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This book puts forward the concept of “subjective anthropology”
and outlines a theoretical system that will allow subjective
anthropology to qualify as a new academic discipline in its own
right. In an effort to respond to the field’s proper role as the
science of humanity, subjective analysis has been introduced into
the study of anthropology. The book fills two distinct gaps in our
knowledge and understanding of modern man, offering detailed
descriptions of personality and of groups, while also advancing the
theory of “structure and choice.” The book formulates seven
basic principles of subjective anthropology and divides
anthropology into three major branches: subjective anthropology,
cultural anthropology, and biological (or physical) anthropology,
which can be further divided into sub-branches. The book pursues
three key goals: advancing and developing the theoretical system of
subjective anthropology, reconstructing the discipline of
anthropology, and establishing a Chinese anthropology with Chinese
characteristics, Chinese visions, and Chinese styles.
Post-secondary education, often referred to as the new buffalo, is
a contentious but critically important issue for First Nations and
the future of Canadian society. While First Nations maintain that
access to and funding for higher education is an Aboriginal and
Treaty right, the Canadian government insists that post-secondary
education is a social program for which they have limited
responsibility. In The New Buffalo, Blair Stonechild traces the
history of Aboriginal post-secondary education policy from its
earliest beginnings as a government tool for assimilation and
cultural suppression to its development as a means of Aboriginal
self-determination and self-government. With first-hand knowledge
and personal experience of the Aboriginal education system,
Stonechild goes beyond merely analyzing statistics and policy
doctrine to reveal the shocking disparity between Aboriginal and
Canadian access to education, the continued dominance of
non-Aboriginal people over program development, and the ongoing
struggle for recognition of First Nations-run institutions.
In this collection, Champagne and Stauss demonstrate how the rise
of Native studies in American and Canadian universities exists as
an extraordinary achievement in higher education. In the face of
historically assimilationist agendas, institutional racism, and
structural opposition by Western educational institutions,
collaborative programs continue to grow and promote the values and
goals of sovereign tribal communities. The contributors show how
many departments grew significantly following the landmark 1969
Senate report, 'Indian Education: A National Tragedy, A National
Challenge.' They evaluate the university efforts to offer Native
students intellectual and technical skills, and the long battle to
represent Native cultures and world views in the university
curriculum. In twelve case studies, Indian and non-Indian teachers
provide rich, contextual histories of their programs through three
decades of growth. They frankly discuss successes and failures as
innovative strategies and models are tested. Programs from
University of California-Davis, Harvard, Saskatchewan, Arizona and
others provide detailed analyses of academic battles over
curriculum content, the marginalization of indigenous faculty and
students, the pedagogical implications of integrating native
instructors, the vagaries of administrative support and funding,
Native student retention, the vulnerability of native language
programs, and community collaborations. A vision of Indian
education that emerges from these pages that reveals the
university's potential as a vehicle for Indian nation-building, one
in which the university curriculum also benefits from sustained
contacts with tribal communities. As Native populations grow and
the demand for university training increases, this book will be a
valuable resource for Native American leaders, educators in Native
American studies, race and ethnic studies, comparative education,
minorities in education, anthropology, sociology, higher education
administration and educational policy.
In this collection, Champagne and Stauss demonstrate how the rise
of Native studies in American and Canadian universities exists as
an extraordinary achievement in higher education. In the face of
historically assimilationist agendas, institutional racism, and
structural opposition by Western educational institutions,
collaborative programs continue to grow and promote the values and
goals of sovereign tribal communities. The contributors show how
many departments grew significantly following the landmark 1969
Senate report, 'Indian Education: A National Tragedy, A National
Challenge.' They evaluate the university efforts to offer Native
students intellectual and technical skills, and the long battle to
represent Native cultures and world views in the university
curriculum. In twelve case studies, Indian and non-Indian teachers
provide rich, contextual histories of their programs through three
decades of growth. They frankly discuss successes and failures as
innovative strategies and models are tested. Programs from
University of California-Davis, Harvard, Saskatchewan, Arizona and
others provide detailed analyses of academic battles over
curriculum content, the marginalization of indigenous faculty and
students, the pedagogical implications of integrating native
instructors, the vagaries of administrative support and funding,
Native student retention, the vulnerability of native language
programs, and community collaborations. A vision of Indian
education that emerges from these pages that reveals the
university's potential as a vehicle for Indian nation-building, one
in which the university curriculum also benefits from sustained
contacts with tribal communities. As Native populations grow and
the demand for university training increases, this book will be a
valuable resource for Native American leaders, educators in Native
American studies, race and ethnic studies, comparative education,
minorities in education, anthropology, sociology, higher education
administration and educational policy.
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