American Indian Education Resources: An Annotated Bibliography
1. AIHEC
(American Indian Higher Education Consortium). http://www.aihec.org/. The American Indian Higher
Education Consortium (AIHEC) provides research on tribal colleges and
universities. The "Research" portion of the Web site is most useful
for locating learning research.
2. Alaska
Native Knowledge Network. [Online]. Alaska Federation of Natives,
University of Alaska, National Science Foundation, Rural School & Community
Trust. Retrieved April 8, 2002 from http://www.ankn.uaf.edu/index.html. The
Alaska Native Knowledge Network seeks to maintain the indigenous culture while
providing information for the improvement of cultural learning and educational
practices for Alaskan native students.
3. American
Indians and Alaska Natives. [Online]. ERIC: Clearinghouse on Rural
Education and Small Schools. Retrieved April 10, 2002 from http://www.ael.org/eric/indians.htm. Good
source for finding research and resources for Native American education. The
ERIC digests are particularly useful and are freely available on the Web.
"The Clearinghouse is part of a nationwide system of 16 clearinghouses in
the Education Resources Information Center. Each clearinghouse is responsible
for adding to the ERIC database education-related works on specific
topics."
4. Barnhardt,
Ray. (2002). Teaching/learning across cultures: strategies for success. Alaska
Native Knowledge Network. Retrieved April 15, 2002 from http://www.ankn.uaf.edu/TLAC.html. This
article reports that learning is improved when educators are aware of the
indigenous worldview and incorporate such
knowledge into the curriculum. Furthermore, Barnhardt suggests that ways of
determining what has been learned should be altered as well.
5. Bobiwash, A.
Rodney. (1999). Long term strategies for
institutional change in universities and colleges: facilitating native people
negotiating a middle ground. http://www.cwis.org/fwj/41/strat.html. This
article depicts the ideal learning environment in higher education for Native
students. The author calls for higher education institutions to open their
doors to the Indian population by striving to harmonize nontraditional
academics with their Native background and worldview. "
6. Cajete, Gregory, “Look to the mountain: An ecology of
Indigenous education,” Skyland,: Kivaki Press 1994 An important contribution to the body of
indigenous cultural knowledge and a way to secure its continuance.
7. Demmert, Jr.,
William G. (2001). Improving academic performance among Native American
students: a review of the research literature. [Online]. ERIC Clearinghouse
on Rural Education and Small Schools. Retrieved April 8, 2002 from http://www.ael.org/eric/demmert.pdf. Except
for the tribal schools, responsibility for the education of Native children and
youth has been transferred from the tribes to state agencies, mostly to
administrators and other individuals outside the communities or tribes. With
this transfer of responsibility, Native students began experiencing high levels
of educational failure
and a growing ambivalence toward learning traditional
tribal knowledge and skills. They often exhibited indifference to formal
Western academic learning, as well."
8. Evans, Susan
D. (2001). The potential contribution of comparative and international
education to educational reform: an Examination of traditional, non-Western
education. [Online]. Paper presented at the Annual Meeting of the
Comparative and International Education Society (Washington, DC, March 14-17,
2001). Retrieved April 8, 2002 from http://www.indianeduresearch.net/nonwestern.pdf. The
ancient methods of education and learning are essential to the reform of modern
education. The author advocates drawing paradigms from Native American cultural
modes of education. The reasons for such suggestions include an emphasis on
character education, integrated curriculum and lifelong learning.
9. Introduction
to the DVC Learning Style Survey for College. [Online]. DVC Learning Style
Survey for College. Retrieved April 15, 2002 from http://www.metamath.com//lsweb/dvclearn.htm.
10. Jacobs, Don
Trent and Reyhner, Jon. (2002). Preparing teachers to support American Indian
and Alaska Native student success and cultural heritage. ERIC Digest,
EDO-RC-01-13. Retrieved April 8, 2002 from http://www.indianeduresearch.net/edorc01-13.htm
11. Journal of
American Indian Education, http://jaie.asu.edu Is
a professional journal that publishes papers directly related to the
education of American Indian/Alaska Natives. The Journal also invites
scholarship on educational issues pertaining to Native Peoples of the world.
12. Lipka, Jerry.
(2002). Schooling for self-determination: research on the effects of including
Native language and culture in the schools. ERIC Digest, EDO-RC-01-12.
