Volume 15 1975 Contents
- Issue 1 October 1975
- A PHILOSOPHY OF INDIAN EDUCATION
William J. Benham [pp. 1-3]
An essay which outlines the six-fold philosophy of a member of the editorial board for the Journal of American Indian Education. The author believes the six points outlined are of vital importance to those specifically concerned with the education of Native American students; Indian education should (1) provide the essential tools needed in the pursuit of learning, (2) foster an appreciation of the self, society and world, (3) develop the ability to think critically and plan effectively, (4) encourage creativity, (5) prepare him/her for successful living, and (6) involve parents and tribe for coordination and support. * - AN EVALUATION OF THE INDIAN EDUCATION
TRAINING INSTITUTE: INDIAN STUDIES IN THE CLASSROOM
Richard M. Evans; Michael B. Husband [pp. 4-7]
An exploration of the Indian Studies Institute (ISI), sponsored by Morningside College in 1973, designed to encourage the retention of more than 200 Native Americans enrolled in the Sioux City, Iowa school system. The study determined differences in measures of knowledge in Indian affairs and attitudes about Indians between ISI participants and 35 non-participant teachers. The author believes that positive effects are still being felt and that such an institute can have measurable results. - DIMENSIONS OF INDIAN EDUCATION
Duane Mackey [pp. 8-12]
The author believes that Indian Education can be subdivided into four important dimensions or categories. They include: (1) Indian education, (2) Indians in education, (3) education for Indians and (4) education about Indians. The reader should keep in mind that Indian Education is continuously changing and these dimensions are subject to change accordingly. - CULTURAL PLURALISM INCREASES IN SOUTHWESTERN
SCHOOLS
Clyde Thomas Gray [pp. 13-16]
An examination of the cultural pluralism in schools from 1969 to 1979 covering community participation in school activities, local control, bilingual/bicultural curricula and Indian school teachers. The author concludes there was encouraging increase in the amount of cultural pluralism in the curricula of BIA schools from the former curricula, which tended to parallel the public school system. - SEPARATE SCHOOLS FOR A "NON-CHIC"
MINORITY
David K. Wiles [pp. 17-22]
A philosophical critique investigating the rationale for separate but equal schools and of education as a direct challenge to traditional concepts of U.S. society and educational systems. Value judgments of this paper are based upon the arguments and experiences of other minorities in the U.S. and Canada who have addressed the separate school alternative. - DEVELOPMENT OF A NATIVE AMERICAN EVALUATION TEAM
Lena Canyon; Sandy Gibbs; David Churchman [pp. 23-28]
An article describing the Tribal American Consulting Corporation (TACC) and its work with the developing special education program to meet the needs of Native American children in Los Angeles and its work in developing suitable evaluation methods for the program. Article outlines five improvements to be implemented in the 1974-75 school year.
- A PHILOSOPHY OF INDIAN EDUCATION
- Issue 2 January 1976
- THE RIGHT TO READ
Sharon Lee Wooden; Jacquelin Curran Backer [pp. 1-6]
A description of the Hoffman Right-To-Read program which was initiated as a supplemental reading program for grades two through eight at Roosevelt Elementary school in Magdalena, New Mexico--comprised of two-thirds Alamo Navajo students. Over the eight month test period, the following gains in primary reading recognition were observed: second grade, 81%; third grade, 56%; fourth grade, 150%. The authors conclude that the Hoffman Language Arts Reading System appeared to show noteworthy results in raising achievement and by also allowing teachers to give personalized attention to smaller groups when lab groups were not present. - SCHOOL BREAKFASTS AND INDIAN CHILDREN'S
HEALTH
Moses Lukaczer [pp. 7-12]
An article surveying nonprofit school breakfast programs in 12 public and non-profit private schools in New Mexico from 1970, when the district superintendent expressed a negative attitude in giving away a "free lunch" to those who do not stand on their "own two feet," to 1974, when the Senate Select Committee on Nutrition and Human Needs reported the American Indian population as "one of the most impoverished and malnourished ethnic groups in the United States." The author suggests federal school accreditation should require schools to participate in the School Breakfast program to continue receiving their 78% Board of Education funding. - A PROGRAM FOR TEACHERS OF NATIVE AMERICAN
YOUTH
Susan Hayes; Kenneth A. Ames [pp. 13-17]
A Title IV workshop was conducted at Spokane, Washington for social studies teachers. The purpose of the workshop was to provide a structured learning experience in which teachers and Native American community members could work together to develop curriculum units and materials about American Indians. Article includes six excerpts from the daily workshop schedule. - INDIAN COLLEGE STUDENTS' PERSPECTIVE
OF EDUCATION
[No Author] [pp. 18-22]
A panel of Indian college students and their counselors presented their views of problems related to experiences at Arizona State University. The panel was presented at the Proceeding of the 1976 Indian Education Conference at Arizona State University, Tempe. Nine positions (seven students, one counselor and one coordinator) that were taken are presented.
