“Undoing Racism,” is a training program sponsored by the Leech Lake Tribal College that teaches participants about the structural causes of racism at work and at home.
Little Big Horn student Alee Stewart has moved beyond feelings of helplessness to work for peace in her community.
Cloaking racism in layers of excuses may make it socially acceptable, but it does not alter the reality of racism and what it does to an individual or to a group of people.
In 1985, the Blood Tribe conducted a survey in its tribal schools to determine the prevailing attitudes of three groups: the parents, teachers, and students. The results indicated discrepancies in their expectations of student success.
Cultural brokers explain and often justify one culture to another. They are interpreters in the broadest sense. In American Indian history this role was often assumed by the traders, by Indian women who married Euro-Americans, and by the mixed bloods who often assumed positions in each culture.
Tribal colleges are not mentioned in the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, but the colleges will be crucial players as the reform scenario unfolds on the reservations with tribal colleges.
Instead of modeling failed educational programs put forth by mainstream American education institutions, tribal colleges are developing programs based on the values, beliefs, and culture of their own tribes.
A new, sometimes contentious, process at the W.K. Kellogg Foundation has tribal college and mainstream university leaders, staff, and tribal elders working together to develop the mission and goals of a multimillion dollar initiative.
Tribal college instructors and leaders took part in a renewable energy workshop last summer at the University of California at Berkeley. The workshop was organized by the Native American Renewable Energy Education Project (NAREEP) of U.C. Berkeley as the culmination of a year‑long collaboration with tribal colleges to develop an energy curriculum specifically geared toward tribal college students.
This story is about Indian and non-Indian students, many of whom grew up on opposite sides of a reservation line but knew little about one another until they were classmates at the College of the Menominee Nation in Wisconsin.
A case study reveals that the problem with educational research in tribal communities is not so much what researchers do; it is what they don’t do.
One day in 1975 a teenage bully yanked Rebecca Taylor’s braid and said, “Get to the back of the line, you wagon-burning @#*#* squaw!” Within the week,
Rick Renville’s return home to the Sisseton-Wahpeton Reservation in 1994 revived the 26-year-old student’s educational career.
Julie Cajune is an enrolled member of the Confederated Salish and Kootenai Tribes with a Master’s Degree in Education. Presently a curriculum coordinator for the Salish Kootenai Education Department,
Text and photographs by Bruce Hucko
School of American Research, Santa Fe, N.M., 1996
Review by Gloria Emerson
This book showcases Tewa children artists from five northern New Mexico pueblos who draw,
Lewis Hanke, Indiana University Press, 1959
Review by Chip Clark
This painstakingly researched small volume recounts the Spaniards’