Retrieved April 15, 2002 from http://www.indianeduresearch.net/edorc01-12.htm. This
article discusses the impact of acculturation in American schools and ways in
which this might be remedied
13. McKay,
Michelle. (1999). Relating indigenous pedagogy to the writing process. Journal
of Indigenous Thought. Retrieved April 15, 2002 from http://bit.ly/IndigenousPedagogy Although
this article is written from a Canadian perspective, the author's intent to
describe the Indigenous worldview and its role is education is valuable. The
author focuses of the commonalities that exist among North American Indian
nations to define the concept of "Indigenous pedagogy."
14. More, Arthur
J. (1989). Native Indian learning styles: a review for researchers and
teachers. Journal of American Indian Education, special ed., August
1989. Retrieved April 12, 2002 from http://jaie.asu.edu/sp/V27S1nat.htm.
This article provides a clear explanation
of the current theory of learning styles and the implications of such theory in
educating American Indian students.
15. National
Center for Education Statistics, American Indian and Alaska Native Education.
(2002). Office of Educational Research & Improvement, U.S. Dept. of
Education. Retrieved April 15, 2002 from http://nces.ed.gov/.
This is a good source of statistics regarding Indian Education,
including statistics on tribal colleges, graduation rates, and conditions
facing Indian education.
16. NativeCulture.com.
(2001). NativeCulture.com: teaching, learning and information sharing.
Retrieved April 15, 2002 from http://www.nativeculture.com/learn/. The
"Teaching and Learning" component of this cultural resource supplies
the reader with current research articles in education and links to various
educational institutions that serve indigenous learners.
17. Office of Indian Education (OIE)
http://www2.ed.gov/about/offices/list/oese/oie/index.html The U.S. Department of Education's Native
American component provides links to statistical and educational research
pertaining to indigenous education.
18. Reyhner, Jon.
(2002). American Indian Education. [Online]. Northern Arizona
University. Retrieved April 12, 2002 from http://jan.ucc.nau.edu/~jar/AIE/index.html. This
is a Web site provided by a major researcher in the area of Native American
education. Teacher resources are included, as well as research reports and
issues that need to be addressed in further research.
19. Reyhner, Jon,
Lee, Harry, & Gabbard, David. (1993). A specialized knowledge base for
teaching American Indian and Alaska Native students. Tribal College Journal,
4(4). Retrieved April 15, 2002, from http://jan.ucc.nau.edu/~jar/TCarticle.html.
This article discusses the high-risk
status of Native students in education. The main arguments address the lack of
cultural appropriateness of the classroom setting and the uniqueness of
educating indigenous people. The authors advocate the acquisition of Native
cultural knowledge of the part of the teachers of Native students in order to
facilitate a culturally appropriate learning environment.
20. Roy, Loriene
and Larsen, Peter. (2002). Oksale: an indigenous approach to creating a virtual
library of education resources. D-Lib Magazine, 8(3). Retrieved April
21, 2002 from http://www.dlib.org/dlib/march02/roy/03roy.html. Although
this article details the experiences of a particular project, the first half of
the article describes the indigenous approach to learning which is quite useful
for educators of indigenous learners.
21 Schulz,
William E. and Bravi, Gerry. (1986). Classroom learning environment in North
American schools. Journal of American Indian Education, 26(1). Retrieved
April 8, 2002 from http://jaie.asu.edu/v26/V26S1cla.htm.
In light of the educational problems that
are facing Native American educators, these authors suggest a shift in
perspective in the research carried out. The lack of motivation of students is
related to the kind of culture that is put forth in the education environment.
22. Swisher,
Karen. (1991). American Indian/Alaskan Native learning styles: research and
practice.. ERIC Clearinghouse on Rural Education and Small Schools.
ED335175, 1991-05-00. Retrieved April 15, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed335175.html. “An
improved teaching style may be improved by understanding the learning styles
and preferences of Native American students. Swisher discusses learning style
research conducted in indigenous environments and makes suggestions to teachers
about how they might incorporate such knowledge into their classroom and
teaching style.”
23. Swisher, Karen.
(1994). American Indian learning styles survey: an assessment of teachers
knowledge. The journal of educational issues of language minority students, 13.
