State University to train members of Arizona Indian communities in order to receive a bachelors degree and certification in elementary, secondary or special education. According to the article, while working as teacher aides, trainees receive sufficient release time to permit them to continue their college work by attending classes held near their homes.

    • SHOULD VALUES BE TAUGHT IN THE CLASSROOM?
      Marjorie T. Dodge [pp. 15-17]
      A brief essay on value teaching to Indian children by non-Indian teachers. The author classifies values under two very broad terms of "Respect for Self," which is a person's self-image and self-identity and how she or he relates to school, home and society; and "Respect for Others" (in a universal sense). The author believes education is a two-way approach; accepting first that an Indian child is a "child" and secondly an Indian.

    • WE CONTINUE TO MASSACRE THE EDUCATION OF THE AMERICAN INDIAN
      D. Eugene Meyer [pp. 18-25]
      Initially presents a short history of Indian education in America and later discusses five significant areas of concern uncovered by the 1969 Subcommittee on Indian Education. The article discusses policy from 1775 including federal boarding schools, conflicting cultures, curriculum irrelevance, administrative and teacher incompetence, and parental involvement. The author believes projects, such as the Rough Rock Demonstration School, attempt to solve the basic issues of education today: the quality of educational environment, its responsiveness to the rich diversity of American life, and the degree to which the local community shall share in the decision making.

    • PUMPKINS ARE FOR JACK-O-LANTERNS
      Judy P. Payne [pp. 28-29]
      A brief written and pictorial look at the activities of the Head Start program at the Salt River Indian Reservation Agency near Scottsdale, Arizona. The article features 13 black and white photographs of Pima, Papago, and Maricopa Indian children involved in the activities.

    • TEACHER ORIENTATION - NAVAJO STYLE
      Louise S. Bonnell [pp. 30-32]
      Reports on the new dimensions added to the annual summer orientation program conducted in the Navajo area for new BIA personnel. According to the author, the teacher orientation, which was strictly Navajo style by a Navajo staff, was a program that "can never be surpassed unless better Navajos with better ideas can be found."

  • Issue 3 May 1972

    • PARENTAL ATTITUDES TOWARDS INDIAN EDUCATION
      James E. Biglin; Jack Wilson [pp. 1-6]
      A study of parental attitudes toward public education on the Navajo and Hopi reservations of Arizona, particularly in such areas as teachers, curriculum, school policies, control of school and rankings of educational systems from best to worst. The article covers school policies, control of schools and rankings of educational systems. The author believes several desirable attitudes should be supported; the desire for: quality education for the children, personal and cultural identity, involvement, vocational-career education, and autonomy.

    • REGIONALISM IN INDIAN COMMUNITY CONTROL
      J. S. Kleinfeld [pp. 7-14]
      Discusses the advantages of regional control rather than village control over Indian schools. Uses the Iliaka fishing village in the Aleutian Islands as an example. The article explores the local control of the schools in Iliaka, the school board, the educational situation, barriers to effective community control, and conditions for effective Indian community control. According to the author, regionalism in community control seems the compromise most likely to result in both Native decision-making and improved education.

    • CANDID COMMENTS ON BUREAUCRATIC EDUCATION
      June Payne [pp. 15-19]
      Concluding remarks given by Mr. Joe H. Herrera, keynote speaker at the Thirteenth Annual Indian Education Conference concerning BIA educational policy. Also included is a brief look at the activities of the Conference. According to the article, Mr. Herrera states, "Indian people are ready for innovation more than any other cultural group. Learning how to help is the big challenge ... Things will happen only when people want them to happen. The parents must see the need for changes before they can be made."

    • CULTURAL INVOLUTION
      Robert E. Ritzenthaler [pp. 20-22]
      Discusses the phenomenon of the rise in cultural interest in the adult Indian following a rejection of such in their youth. Uses the example of Sun Chief, a Hopi Indian, and also mentions Papago and Zuni efforts to revive interest. The author believes that, in the last decade, it was apparent that cultural involution was taking place with some youth, but that it was too early to attempt to assess the role it was playing in the overall picture of values and tradition.

    • REVIEW OF AN OLD STEREOTYPE
      Eric Dlugokinski [pp. 23-25]
      Discusses the need for development of programs which create more meaningful social intervention and the expression and awareness of human feelings at Indian boarding schools. The author believes that, as long as we allow our programs to be influenced by the stereotype, we may be creating a self-fulfilling prophecy which is not adaptive to meeting the real needs for Indian children.

    • A LIGHT IN THE NIGHT
      Robert A. Roessel, Jr. [pp. 26-29]
      Article on the establishment, philosophy and objectives of the Navajo Community College. The article includes the five-point philosophy by which the Navajo Community College is directed and guided, and the seven objectives of the college (stated also in the NCC 1971-72 catalog). According to the author, "five years ago [1967], everyone thought it would be impossible ... [to] operate the College ... Today the College stands as a bright light in the dark sky."
    • Periodicals List
* Page numbers refer to location in the original published version of the article.
 

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