Self-determination, a crucial conceptual development in American Indian social and educational policy and the force behind current Indian policy programs, is critically analyzed in this volume by a scholar/educator who has worked closely with Native Americans. Guy B. Senese explores the wide gulf between the rhetoric and the reality of self-determination in contemporary Native American education, an area that has received little scrutiny by students of American education policy. Senese contends that many aspects of Native American self-determination policy work against the full realization of that policy and are in fact contradictory. Arguing that self-determination is not a unified, coherent policy moving toward more community and tribal self-government and economic self-help, Senese makes a strong case for his theory that the policy has been a vehicle to promote a smooth transition toward a termination of the tribal/federal relationship. This book is an excellent addition to the developing literature that questions the pluralist assumptions of the late twentieth century liberal/progressive social policy.

Each of the volume's three parts addresses a basic assumption of Native American social education policy. Part I shows how self-determination policy grew as a response to the moral requirements of reservation development in a political climate of American patriotism. Part II shifts the focus more directly to schooling, including a discussion of the concept of community control and the 1975 Self-Determination and Educational Assistance Act. The concluding section analyzes the dialogue that resulted from the fragmentation of Native Americans, who were divided over the meaning of self-determination. How the concepts of trust and sovereignty have created grounds for the expropriation of the meaning of self-determination is also explored. This volume's analysis of American Indian social and educational policy makes it required reading in the areas of Ethnic Studies, Educational Policy Studies, Ethnohistory, and Sociology of Education. The work is an important addition to the Education and Ethnic Studies collections of public and university libraries.

This book is a search for the promises of public education and the places where these are broken by critics feeding at the academic and professional trough. This book is a venture in critical auto-ethnography, exploring critique through this ethnographic technique has allowed me to bring stories to the reader that work to illuminate the personal nature of educational ethics. It works to fill the gap in education critique where self-examination is missing. It is a cultural study of five different educational environments. Research in cultural studies attempts to account for cultural objects under conditions constrained by power and defined by contestation, conflict, and change. Cultural Studies grapples with the volatility of cultural happenings. Throwing Voices emphasizes self-reflexivity; an awareness that scholars and their scholarship are themselves caught up in the social currents and in the global circulation of meanings being studied. In taking up questions from this perspective, cultural studies both draws on and develops key strands of contemporary cultural theory: semiotics, deconstruction and poststructuralism, dialogics, subaltern and postcolonial studies . The field also draws on and develops a number of innovative methodologies: autoethnography, blurred genres of writing, and other new forms of critical research. Within, I pay homage to satirist Lenny Bruce, and it earned me a one way ticket to scholarly palookaville. I had actually, not virtually transgressed, in a conference forum where virtual radicalism trumps reality routinely. I sold cars and write and the intersection between values in education and in this pinnacle of American commerce. Here is a chronicle of time spent as evaluator in a small Native American school, with an effort to draw attention to the world of social class, yet catalogue my own complicity in the evaluation game. And here are my decisions as a state education department bureaucrat, set against the moral universe of the Chicago poetry slam. Finally, is work to find the truth in a critical race theory, and hopes for solidarity in art, in jazz and in the world of New Orleans music. All follow the breadcrumbs back through a career to find the source of compassion for working people and their children, and potential solidarity through a clearer more honest language than the language of higher education and administration.

As long as there is good money to be made from ignoring or cultivating the ignorance of working people, education for their children in the best sense is going to be a difficult goal. This book delineates in three case studies how our main myths of emancipation and upward mobility work as images of delusion. The frontier of space, the arena of sports, and the goal of employment, all essential elements in the discourse of reform, provide big windows into the absurd interior of the dreamscape of rhetorical hope that lay over the official landscape. The teacher has been replaced by the user-friendly, standardized trainer/coach/cooperative facilitator who works in the swamps of student minds so drained by consumerism that false consciousness cannot even grow. Reading the meaning of death in the ring, death in the rocket, murder in the workplace, Senese makes us notice the simulated, spectacular effects that distract from the important educational work that educators must do in this post-industrial world.

This book is a search for the promises of public education and the places where these are broken by critics feeding at the academic and professional trough. This book is a venture in critical auto-ethnography, exploring critique through this ethnographic technique has allowed me to bring stories to the reader that work to illuminate the personal nature of educational ethics. It works to fill the gap in education critique where self-examination is missing. It is a cultural study of five different educational environments. Research in cultural studies attempts to account for cultural objects under conditions constrained by power and defined by contestation, conflict, and change. Cultural Studies grapples with the volatility of cultural happenings. Throwing Voices emphasizes self-reflexivity; an awareness that scholars and their scholarship are themselves caught up in the social currents and in the global circulation of meanings being studied. In taking up questions from this perspective, cultural studies both draws on and develops key strands of contemporary cultural theory: semiotics, deconstruction and poststructuralism, dialogics, subaltern and postcolonial studies . The field also draws on and develops a number of innovative methodologies: autoethnography, blurred genres of writing, and other new forms of critical research. Within, I pay homage to satirist Lenny Bruce, and it earned me a one way ticket to scholarly palookaville. I had actually, not virtually transgressed, in a conference forum where virtual radicalism trumps reality routinely. I sold cars and write and the intersection between values in education and in this pinnacle of American commerce. Here is a chronicle of time spent as evaluator in a small Native American school, with an effort to draw attention to the world of social class, yet catalogue my own complicity in the evaluation game. And here are my decisions as a state education department bureaucrat, set against the moral universe of the Chicago poetry slam. Finally, is work to find the truth in a critical race theory, and hopes for solidarity in art, in jazz and in the world of New Orleans music. All follow the breadcrumbs back through a career to find the source of compassion for working people and their children, and potential solidarity through a clearer more honest language than the language of higher education and administration.

As long as there is good money to be made from ignoring or cultivating the ignorance of working people, education for their children in the best sense is going to be a difficult goal. This book delineates in three case studies how our main myths of emancipation and upward mobility work as images of delusion. The frontier of space, the arena of sports, and the goal of employment, all essential elements in the discourse of reform, provide big windows into the absurd interior of the dreamscape of rhetorical hope that lay over the official landscape. The teacher has been replaced by the user-friendly, standardized trainer/coach/cooperative facilitator who works in the swamps of student minds so drained by consumerism that false consciousness cannot even grow. Reading the meaning of death in the ring, death in the rocket, murder in the workplace, Senese makes us notice the simulated, spectacular effects that distract from the important educational work that educators must do in this post-industrial world.