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This collection delivers an altogether unique perspective of
research on American Indian/Alaska Native education policy and
practice by creating a cultural lens, framed as tribal core values,
to allow readers to rethink research on and about tribal
populations. The policies that affect American Indian education
often create a disconnect between an general educational hegemonic
mandate of "one size fits all" and the deeply held cultural beliefs
of American Indian/Alaska Native peoples. This book provides
current thinking about both policies and processes that support
native ways of knowing and how tribal incorporation of values
support the resiliency that characterizes the United States' first
peoples. It considers a range of issues, including the relationship
between Native American fathers and daughter, how Habermasian
theory applies to Native American education policy and the
experiences of Indian college students in predominately white
institutions. This book was originally published as a special issue
of the International Journal of Qualitative Studies in Education.
This collection delivers an altogether unique perspective of
research on American Indian/Alaska Native education policy and
practice by creating a cultural lens, framed as tribal core values,
to allow readers to rethink research on and about tribal
populations. The policies that affect American Indian education
often create a disconnect between an general educational hegemonic
mandate of "one size fits all" and the deeply held cultural beliefs
of American Indian/Alaska Native peoples. This book provides
current thinking about both policies and processes that support
native ways of knowing and how tribal incorporation of values
support the resiliency that characterizes the United States' first
peoples. It considers a range of issues, including the relationship
between Native American fathers and daughter, how Habermasian
theory applies to Native American education policy and the
experiences of Indian college students in predominately white
institutions. This book was originally published as a special issue
of the International Journal of Qualitative Studies in Education.
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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