Journal of American Indian Education-Arizona State University

Volume 21 1981 Contents

Issue 1 November 1981
- THE MYTH OF MULTICULTURALISM AND THE REALITY OF THE AMERICAN INDIAN IN CONTEMPORARY AMERICA
  Francis R. McKenna [pp. 1-9]
  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. *
- CATHOLIC AND FEDERAL INDIAN EDUCATION IN THE LATE 19TH CENTURY: OPPOSED COLONIAL MODELS
  Eugene F. Provenzo; Gary N. McCloskey [pp. 10-18]
  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.
- THE SELF-DETERMINED CURRICULUM: INDIAN TEACHERS AS CULTURAL TRANSLATORS
  Jon Allan Reyhner [pp. 19-23]
  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.
- WHERE THE PARTRIDGE DRUMS
  Edna Garte [pp. 24-30]
  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.
- INDIAN ALCOHOLISM AND EDUCATION
  Wayne Mitchell; Kenneth Patch [pp. 31-33]
  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.
Issue 2 February 1982
- "ENLIGHTEN MY MIND * . . . " EXAMINING THE LEARNING PROCESS THOUGH NATIVE AMERICANS' WAYS
  Paul Marashio [pp. 2-10]
  An examination of traditional Native Americans' perspective toward teaching and learning. Topics discussed include: (1) who are teachers? (2) what are the instructional techniques? (3) how do the instructional techniques foster learning? (4) what is learned? (5) what model for learning evolves and how can it be applied to contemporary education?
- EVALUATING SPEECH-LANGUAGE SKILLS IN PAPAGO INDIAN CHILDREN
  Kathryn A. Bayles; Gail A. Harris [pp. 11-20]
  A presentation of screening results, patterns of English usage, and differentiation of speech-language disorders from dialectical differences of 583 children on the Papago reservation. The authors recommend that seeking assistance of a Native American who is bilingual in English and the tribal language may be a useful strategy to assist clinicians in developing an appreciation of the differences in language acquisition patterns among children who are monolingual in their tribal language.
- COYOTE'S EYES: NATIVE COGNITION STYLES
  Terry Tafoya [pp. 21-33]
  The author attempts to explain the story involving Coyote's eyes. From the story he extracts the development of certain cognitive schemes and establishes methods for Piaget's assimilation and accommodation. The author includes a discussion of the circle as associated with Indian tribal philosophy and believes that legends and stories form the basis for traditional teaching paradigms which are not recognized as the same style of teaching one discovers in "school."
- THE EFFECTIVENESS OF BILINGUAL INSTRUCTION WITH CHEROKEE INDIAN STUDENTS
  Herbert L. Bacon; Gerald D. Kidd; John J. Seaberg [pp. 34-43]
  Presents findings of a study designed to determine if eighth grade reading and mathematics scores of Cherokee Indian students who received bilingual instruction in grades one through five were significantly different from the reading and mathematics achievement scores of comparable eighth grade Cherokee Indian students who did not receive instruction. The authors included a five-item list of recommendations based on the conclusions of their study.
Issue 3 May 1982
- BRAIN HEMISPHERIC FUNCTIONS AND THE NATIVE AMERICAN
  Allen Chuck Ross [pp. 2-5]
  Focuses on the discussion of the linear, or left brain orientation, of the American educational system's ideals and identifies the inappropriateness of using the orientation with the American Indian student. According to the author, it has been determined that traditional American Indians are more dominant in right hemisphere thinking which may also be a reason for the psychic phenomenon and miracle healing performed by spiritual people.
- TOUCH A CHILD - THEY ARE MY PEOPLE: WAYS TO TEACH AMERICAN INDIAN CHILDREN
  Margot M. Le Brasseur; Ellen S. Freark [pp. 6-12]
  Promotes the utilization of inter- and intra-tribal cultural activities within a classroom setting for specific days of the school year. A brief discussion of curricular possibilities is presented with specific tribal representations from many areas of the United States. The article covers tribally operated schools, Indian education in public schools, research on American Indian culture, traditional Indian values and a 12-item list of teaching strategies for Indian students.
- SCIENCE FOR THE NATIVE ORIENTED CLASSROOM
  Murray R. Smith [pp. 13-17]
  Presents a method by science in the classroom which through the utilization of scientific inquiry, may help Indian students acquire the necessary educational skills in a classroom. The article discusses the measuring of observations, science as utilizing 'knowledge base' and astronomy as a neglected field. The author believes many science topics could be altered so that Native American students could become aware of their past and present culture.
- TO BE OR NOT TO BE: COUNSELING WITH AMERICAN INDIAN CLIENTS
  Jim Bransford [pp. 18-22]
  Discusses counseling and the need for counselors of Indian people who possess a certain character trait rather than a degree of Indian blood. The article also discusses the white, middle-class syndrome and the nuclear family as counselors. The author believes counselors must be trustworthy, must be able to select appropriate counseling techniques and must recognize the behavioristic model, rather than any psychoanalytic, humanistic or existential model, as a model preferred by many American Indian students.

^* Page numbers refer to location in the original published version of the article.