To Remain an Indian : Lessons in Democracy from a Century of Native American Education

Series Foreword by James A. Banks xi Acknowledgments xvii Preface xxi Overview of the Book xxiii Where Do We Stand? xxiv 1. Choice and Self-Determination: Central Lessons from American Indian Education 1(15) Schools as "Civilizing" and Homogenizing Institutions 4(2) Safety Zone Theory: Explaining Policy Development over Time 6(1) Key Terms and Concepts 7(3) Methodological and Theoretical Approaches 10(6) 2. The Strengths of Indigenous Education: Overturning Myths About Indian Learners 16(27) Indigenous Education Versus American Schooling 16(1) How and Why Do Stereotypes Endure? 17(3) What Is Education? 20(2) Native Voices Teach Lessons of Shared Humanity 22(1) Indigenous Knowledge Guides Human Societies 23(4) Carefully Designed Educational Systems 27(4) Language-Rich Contexts for Education 31(6) Learning by Doing 37(3) A Return to Choice and Local Control 40(3) 3. Women's Arts and Children's Songs: Domesticating Indian Culture, 1900-1928 43(24) Indians as Children: "Insensible Wards" 45(2) Boarding Schools Versus Day Schools 47(1) A Political Economy of School Practices: The "Dignity of Labor" 48(2) Jobs Not Available Outside the Schools 50(1) Race and the Safety Zone: Finding the Right Level 51(2) A Place for Native Songs: "Innocent in Themselves" 53(2) A Place for Native Women's Arts: "Most Attractive Jardinieres" 55(3) Attempts to Domesticate Difference 58(6) An Unprecedented Possibility: "To Remain an Indian" 64(2) Conclusion 66(1) 4. How to "Remain an Indian"? Power Struggles in the Safety Zone, 1928-1940 67(24) The "New" Vocational Education 68(5) Indian History and Lore Courses 73(4) Native Teachers in the Federal Schools 77(5) The Revival of Arts and Crafts Instruction 82(3) The Keystone of Control: Reforms Versus Business as Usual 85(5) Conclusion 90(1) 5. Control of Culture: Federally Produced Bilingual Materials, 1936-1954 91(23) Willard Walcott Beatty and Ann Nolan Clark 92(4) Pueblo Life Readers 96(2) Sioux Life Readers 98(4) Navajo Life Readers 102(1) Native Translators and Interpreters 103(5) Legacies of the First Translators 108(1) New Developments in Bilingual Materials 108(6) 6. Indigenous Bilingual/Bicultural Education: Challenging the Safety Zone 114(20) Seeds of Transformation 115(1) A "Window of Opportunity" 116(1) The Rise of Indigenous Community-Controlled Schools 117(1) Taking up the Challenge: "Why Not?" 118(13) Lessons Learned 131(1) Confounding Federal Forces 132(2) 7. "The New American Revolution": Indigenous Language Survival and Linguistic Human Rights 134(16) Indigenous Languages in and Outside the Safety Zone 135(3) Hawaiian Immersion: "I Think They Thought We'd Give Up" 138(3) Navajo Immersion: "Bucking the Tide" 141(3) Keres Immersion: "The Community Must Defend Their Rights" 144(2) Native Youth Language Attitudes and Ideologies 146(2) Creating New Indigenous-Language Safety Zones 148(2) 8. Testing Tribal Sovereignty: Self-Determination and High-Stakes Tests 150(17) Race and Intelligence Testing in American Education 152(2) The Present Standards Movement 154(2) Consequences of the Standards Movement for Indigenous Students and Schools 156(1) The Larger Context: Standards and Dangerous Diversity 157(1) Reasserting Local Control: A Native Charter School Example 158(4) Accountable to Whom? Alaska Native Standards for Culturally Responsive and Responsible Schooling 162(3) Concluding Thoughts: Beyond the Safe Versus Dangerous Divide 165(2) Coda: Consummating the Democratic Ideal 167(6) A Vision of the Future 170(3) Notes 173(4) References 177(22) Archival Records 177(1) Works Cited 178(21) Index 199(14) About the Authors 213