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.

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.

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.

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.

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.

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