Communication in Action integrates the language arts--speaking, listening, viewing, reading, and writing--into a total curriculum that centers around children's literature. The text includes ideas for using literature to teach language skills across the curriculum, and a planning resource handbook at the end of the text that helps teachers create lesson plans, select children's books, and evaluate software options.

Product Description: There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students...read more

Product Description: Indian Subjects brings together an outstanding group of scholars from the fields of anthropology, history, law, education, literature, and Native studies to address indigenous education throughout different regions and eras. While histories of the devastating impact of boarding schools―and Native responses to those schools―have dominated academic and community views of indigenous educational history (and some appear in this volume, as well), the valuable lessons from these boarding school histories in the United States and Canada nonetheless provide a fairly narrow view of indigenous educational experiences...read more

Product Description: Voices of Native American Indian Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Indian Students, edited by Sheila T. Gregory, is a comprehensive resource that provides a vivid portrait of best practices for Native American students, as experienced by Native American educators...read more

Product Description: For the first time in educational publishing, Teaching Truly offers K-16 teachers course-specific guidelines for indigenizing mainstream education. The goal is to facilitate greater educational integrity and relevance in the classroom now, without waiting for more «reforms» to policy, standards or curricula in general...read more

Product Description: Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues...read more

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Product Description: This book examines the multiple ways that concepts associated with Native North American indigeneity can contribute to creative and critical approaches to the process of teaching and learning. A must-read for all pre-service and in-service teachers, the book illustrates how applying these new perspectives to the process of teacher education can shed light on new possibilities for curricular reform...read more

Product Description: For centuries American Indians and the Irish experienced assaults by powerful, expanding states, along with massive land loss and population collapse. In the early nineteenth century the U.S. government, acting through the Bureau of Indian Affairs (BIA), began a systematic campaign to assimilate Indians...read more

A case history of the U.S. attempt to assimilate American Indians “A welcome addition to the study of cultural transformation and Indian struggle for survival.”—Southern HistorianReservation boarding schools represented an important component in the U.S. government’s campaign in the late nineteenth and early twentieth century to “civilize” American Indians according to Anglo-American standards. The history of the Rainy Mountain School in southwestern Oklahoma reveals much about the form and function of the Indian policy and its consequences for the Kiowa children who attended the school.In To Change Them Forever, Clyde Ellis surveys changes in government policy and tells how the Kiowa people resisted and accommodated the efforts of school personnel to transform them. Ellis combines archival research with personal memoirs, conversations with former students, and the school’s official records to portray a school often at odds with official policy and frequently neglected by the Indian Service’s bureaucracy.

Product Description: America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum...read more

Product Description: A Call to Action challenges current and future teachers to take seriously the philosophical implications of being an educator on land indigenous to a particular human group with both Native and non-Native students. Readers are introduced to the interrelated histories of education, philosophy, and Native and non-Native peoples in North America...read more

Product Description: A Call to Action challenges current and future teachers to take seriously the philosophical implications of being an educator on land indigenous to a particular human group with both Native and non-Native students. Readers are introduced to the interrelated histories of education, philosophy, and Native and non-Native peoples in North America...read more

Tens of thousands of Indian children filed through the gates of government schools to be trained as United States citizens. Part of a late-nineteenth-century campaign to eradicate Native cultures and communities, these institutions became arenas where whites debated the terms of Indian citizenship, but also where Native peoples resisted the power of white schooling and claimed new skills to protect and redefine tribal and Indian identities. In White Man’s Club, schools for Native children are examined within the broad framework of race relations in the United States for the first time. Jacqueline Fear-Segal analyzes multiple schools and their differing agendas and engages with the conflicting white discourses of race that underlay their pedagogies. She argues that federal schools established to Americanize Native children did not achieve their purpose; instead they progressively racialized American Indians. A far-reaching and bold account of the larger issues at stake, White Man’s Club challenges previous studies for overemphasizing the reformers’ overtly optimistic assessment of the Indians’ capacity for assimilation and contends that a covertly racial agenda characterized this educational venture from the start. Asking the reader to consider the legacy of nineteenth-century acculturation policies, White Man’s Club incorporates the life stories and voices of Native students and traces the schools’ powerful impact into the twenty-first century. Fear-Segal draws upon a rich array of source material. Traditional archival research is interwoven with analysis of maps, drawings, photographs, the built environment, and supplemented by oral and family histories. Creative use of new theoretical and interpretive perspectives brings fresh insights to the subject matter.

Armed with Bible and primer, missionaries and teachers in colonial America sought, in their words, “to Christianize and civilize the native heathen.” Both the attempts to transform Indians via schooling and the Indians' reaction to such efforts are closely studied for the first time in Indian Education in the American Colonies, 1607–1783. Margaret Connell Szasz’s remarkable synthesis of archival and published materials is a detailed and engaging story told from both Indian and European perspectives. Szasz argues that the most intriguing dimension of colonial Indian education came with the individuals who tried to work across cultures. We learn of the remarkable accomplishments of two Algonquian students at Harvard, of the Creek woman Mary Musgrove who enabled James Oglethorpe and the Georgians to establish peaceful relations with the Creek Nation, and of Algonquian minister Samson Occom, whose intermediary skills led to the founding of Dartmouth College. The story of these individuals and their compatriots plus the numerous experiments in Indian schooling provide a new way of looking at Indian-white relations and colonial Indian education.

Product Description: Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the presentIndian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions...read more

Product Description: What might we learn from Native experiences with schools to help us forge a new vision of the democratic ideal - a critical democracy that respects, protects, and promotes diversity and human rights? In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U...read more

Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.

Product Description: The Carlisle Indian School and the Haskell Institute in Kansas were among the many federally operated boarding schools enacting the U.S. government's education policy toward Native Americans from the late nineteenth to the mid-twentieth century, one designed to remove children from familiar surroundings and impose mainstream American culture on them...read more (view table of contents, read Amazon.com's description)