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Volume 14 1974 Contents

  • Issue 1 October 1974
    • A BRIEF OVERVIEW OF A CHANGING ERA
      William J. Benham [pp. 1-3]
      A short article highlighting developments in Indian education and overviews past enrollments in schools serving Indians. The author believes, as tribal economic opportunities increase, the need for boarding schools will be lessened and the public schools will experience an increase in enrollment. The author also concludes that in the future we will see more tribal contract schools coming into existence and more tribal participation in public school systems. *

    • SUMMER CAMPING WITH AMERICAN INDIAN YOUTH: REPORT FROM CAMP NANA-MAH
      Michael R. Jackson; Kenneth A. Griffiths [pp. 4-11]
      The article outlines (1) the opportunities at Camp NaNa-Mah, located near the Uintah-Ouray Indian reservation, for children to be campers, youth to be staff and (2) the opportunities provided by the Camp to enhance the educational, emotional, and social and cultural functioning of the children and youth. The authors cite the need for year-round consistency in funding. The authors also believe a closer liaison between tribal and local school officials would help reduce gaps in service and provide greater alternatives to traditional educational techniques. Eleven elements of the camp program are outlined.

    • EPDA-COP STUDENTS RECEIVE DEGREES
      John J. Sullivan [pp. 12-15]
      A brief presentation of the Career Opportunities Program of the Education Professions Development Act since its initiation in 1970. According to the author, the Career Opportunities Program has provided a way to address the problem of providing post-secondary education opportunities for adult Native Americans who desire a career in education in reservation communities. The article briefly outlines six effects the author believes would be felt in the reservation community when the program could be initiated and broadened to include other areas of specialization. A special feature of the article is the inclusion of two black and white photographs of the 1973 Arizona State University graduation ceremonies.

    • SIXTH NIEA CONFERENCE COUNTDOWN: "IT'S GOTTA BE NOW"
      National Indian Education Association [pp. 16-17, Oct. 1974
      A preview of the approaching NIEA conference, sponsored by NIEA, "Concerned Phoenix Indians" and the Arizona Indian Child Development Services Program. The main emphasis of the conference would be to reflect the importance of providing the services and delivery system to bring about quality education for all Native Americans.

    • AN INDIAN MUSIC CURRICULUM
      Thomas F. Johnson [pp. 18-25]
      An article which addresses the conflict between (1) the healthy continuance of the Alaskan Indian musical tradition which is dependent upon the functional adaptiveness of Alaskan music, e.g., its prime role in ceremony, and (2) the shifting inner motivations and attitudes of successive generations. The article outlines four prerequisites for successful Indian music revitalization: (a) life-styles compatible to Indian musical creativity, (b) knowledge of traditional forms, (c) self-determined motivation, and (d) pride in traditional music. Included are a discussion of source and sound materials and eight steps to furthering Indian music.

    • COMMUNITY COUNSELORS AND THE COUNSELING PROCESS
      Thomas Davis; Fred Sanderson [pp. 26-29]
      A presentation of the "community counselor concept" developed by Davis for the Menominee County Community School and the Wisconsin Joint School District #8 through a Title IV-A grant. The four aspects of community counselors support the basic philosophy of the Menominee Education Committee - schools should be controlled by, and serve, the Menominee community. The four aspects of community counselors are: visibility of local involvement in education, expression of cultural distinctiveness, visibility of local control of education, and assistance to the poverty frustrated community.
    • Anthology
    • Census Booklet

     

  • Issue 2 January 1975

    • IN PHOENIX, ARIZONA: NIEA CONFERENCE DEEMED SUCCESS
      Rick St. Germaine [pp. 1-5]
      An overview of the Sixth Annual NIEA Conference (November 1974). The conference focused attention upon Indian designed and administered education programs. According to the author, major speakers and addresses were well received, seminars and workshops were rated "above average" and the overall conference rated from "good" to "excellent." A special feature is the inclusion of four black and white photographs of the conference.

    • INTRODUCING ENGINEERING TO AMERICAN INDIAN STUDENTS
      Leon Leonard; James Freim; Jay Fein [pp. 6-11]
      Results of a two-week summer program for 23 Native American high school students sponsored by the Engineers Council for Professional Development, the University of Oklahoma and Minority Introduction to Engineering. The article covers recruiting, admission and program content, including engineering projects, experiments and tours, speakers, and a "university experience." Includes brief outlines of the projects, i.e., solar energy, vehicle aerodynamics, air and noise pollution, and water quality.

    • IN RIVER FALLS, WISCONSIN: INDIAN PARENTS BEGIN OWN EDUCATION
      [No Author] [pp. 12-14]
      An overview of the Parent Education Program (PEP) which was started at the University of Wisconsin-River Falls in 1971 by the Wisconsin Demonstration in Indian Educational Opportunities. The article cites that PEP students are now working toward Associate degrees and are moving into the University's regular program.

