Native American Studies in Higher Education: Models for Collaboration between Universities and Indigenous Nations (Volume 7) (Contemporary Native American Communities, 7)

Champagne University of California Los Angeles, Duane [Editor]; Stauss, Jay [Editor]; Calloway, Colin G. [Contributor]; Kidwell, Clara Sue [Contributor]; Newhouse, David [Contributor]; Stauss, Jay [Contributor]; Forbes et al, Jack D. [Contributor]; Graham, Lorie M. [Contributor]; Albers et al, Patricia C. [Contributor]; Stonechild, Blair [Contributor]; Powless, Robert E. [Contributor]; Knick, Stanley [Contributor]; Jennings, Michael L. [Contributor];

ISBN 10: 0759101256 / ISBN 13: 9780759101258

Edité par AltaMira Press, 2002

A propos de cet article

In shrink wrap. Looks like an interesting title!

N° de réf. du vendeur Q-0759101256

Détails bibliographiques

• Titre: Native American Studies in Higher Education: Models for Collaboration between Universities and Indigenous Nations (Volume 7) (Contemporary Native American Communities, 7)
• Éditeur: AltaMira Press
• Date de parution: 2002
• Langue: anglais
• ISBN à 10 chiffres: 0759101256
• ISBN à 13 chiffres: 9780759101258
• Reliure: paperback
• État de l'article: New
• Poids: 14 onces

A propos de ce titre

Synopsis

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.

À propos de l?auteur

Duane Champagne is Professor of Sociology and Director of the Native Nations Law and Policy Center at the University of California, Los Angeles. Jay Stauss is Professor of Anthropology the Department of American Indian Studies at the University of Arizona.