Journal of American Indian Education-Arizona State University

Volume 5 1965 Contents

Issue 1 October 1965
- AN ANTI-POVERTY EXPLORATION PROJECT: A SUGGESTION FOR NON-RESERVATION INDIAN COMMUNITIES
  Albert Wahrhaftig [pp. 1-9]
  Outlines a project designed to acquaint Cherokees with OEO-funded projects on Southwestern Indian reservations. The author proposes that (1) if Cherokees see War on Poverty projects in context they will comprehend them very well, (2) if Cherokees see the effects of the projects in terms of improvements in people's lives they will comprehend what such projects are for, (3) if Cherokees see the projects in the context of Indian communities they will comprehend the projects are for Indians, and (4) if the Cherokee "elders" see the projects their opinion will be binding on the tribal community as a whole. *
- COUNSELING THE INDIAN
  Alonzo Spang [pp. 10-15]
  Presents the problems and attitudes that a counselor on a reservation faces. The author believes that a counselor's philosophy of counseling and use of scientific techniques must undergo some modifications when counseling with Native American students. The article explores: present orientation, lack of time consciousness, giving, respect for age, cooperation, harmony with nature vs. future orientation, time consciousness, saving, emphasis on youth, competition, conquest over nature.
- SOCIAL RECONSTRUCTIONISM AND INDIAN RESERVATION CULTURES
  James J. Wilson [pp. 18-23]
  An essay on the influence of American ideas on Indian art. The essay focuses on the author's perception that (1) Indians create art within their own cultural conditions and (2) the present art 'value' of Indian art is reduced as the current Indian artist shares the need of merely satisfying a public or when bargaining over monetary values.Discusses the sociocultural patterns of Indians, and their implications for educational programs intended to raise the economic level. The author explores four commonly observed traits (when discussing Reservation Indians) in terms of Native American behavior and survival: (1) Native Americans have no regard for time, (2) they are not dependable, (3) they have no concept of saving, (4) they cannot learn the idea of future planning.
- WHAT ARE NEW HORIZONS?
  Francis McKinley [pp. 25-33]
  Cites Indian mores which American leaders should understand before developing programs for reservations. The author believes (1) the BIA is doing a good job meeting Indian problems "head on," (2) in the recent concern for equal rights, there shows promise of greater improvements in Indian life, (3) there are great opportunities for enterprises devoted to commercial recreation and tourism available resulting from the increasing value of Indian lands.
- Bulletin Board
Issue 2 January 1966
- AN AMERICAN INDIAN UNIVERSITY: A PROPOSAL FOR SURVIVAL
  Jack D. Forbes [pp. 1-7]
  Details the need for a university for Indians, governed by Indians. Elements of the curriculum and services are discussed. According to the author, the proposed intertribal university would be able to meet the following needs: (1) teacher training, (2) law training, (3) arts training, (4) social work, (5) ethnic background training, (6) agricultural training, (7) general training, (8) pre-college training, (9) student orientation, (10) cultural-intellectual center.
- TRIBAL CHOICE IN WAR ON POVERTY: RUBBER STAMP OR COMMUNAL DECISION?
  Sargent Shriver [pp. 8-13]
  Recounts reasons why Indians themselves should determine their needs and draw up their own requests for funds from Federal agencies. In an almost poetic-prose style, the author expresses his views on the 'War on Poverty' and a section of the author's observations (concerning the "white man" and "Indians") which would best be titled, "I would like to see the day when ..."
- COMPOSITE PORTRAIT OF AN INDIAN: JOHN BIG SKUNK
  Carl Whitman, Jr. [pp. 17-24]
  The case study of a hypothetical Indian who suddenly received a large amount of money. According to the story, John quit school in the sixth grade and helped his father work the ranch until his father's death. After unpaid debts and several other hardships, John came upon $90,000; ten thousand of which he immediately spent on the "biggest car" available. Although John was unscathed, the car was found crumpled in a ditch the next day. After purchasing a big house, another truck and becoming a big man in town, John's excessive drinking led him to a life in the streets, rejected by his wife, to beg for drinks or do occasional work for ranchers in the area.
- LIAISON: KEY WORD TO SCHOOL PROGRAM COMPLETION
  William J. Benham [pp. 26-29]
  A report of a study designed to determine the school, community, and parental relationship practices in areas serving Indians. The author believes no other aspect of the school program is more important or can be more far reaching than developing the means for the active involvement of Indian parents in the education program. Consequently, the author recommends that schools make more use of such programs as school lunch, immunizations, health exams, and curricular evaluations.
- From the Bookshelf
Issue 3 May 1966
- SALLY, DICK AND JANE AT LUKACHUKAI
  Evelyn Evvard; George C. Mitchell [pp. 2-6]
  Cites cultural differences between middle class Americans and reservation Navajos, illustrating how basic reading texts present strange concepts which conflict with traditional Navajo concepts. The author concludes that if educators were to teach so that the educated child could make a true choice, the whole curriculum would have to present two climaxes; the middle-class urban, and the Navajo.
- RESULTS OF THE BENDER GESTALT VISUAL MOTOR TEST GIVEN IN A BEGINNER'S CLASS AND FIRST AND SECOND GRADES
  Evelyn Evvard [pp. 6-10]
  Reports a study utilizing the Bender Gestalt Visual Motor Test to determine whether the test could be used to screen Navajo children for academic readiness. The author concludes that (1) the mean scores of the children observed were similar, (2) the children may have been responding to the cultural patterns of the tester, (3) the difference in time-for-tasks performance indicated the abstracting ability of the children, (4) the differential response in time-for-task performance may have education implication about the selection of teachers, (5) there is little correlation between teacher ranking of the students and Bender ranking, (6) the trends of the emotional response of the students seem to be similar to the findings of Koppitz.
- HELPING NAVAJO CHILDREN CHANGE PRONUNCIATION HABITS
  Yvonne J. Weaver; Evelyn C. Evvard [pp. 10-14]
  Outlines a program in which: (1) Navajo students were studied to determine what sounds they had difficulty pronouncing, and (2) the students were taught to distinguish unfamiliar sounds, and to pronounce them. The authors include an 11-item list of their "Summation of Learning Steps Used to Change Pronunciation Habits" and an eight-point list of their conclusions.
- TESTING: SOME IMPLICATIONS OF COUNSELING AND TEACHERS
  Evelyn Evvard; Robert R. Weaver, Jr. [pp. 15-17]
  Discusses the results and conclusions of a testing program, and the implications for both counselors and teachers. The authors conclude that Indian students can achieve on an equal level with Anglo students when certain factors are equalized, and that teachers and WISC test scores ranked the students almost identically.
- PORTABLE, CLOSED CIRCUIT TELEVISION AS A VEHICLE FOR TEACHING ENGLISH
  Leif Fearn [pp. 26-27]
  Summarizes the benefits of television in teaching English to Navajo students. According to the author, television offers the medium by which we can insure a high degree of the child's attention, efficiently "flooding" the child with American English, and as a result, give the child an opportunity to develop second language habits never possible with traditional mediums.
- From the Bookshelf

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