    • THE BLUE LAKE ISSUE
      Mary A. Hepburn [pp. 15-20]
      The author cites the problem of obtaining source materials for training secondary social studies teachers and identifies two useful areas to find materials: government documents and journals. The article provides an overview of the conflict between the U.S. Forest Service, formed by Theodore Roosevelt, and the Taos Pueblo Indians; the Service confiscated 48,000 acres of 800-year-old Taos Pueblo worship grounds to create Carson National Forest. A discussion of the lesson plan surrounding the Blue Lake issue is included. As a result of the author's program of instruction, she concludes the perspective of the Native American student-teachers broadened. The author believes the time spent preparing one's "own" instruction materials, which do not gloss over Indian issues, is equivalent to the ready-made "teacher proof" methods commercially produced.

    • SCIENCE TAUGHT WITH A FOCUS ON VALUES
      R. M. Kalra [pp. 21-25]
      An article expressing the author's concern over the dangers of regarding science as a singular value system to equip Native Americans with logic and more scientifically productive lives. The author believes that in order for Native Americans to utilize science and contribute to the scientific world, science must become an integral part of their cultural fabric. Included are teaching units which use a three level approach: fact, concept, value; which cover water, physics and food. The author recommends a humanistic approach in science teaching to foster cultural cooperation, not confrontation.

  • Issue 3 May 1975

    • MOHAWK NATION AND EDUCATION: AKWESASNE: R2R, ABE, GED, AND COLLEGE EXTENSION
      Beverly J. Pyke, Beatrice H. White; Charles E. Heerman [pp. 1-4]
      A description of the philosophy and program which the Mohawk people have built based on their education, information and community needs. According to the authors, of the 59 who participated in a two-year time period, 30 have sought higher educational opportunities. Many adults have also sought further education and are experiencing an increased level of self-esteem. As a result of the degree of control the Mohawk tribe now has over their education, the authors believe the rising educational expectations of Mohawk adults will not subside in the future.

    • THE INDIAN EDUCATION ACT OF 1972
      [No Author] [pp. 5-6]
      A summary of Title IV of Public Law 92-318, Educational Amendments of 1972. The Act provides Federal assistance in education over and above the limited funds appropriated annually for Indian Education Programs in the Office of Education, HEW and the BIA to help close the gap that exists in educational opportunities for Indian children and their elders. Listed are the 15 names, addresses and phone numbers of the 1975 National Advisory Council for Indian Education.

    • TO KNOW BOTH WORLDS
      David Churchman; Joan Herman; Teresa Hall [pp. 7-12]
      An overview of the development of an alternative model of pre-school instruction initiated by the Tribal American Consulting Corporation (TACC) in 1972. The rationale of the program was that children would learn best in a culturally relevant context in order to prepare them for public school. Traditional school materials were adapted to the intent of the cultural curriculum.

    • PRESCRIPTIONS FOR LEARNING: LEARNING CENTERS FOR CHILDREN WITH LEARNING DISABILITIES
      Joseph H. Ramey; Thomas W. Sileo; Helen Zongolowicz [pp. 13-20]
      A description of a program afforded by Title I Resource Centers to enable 40% of Navajo students to return to full-time participation in the regular classroom. According to the authors' research, 42% of the 123 students involved were returned to full-time participation because they had mastered 100% of the behavioral objectives set for them. The remaining 58% participants mastered 90% of the behavioral objectives set for them.

    • CULTURAL EDUCATION FOR THE COMMUNITY: DEVELOPMENT OF A CROSS-CULTURAL SEMINAR
      Arline B. Hobson; Joseph H. Stauss [pp. 21-26]
      The dynamics of a cross-cultural course offered at the University of Arizona, Tucson. The course uses Indian students as resource persons so that the non-Indian can effectively be educated and sensitized and thereby appreciate Indian values and Indian concerns according to authentic information. The general course requirements included: (1) attendance, (2) public presentation, (3) written speeches, (4) card-file system of research data, (5) contribution to a file of materials, (6) attendance in either speech or audio-visual lab sessions, and (7) assigned reading and research as class progresses.

    • THE PONCAS...A PEOPLE IN THE PROCESS OF BECOMING
      Charles E. Heerman [pp. 27-31]
      An essay which addresses the housing, health, employment, community development and education of the Ponca people from the mid-1930s to 1972. The author portrays the Poncas as a dignified people who are developing a community facing neither imminent disaster nor unbound hope for the future.
* Page numbers refer to location in the original published version of the article.
 

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