Retrieved April 7, 2002 from http://www.ncbe.gwu.edu/miscpubs/jeilms/vol13/americ13.htm.
A survey of non-Indian and Indian
educators, investigated the knowledge of learning styles on the part of the
educators. The study also addresses how much the educators believe that
cultural values of American Indians influences a student's learning style and
demonstration of learning.
24. Deloria Vine Jr., and Wildcat Daniel (2001) Power and Place: Indian Education in America. American Indian Graduate
Center and Fulcrum Resources, Golden, CO, This book examines the issues facing
Native American students as they progress through the schools, colleges, and on
into professions.
25. National Center for Education
Statistics: National Indian Education Study (NIES) is administered as part of
the National Assessment of Educational Progress (NAEP) http://nces.ed.gov/nationsreportcard/nies/nies_2011/national_sum.aspx#overall
26. Joely
Proudfit, Ph.D. and Seth San Juan, “The
State of American Indian and Alaskan Native Education in California”
California Indian Culture and Sovereignty Center, California State
University-San Marcos, 2012 Compiles information about American Indians and Alaska Native (AIAN) people in
the K–12 system in California http://www.csusm.edu/cicsc/projects/education-report.html
27. National Center for Education
Statistics (2008). Statistical Trends in the Education of American Indians
and Alaska Natives. Washington, DC: US Department of Education. http://nces.ed.gov/pubs2008/nativetrends/
28. Carolyn J. Mar, Assimilation
Through Education: Indian Boarding Schools in the Pacific Northwest, The goal of Indian education from the 1880s through the 1920s was to
assimilate Indian people into the melting pot of America by placing them in
institutions where traditional ways could be replaced by those sanctioned by
the government http://content.lib.washington.edu/aipnw/marr.html
29.
National Indian Education Association (NIEA) The National Indian Education Association advances comprehensive
educational opportunities for American Indians, Alaska Natives, and Native
Hawaiians throughout the United States http://www.niea.org,
30.
National Council on American Indian Education (NCAIE) Advises the Secretary of Education
concerning the funding and administration of any program, including any program
established under Title VII, Part A of the ESEA, that includes Indian children
or adults as participants or that may benefit Indian children or adults http://www2.ed.gov/about/offices/list/oese/oie/nacie.html
31.
Tribal Education Departments National Assembly (TEDNA) This membership organization
for the Education Departments of American Indian and Alaska Native Tribes. The Native
American Rights Fund and the U.S. Department of Education’s Office of Indian
Education have supported the founding of TEDNA. http://www.tedna.org
32.
Native American Rights Fund (NARF) Founded in 1970, the Native American Rights
Fund (NARF) is the oldest and largest nonprofit law firm dedicated to asserting
and defending the rights of Indian tribes, organizations and individuals
nationwide http://www.narf.org/nill/resources/education.html
32.
National Congress of American Indians (NCAI) Established in 1944 in response to
termination and assimilation policies the US government forced upon Tribal
Governments in contradiction of their treaty rights and status as sovereign
nations. Protecting these inherent rights remains the primary focus of NCAI http://www.ncai.org/policy-issues/education-health-human-services
33. The Bureau of Indian Education (BIE)
Their mission is to provide quality education opportunities from early
childhood through life in accordance with a tribe’s needs for cultural and
economic well-being, in keeping with the wide diversity of Indian tribes and
Alaska Native villages as distinct cultural and governmental entities. http://www.bie.edu/
34.
American Indian Indigenous Education, This web site is designed to provide information, including links to
related web sites, on the and current thinking about American Indian and
Indigenous education.
http://jan.ucc.nau.edu/~jar/AIE/index.html
35.
Brittany Dorer and Anna Fetter, Cultivated
Ground: Effective Teaching Practices for Native Students in a Public High
School, Harvard University and the National Indian Education Association, This
project was to assess the effective teaching practices being used in one or
more superiorly performing United States public
high schools that had a high number of American Indian/Alaskan Native students.
http://bit.ly/CultivatedGround
36. The State of Education for Native
Students. The study outlines that progress in improving achievement among students of
color, achievement results for Native students have remained nearly flat. As
achievement has stagnated, the gaps separating Native students from their white
peers have mostly widened.
http://bit.ly/StateOfNativeEducation
