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On Indian Ground: Northern Plains is the fourth of ten regionally
focused texts that explores American Indian/Alaska Native/Native
Hawaiian education in depth. The text is designed to be used by
educators of native youth and emphasizes best practices found
throughout the state. Previous texts on American Indian education
make wide-ranging general assumptions that all American Indians are
alike. This series promotes specific interventions and relies on
native ways of knowing to highlight place-based educational
practices. On Indian Ground, Northern Plains looks at the history
of Indian education with the states North Dakota, South Dakota,
Wyoming, Montana, Idaho, and Nebraska. Authors also analyze
education policy and tribal education departments to highlight
early childhood education, gifted and talented educational
practice, parental involvement, language revitalization,
counseling, and research. These chapters expose cross-cutting
themes of sustainability, historical bias, economic development,
health and wellness and cultural competence. The intended audience
for this publication is primarily those educators who have American
Indian/Alaska Native/Native Hawaiian in their schools. The articles
range from early childhood and head start practices to higher
education, including urban, rural and reservation schooling
practices.
On Indian Ground: Northern Plains is the fourth of ten regionally
focused texts that explores American Indian/Alaska Native/Native
Hawaiian education in depth. The text is designed to be used by
educators of native youth and emphasizes best practices found
throughout the state. Previous texts on American Indian education
make wide-ranging general assumptions that all American Indians are
alike. This series promotes specific interventions and relies on
native ways of knowing to highlight place-based educational
practices. On Indian Ground, Northern Plains looks at the history
of Indian education with the states North Dakota, South Dakota,
Wyoming, Montana, Idaho, and Nebraska. Authors also analyze
education policy and tribal education departments to highlight
early childhood education, gifted and talented educational
practice, parental involvement, language revitalization,
counseling, and research. These chapters expose cross-cutting
themes of sustainability, historical bias, economic development,
health and wellness and cultural competence. The intended audience
for this publication is primarily those educators who have American
Indian/Alaska Native/Native Hawaiian in their schools. The articles
range from early childhood and head start practices to higher
education, including urban, rural and reservation schooling
practices.
A volume in Educational Policy in the 21st Century: Opportunities,
Challenges, and Solutions Series Editor Bruce Anthony
Jones,University of South Florida This volume of The David C.
Anchin Research Center Series on Educational Policy in the 21st
century: Opportunities, Challenges, and Solutions focuses on tribal
colleges and universities. As a recent member of higher education
community, tribal colleges and universities provide a unique
perspective on higher education policy. Policies and structures
rely increasingly on native culture and traditions and yet provide
the framework for academic rigor, collaboration, and relevance.
Tribal Colleges and Universities have played an integral role in
the growing numbers of students who attain the bachelor's degree.
According to Ward (2002), these colleges and universities
experienced a five-fold increase in student enrollment between 1982
and 1996. As it stands today, approximately 142,800 American
Indians and Alaska Natives who are 25 and older hold a graduate or
professional degree (Diverse, 2007), and Tribal Colleges and
Universities have been integral to this graduate level attainment.
With this edited volume, Dr. Linda Sue Warner and Dr. Gerald E.
Gipp, and the invited scholarly contributors, have provided a
comprehensive explication of the phenomenal history of Tribal
Colleges and Universities in the United States and the policy
issues and concerns that these colleges and universities face.
A volume in Educational Policy in the 21st Century: Opportunities,
Challenges, and Solutions Series Editor Bruce Anthony
Jones,University of South Florida This volume of The David C.
Anchin Research Center Series on Educational Policy in the 21st
century: Opportunities, Challenges, and Solutions focuses on tribal
colleges and universities. As a recent member of higher education
community, tribal colleges and universities provide a unique
perspective on higher education policy. Policies and structures
rely increasingly on native culture and traditions and yet provide
the framework for academic rigor, collaboration, and relevance.
Tribal Colleges and Universities have played an integral role in
the growing numbers of students who attain the bachelor's degree.
According to Ward (2002), these colleges and universities
experienced a five-fold increase in student enrollment between 1982
and 1996. As it stands today, approximately 142,800 American
Indians and Alaska Natives who are 25 and older hold a graduate or
professional degree (Diverse, 2007), and Tribal Colleges and
Universities have been integral to this graduate level attainment.
With this edited volume, Dr. Linda Sue Warner and Dr. Gerald E.
Gipp, and the invited scholarly contributors, have provided a
comprehensive explication of the phenomenal history of Tribal
Colleges and Universities in the United States and the policy
issues and concerns that these colleges and universities face.
For the first time, American Indian leadership theory is connected
with practice. Featuring 24 perspectives, this book provides the
most comprehensive look at contemporary American Indian leadership
ever published. This book is written primarily for those young
leaders who are beginning careers where they work with Indian
tribes and organizations. Each of the stories found in the book
represent significant challenges and barriers, along with the
reflections of having lived these experiences to become a stronger
leader. This book can help younger leaders avoid the mistakes of
the past and will help them develop the skills that will sustain
them. The book is organized around four styles of leadership found
in American Indian society. It presents a graphic model of
leadership style and then provides examples of each specific type
of leadership through stories from recognized leaders in various
professions. Because one precept of tribal communities is that
elders are responsible for teaching the next generation, the
stories are presented in a narrative style. The stories themselves
reflect comprehensive assessments of historical pivot points for
tribal sovereignty in this country. Provides tribal perspectives
offered by 24 American Indian authors ranging over the last 75
years Stands as the most comprehensive book on contemporary
leadership style for indigenous people Offers a unique resource for
American Indian youth by delineating leadership through experience
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