Group items tagged

Noting that the terms "Native American" and "American Indian" are both legitimately used to refer to the indigenous people of North America, this digest identifies stereotypes about Native Americans that children gain from media portrayals and classroom role playing, and suggests strategies for teachers to use to counter stereotyped portrayals and to reflect cultural diversity among Native Americans. Stereotypes are perpetuated by television, movies, and children's literature when these media depict Native Americans as uncivilized savages or as romanticized heroes. Many teaching materials and children's books present a generalized image of Native American people with little regard for differences among tribes. In their classrooms, teachers can use specific positive strategies to counter these stereotypes and generalized images. Suggested strategies are to: (1) provide knowledge about contemporary Native Americans; (2) prepare units about specific tribes; (3) use books that show contemporary children of all cultures engaged in their usual daily activities; (4) obtain posters that show Native American children in contemporary contexts; (5) use dolls with different skin colors in the dramatic play area; (6) cook ethnic foods; (7) be specific about which tribes use particular items when discussing cultural artifacts; (8) critique a Thanksgiving poster depicting stereotyped pilgrim and Indian figures; and (9) at Thanksgiving, shift the focus away from reenacting the "First Thanksgiving" to items children can be thankful for in their own lives. Besides engaging in these positive practices, teachers can avoid: using over-generalized books and lesson plans; using a "tourist curriculum" that teaches predominantly through celebrations and holidays; presenting sacred activities in trivial ways; and introducing the topic of Native Americans on Columbus Day or at Thanksgiving.

The premiere organization advocating for educational excellence, opportunity, and equity for American Indian, Alaska Native, and Native Hawaiian students, the mission of the National Indian Education Association (NIEA) is to support traditional Native cultures and values; to enable Native learners to become contributing members of their communities; to promote Native control of educational institutions; and to improve educational opportunities and resources for American Indians, Alaska Natives and Native Hawaiians throughout the United States.

Outlines a proposed additional knowledge base that can be adopted by beginning teachers of American Indian and Alaska Native students. This additional knowledge base is above and beyond what is now in most mainstream teacher education programs. First, we discuss the idea of a knowledge base for teacher education and explain the need for a specialized knowledge base for Native education. Second, various aspects of that specialized knowledge base are outlined. We begin with the area of educational foundations, and then we describe specialized instructional methodologies and curriculum appropriate for Native students. Finally, we describe needed internship and student teaching opportunities. 1993 Tribal College Journal article.

"The American Indian College Fund's motto is educating the mind and spirit. We achieve this by providing Native students with scholarships and providing financial support for the nation's 33 accredited tribal colleges and universities, which incorporate American Indian culture and language into their curriculum to honor our students' heritage and Native identity. Established in 1989, the American Indian College Fund is the nation's largest and highest-rated American Indian scholarship organization. "

Summarizes the history of government policy towards American Indian languages from colonial times to the passage of the Native American Languages Act of 1990 and links language policy to the academic success of American Indian students in terms of a subtractive English-Only curriculum that is designed to assimilate Indian children into the dominant culture of the United States versus an additive English-Plus curriculum that recognizes and values American Indian traditional cultures. 1993 Journal of Educational Issues of Language Minority Students article.

This is an online magazine designed to encourage and inspire Native youth by promoting positive messages through articles, profiles and photos about their lifestyles. Select Native youth are currently serving as contributors and advisors for the site and others will continue to be asked for their input.

"American Indians have an enduring heritage of connections with the natural universe. These connections are the focus of Carnegie Museum of Natural History's Alcoa Foundation Hall of American Indians. Through exploration of four different visions of living in and with the natural world-those of the Tlingit of the Northwest Coast, the Hopi of the Southwest, the Iroquois of the Northeast, and the Lakota of the Plains-North, South, East, West: American Indians and the Natural World examines the belief systems, philosophies, and practical knowledge that guide Indian peoples' interactions with the natural world. Though all of these peoples have chosen different pathways and strategies for making a life in their various environments, one similar concept is voiced by all-that a reciprocal connection exists between people and the world. "

This paper gives detailed instructions on how to develop a high interest culturally appropriate instructional unit for American Indian and other students. It includes 15 steps for planning a unit.

This paper was commissioned by the U.S. Department of Education's Indian Nations at Risk Task Force and was completed in 1992. A shorter version of this paper appeared in the January 1992 issue of the Journal of American Indian Education.

Includes Asian American, Enslaved, Mexican American, and Native American Voices along with teaching materials, active learning, multimedia and much more.

This web site is designed to provide information, including links to related web sites, on the history and current thinking about American Indian and Indigenous education. It includes information on how Indigenous students were taught English and on bilingual/bicultural education. In addition, there is material on teaching reading, math/science, curriculum development, and American Indian dropouts. Links are also provided to information on community-controlled schools, gifted and talented education, learning styles, and Indian children's books. This web site is maintained by Jon Reyhner.

This 2005 Language Learner article describes the negative effects of colonial assimilationist schooling on American Indians and the healing effects of efforts to revitalize Native languages and cultures.

The mission of the Office of Indian Education is to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique educational and culturally related academic needs of American Indians and Alaska Natives so that these students can achieve to the same challenging state standards as all students.

This 2001 Cultural Survival Quarterly article examines the "English Only" Movement in the United States as exemplified by the passage of Proposition 203 in Arizona and 227 in California. It argues for language freedom and documents what is being lost through efforts to suppress indigenous languages.

Few school districts in the United States have successfully recruited and retained culturally diverse students in programs for gifted students. Black, Hispanic, and Native American students are underrepresented in gifted education programs nationally, with underrepresentation ranging from 50-70%. This article addresses two questions that are at least as old as gifted education itself" Why are diverse students underrepresented, and how can we recruit and retain more diverse students in our gifted programs? Factors contributing to the persistent underrepresentation of Black students in gifted education are presented, along with suggestions for changes. The central premise of this article is that deficit thinking held by educators about diverse students hinders access to gifted programs for them.