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In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas, institutional racism, and structural opposition by Western educational institutions, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. The contributors show how many departments grew significantly following the landmark 1969 Senate report, 'Indian Education: A National Tragedy, A National Challenge.' They evaluate the university efforts to offer Native students intellectual and technical skills, and the long battle to represent Native cultures and world views in the university curriculum. In twelve case studies, Indian and non-Indian teachers provide rich, contextual histories of their programs through three decades of growth. They frankly discuss successes and failures as innovative strategies and models are tested. Programs from University of California-Davis, Harvard, Saskatchewan, Arizona and others provide detailed analyses of academic battles over curriculum content, the marginalization of indigenous faculty and students, the pedagogical implications of integrating native instructors, the vagaries of administrative support and funding, Native student retention, the vulnerability of native language programs, and community collaborations. A vision of Indian education that emerges from these pages that reveals the university's potential as a vehicle for Indian nation-building, one in which the university curriculum also benefits from sustained contacts with tribal communities. As Native populations grow and the demand for university training increases, this book will be a valuable resource for Native American leaders, educators in Native American studies, race and ethnic studies, comparative education, minorities in education, anthropology, sociology, higher education administration and educational policy.
This collection of essays examines the decades-long struggle in higher education to build native studies from the ground up and to develop key working models for indigenous studies in American university settings.
Chapter 1 Introduction: Defining Indian Studies Through Stories and Nation Building Chapter 2 Chapter 1: Eleazar Wheelock Meets Luther Standing Bear: Native American Studies at Dartmouth College Chapter 3 Chapter 2: American Indian Studies at the University of Oklahoma Chapter 4 Chapter 3: American Indian Studies at the University of California-Los Angeles Chapter 5 Chapter 4: Culture, Tradition and Evolution: The Department of Native Studies at Trent University Chapter 6 Chapter 5: American Indian Studies at the University of Arizona Chapter 7 Chapter 6: A Hemispheric Approach to Native American Studies at the University of California-Davis Chapter 8 Chapter 7: In Caleb's Footsteps: The Harvard University Native American Program Chapter 9 Chapter 8: A Story of Struggle and Survival: American Indian Studies at the University of Minnesota-Twin Cities Chapter 10 Chapter 9: The Department of Indian Studies at the Saskatchewan Indian Federated College Chapter 11 Chapter 10: O'ezhichigeyaang (This Thing We Do): American Indian Studies at the University of Minnesota-Duluth Chapter 12 Chapter 11: Standing in the Gap: American Indian Studies at the University of North Carolina-Pembroke Chapter 13 Chapter 12: One University, Two Universes: Alaska Natives and the University of Alaska-Anchorage