- Suggested Books
Recent publications which would be of benefit to the Indian educator.
- THE RIGHT TO READ
- Issue 3 May 1976
- JIM THORPE: LEGEND AND LEGACY
Michael D. Koehler [pp. 3-6]
An article which relates Jim Thorpe as the uniquely gifted athlete who became the first and only athlete to win both the pentathlon and the decathlon during the Stockholm 1912 Olympics. Thorpe later continued his athletic career in both pro baseball and pro football, still maintaining his reputation as the "Greatest Athlete in the World." The author portrays Jim Thorpe as a legendary figure who continues to inspire Native Americans today. - CAN COMMUNITY CONTROL OF INDIAN EDUCATION
WORK?
Jack Gregory; Robert Cooper [pp. 7-11]
The article conveys the optimism of Indian communities contracting for the operation of their schools in 1975. The Indian Self-Determination and Education Assistance Act became law on January 2, 1975, which enabled the Ford administration to work more closely and effectively with the tribes by "assisting them in meeting goals they themselves have set." The article cites several U.S. Presidents and Congressional activities. - 200 YEARS-WHAT NOW? WHERE NOW?
Annual ASU Conference [pp. 12-13]
An overview of the 17th Annual Indian Education Conference of 2 April 1976. Mentioned are eight of the 14 workshops and 23 of the 600 participants. Eleven black and white photos are included. - BICOGNITIVE EDUCATION: A NEW FUTURE
FOR THE INDIAN CHILD?
Thomas Davis; Alfred Pyatskowit [pp. 14-21]
An article relating that White values conflict with Indian values and the White system of education conflicts with the Indian system, which results in "poor performance" by Indian children in the Menominee Community School. The authors cite the main goal of Bicognitive education as helping the Indian child to learn how to think and react effectively within both of his/her worlds. The article lists eight concepts of 'self' that Indians hold which are distinctive from those held by Whites. The authors believe more exploration should be done concerning the future of Bicognitive education for Indian students. - A STUDY IN EDUCATIONAL ANTHROPOLOGY:
THE MESCALERO APACHE
Betty Lou Dubois [pp. 22-27]
Utilizing Phillips' "Participant Structures and Communicative Competence: Warm Springs Children in Community and Classroom" field-study as a model, the author examines the sex roles, political organization and child rearing practices of the Mescalero Apaches. In conclusion, the author cites six characteristics which differ from classroom expectations: (1) fully developed concepts of sex roles, (2) strong tradition of democracy at an early age, (3) acceptance of authority on leader's personal ability rather than status, (4) external, impersonal agents for social control, (5) teaching by precept and indirection, and (6) learning by observation, imitation and acceptance of responsibility. - "A POSITIVE TIME TO BE INDIAN"
[No Author] [pp. 28-29]
Brigham Young University holds its annual Indian Week on campus. Special guests were Commissioner Morris Thompson, Chief Dan George, and Miss Indian America, Deana Jo Harragarra. Three black and white photographs are included. - USING THE "KUDER E" WITH
CHOCTAW STUDENTS
Barbara G. Spencer; Ernest Boudreaux; John Mullins [pp. 30-34]
Brigham Young University holds its annual Indian Week on campus. Special guests were Commissioner Morris Thompson, Chief Dan George, and Miss Indian America, Deana Jo Harragarra. Three black and white photographs are included.
- Reference Books
- JIM THORPE: LEGEND AND LEGACY
* Page numbers refer to location in the original published version of the article.
