Journal of American Indian EducationVolume 15 Number 1
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
DIMENSIONS OF INDIAN EDUCATION Duane Mackey Duane H. Mackey, a Santee Sioux of Nebraska, is Director
of Indian Education at Operation Success, As the noun "Indian" is used to describe all Native Americans by many, so are the words "Indian education" used to describe the educational processes of Native Americans. Each of these terms can be subdivided into various dimensions. This article will concentrate on the words "Indian education." The author believes that Indian education has at least four dimensions - which can also be quite broad. They are: (1) Indian education; (2) Indians in education; (3) education for Indians; and, (4) education about Indians. To present these dimensions, the following procedures will be followed: Definition(s); Objective(s); Content; and End Product. The reader should keep in mind that not all aspects of Indian education can be thoroughly covered, for there are areas of development occurring in education continually. 1. Indian Education (Definition) In this article, "Indian education" is defined as the processes involved in learning about the "Old Indian Ways"—learning about the life style, culture, customs, language, etc., of the pre-Columbian era. The definition would include learning as much about the Indian culture that has endured through the times as possible. (Objectives) The following objectives are offered for this definition of "Indian education": 1. To equip people, of the present times, with knowledge and skills of the Indian culture. 2. To instill pride among Indian people in their ethnic heritage. 3. To promote respect for the Indian culture and Indian people. 4. To maintain and perpetuate the American Indian culture. If met, these objectives would provide factual information about the American Indian and about the Indian culture. (Content) The following outline is not meant to be complete; rather, it provides a beginning for learning.
(End Product) The person who is exposed to these processes will be a knowledgeable, skillful person of the Indian culture. The person would be as "traditional" as possible in today’s world, in the Indian ways. The person would be able to preserve and perpetuate the Indian culture. 2. Indians In Education (Definition) This dimension pertains to people; Indian people involved in educational processes. More specifically, these educational processes pertain to people striving to acquire knowledge and skill in an educational environment. Indian persons, pre-school age through adulthood, are included in this group. (Objectives) The following objectives are established for this dimension: 1. To identify Native American populations, of various age levels, to inform them of available educational opportunities. 2. To make known, to various educational institutions, eligible American Indian populations for enrollment. (Content). The Indian population could include the following groups and estimated age-spans:
It would be important to note that learning is a never-ending process. And, that adults, in the upper age brackets, should not be ignored or considered to have their learning at a terminal stage. It is necessary for the elderly American Indian to impart their knowledge and wisdom to the younger people. (End Product) Since this dimension pertains to people, there is really no end product. 3. Education FOR Indians (Definition) This dimension focuses on programs, rather than people. More specifically, educational systems and programs would include the following:
(Objectives) 1. To insure that a variety of educational programs are available for Native Americans from birth through adulthood. 2. To insure that the educational programs are made known to the Native American populations. 3. To seek and insure adequate funding for educational programs. 4. To make available opportunities for elderly Indian persons to impart their knowledge, wisdom, and skills. (End Product) The end product of this dimension would be comprehensive educational programs for Indian people at all ages and for all purposes. Educational programs would be designed to meet the needs of the Indian people whether it be cultural, economic, basic skills or whatever area it may be. 4. Education ABOUT Indians (Definition) This dimension deals with educational programs; particularly, for non-Indians to learn about the American Indian culture. Although the focus would be on the non-Indian populations, many young Indian persons need this dimension of Indian education. (Objectives) The various aspects of the Indian culture should be taught to meet the following objectives: 1. Taught at all school levels and integrated in the various subject levels. 2. Taught factually. 3. Taught to emphasize the many contributions of American Indian societies to civilization. 4. Taught in such a manner to enhance the self-image of Indian people in general, and an Indian person, in particular. 5. Taught to nurture understanding and respect of, and for the Native American culture. (Content) The following are suggested areas from which to draw teaching materials:
The instructional activities should be conducted to include in-depth attention to the various areas. (End Product) The person who is subjected to the educational areas of this dimension should acquire understanding, respect, and appreciation of the American Indian culture. This acquisition of knowledge will have been based upon thorough and factual information. Summary Readers must comprehend that "Indian education" does not pertain to a single concept. Nor does it pertain to just American Indians; all peoples are involved. This article is not complete by any means. The imaginative mind can expand the various dimensions presented. The major thrust of the article was to discuss "Indian education" in more dimensional, indepth levels. Too often, broad use of terms facilitates misunderstanding and possible inaccuracies. Thus, this dimensional presentation of "Indian education" is needed to clarify terminology to expedite Indian education (the traditional ways), to get more Indian people in educational programs, to get more and better programs for Indian people, and to have education about Indian people. When these dimensions are covered adequately, a better modern American society should exist. For the Indian person, he/she would be equipped with the necessary knowledge and skills to function as an American Indian, with pride in this Indian heritage, and to be equipped with the necessary knowledge and skills to function, with pride, in an economic society. Essentially, this person could be a proud American Indian and a proud person who can survive culturally and economically in life. For others, a better understanding of the American Indian can be learned to foster empathy and respect for the American Indian. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
