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Champagne and his distinguished coauthors reveal how the structure
of a multinational state has the potential to create more equal and
just national communities for Native peoples around the globe. Many
countries still face extreme differences among ethnic groups and
submerged nations, leading to marginalization and violence.
Examining these inherent instabilities in multicultural nations
such as the U.S., Canada, Mexico, and Guatemala, the authors
confront problems of coerced assimilation for indigenous
communities whose identities predate the formation of the nation
states, often by thousands of years. The contributors show how
indigenous people seek to preserve their territory, their rights to
self-government, and their culture. This book is a valuable
resource for Native American, Canadian and Latin American studies;
comparative indigenous governments; constitutional law; and
international relations.
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.
This book defines the broad parameters of social change for Native
American nations in the twenty-first century, as well as their
prospects for cultural continuity. Many of the themes Champagne
tackles are of general interest in the study of social change
including governmental, economic, religious, and environmental
perspectives. This book is an excellent resource for use in
anthropology, sociology, ethnic studies, or Native American studies
classes.
This book defines the broad parameters of social change for Native
American nations in the twenty-first century, as well as their
prospects for cultural continuity. Many of the themes Champagne
tackles are of general interest in the study of social change
including governmental, economic, religious, and environmental
perspectives. This book is an excellent resource for use in
anthropology, sociology, ethnic studies, or Native American studies
classes.
American Indian Nations takes stock of Indian history, policy, and
culture over the past 30 years. A distinctive contribution to the
understanding and interpretation of current Indian affairs,
policies, and community development, this dynamic commentary of
contemporary issues brings together a Who's Who of tribal leaders,
scholars, and activists. No other collection offers such a
thought-provoking and utterly current series of essays on the
problems and achievements of modern Native peoples.
American Indian Nations takes stock of Indian history, policy, and
culture over the past 30 years. A distinctive contribution to the
understanding and interpretation of current Indian affairs,
policies, and community development, this dynamic commentary of
contemporary issues brings together a Who's Who of tribal leaders,
scholars, and activists. No other collection offers such a
thought-provoking and utterly current series of essays on the
problems and achievements of modern Native peoples.
Indigenous people have often been confronted with education systems
that ignore their cultural and historical perspectives. Largely
unsuccessful projects of assimilation have been the predominant
outcome of indigenous communities' encounters with state schools,
as many indigenous students fail to conform to mainstream cultural
norms. This insightful volume is an important contribution to our
understanding of indigenous empowerment through education. The
contributors to this volume work in the fields of education, social
development and community empowerment among indigenous communities
around the world. Their essays create a new foundation for
implementing specialized indigenous/minority education worldwide,
and engage the simultaneous projects of cultural preservation and
social integration. This work will be vital for scholars in Native
American studies, ethnic studies, and education.
Indigenous people have often been confronted with education systems
that ignore their cultural and historical perspectives. Largely
unsuccessful projects of assimilation have been the predominant
outcome of indigenous communities' encounters with state schools,
as many indigenous students fail to conform to mainstream cultural
norms. This insightful volume is an important contribution to our
understanding of indigenous empowerment through education. The
contributors to this volume work in the fields of education, social
development and community empowerment among indigenous communities
around the world. Their essays create a new foundation for
implementing specialized indigenous/minority education worldwide,
and engage the simultaneous projects of cultural preservation and
social integration. This work will be vital for scholars in Native
American studies, ethnic studies, and education.
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.
Duane Champagne has assembled a volume of top scholarship
reflecting the complexity and diversity of Native American cultural
life. Introductions to each topical section provide background and
integrated analyses of the issues at hand. The informative and
critical studies that follow offer experiences and perspectives
from a variety of Native settings. Topics include identity, gender,
the powwow, mass media, health and environmental issues. This book
and its companion volume, Contemporary Native American Political
Issues, edited by Troy R. Johnson, are ideal teaching tools for
instructors in Native American studies, ethnic studies, and
anthropology, and important resources for anyone working in or with
Native communities.
While Native American communities remain culturally innovative and
continue to struggle for survival, researchers, teachers, and
students lack texts that both represent the breadth of contemporary
experiences and look toward the future. Editor Duane Champagne has
assembled a volume of top scholarship reflecting the complexity and
diversity of Native American cultural life. Section introductions
provide background and analyses of the issues. Informative and
critical studies offer experiences and perspectives from a variety
of Native settings. This book and its companion volume,
Contemporary Native American Political Issues, edited by Troy R.
Johnson, are ideal teaching tools and resources for anyone working
in or with Native communities.
The American Indian occupation of Alcatraz Island was the catalyst
for a more generalized movement in which Native Americans from
across the country have sought redress of grievances, attempting to
right the many wrongs committed against them. In this volume, some
of the dominant scholars in the field chronicle and analyze Native
American activism of the 1960s and 1970s. Much of what is included
here began as a special issue of the American Indian Culture and
Research Journal; the introduction has been extensively modified
and one chapter deleted. Importantly, the new first chapter
provides extended background and historical analysis of the
Alcatraz takeover and discusses its place in contemporary Indian
activism. Contributors include: Karren Baird-Olson, LaNada Boyer,
Edward D. Castillo, Duane Champagne, Ward Churchill, Vine Deloria,
Jr., Tim Findley, Jack D. Forbes, Adam (Nordwall) Fortunate Eagle,
Lenny Foster, John Garvey, George P. Horse Capture, Troy Johnson,
Luis S. Kemnitzer, Woody Kipp, Joane Nagel, Robert A. Rundstrom,
Steve Talbot Â
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