"To Remain an Indian"

Contents Series Foreword ?James A. Banks ?xi Acknowledgments ?xvii Preface to the Second Edition ?xxiii Indigenous Sovereignty: Lessons for Democracy and Much More ?xxiv Indigenous Nations and the United States ?xxv Lessons for Democracy ?xxvii Goals for the Second Edition ?xxviii What Does "To Remain an Indian" Mean? ?xxx Where Do We Stand? ?xxxi Overview of the Book ?xxxiv 1. ?Illuminating Safety Zones and Sovereignty Zones in a History of Native American Education ?1 Schools as "Civilizing" and Homogenizing Institutions ?5 Safety Zone Theory: Explaining Policy and Its Development Over Time ?8 Methodological and Theoretical Approaches ?13 2. ?The Strengths of Indigenous Education: Overturning Myths About Native Learners ?19 Indigenous Education Versus U.S. Schooling ?19 How and Why Do Stereotypes Endure? ?20 Native Voices Teach Lessons of Shared Humanity ?24 Indigenous Knowledge Guides Human Societies ?25 Carefully Designed Educational Systems ?29 Language-Rich Contexts for Education ?32 Learning by Doing ?38 A Return to Choice and Local Control ?41 3. ?Women's Arts and Children's Songs: Domesticating Indigeneity, 1900-1928 ?44 Indians as Children: "Insensible Wards" ?46 Boarding Schools Versus Day Schools ?49 A Political Economy of School Practices: The "Dignity of Labor" ?50 Race and the Safety Zone: Designating the Right Place ?53 Attempts to Domesticate Indigeneity ?60 An Unprecedented Possibility: "To Remain an Indian" ?65 Conclusion ?68 4. ?Power Struggles Over How "To Remain an Indian," 1924-1940 ?69 Indian Citizenship Act of June 2, 1924 ?71 Piper v. Big Pine: An Early Ruling on School Desegregation ?73 The "New" Vocational Education ?75 Native Teachers in the Federal Schools ?82 The Revival of Arts and Crafts Instruction ?86 The Keystone of Control: Reforms Versus Business as Usual ?90 Conclusion ?95 5. ?Control of Culture: Federally Produced Curricular and Bilingual Materials, 1930-1954 ?96 "Indian History and Lore" Courses ?96 The Bureau's Indian Life Readers Series ?100 The Pueblo Life Readers ?105 The Sioux Life Readers ?107 The Navajo Life Readers ?111 The Hopi Life Readers ?112 Native Translators and Interpreters ?115 New Developments: Publication of Authentically Dine Stories ?120 6. ?Carving Out Zones of Sovereignty: Bilingual-Bicultural Education and "Who Should Control the Schools" ?123 Contours of the Safety Zone, 1950-1960 ?124 The Seeds of Transformation ?126 Rough Rock-A School "The People Made for Themselves" ?129 Rock Point Community School-Making the Most of a "Window of Opportunity" ?135 The Peach Springs Hualapai Bilingual-Bicultural Program-"A School of Choice" ?139 The Hard Labor of Sovereignty Zone Construction ?143 7. ?"For the Benefit of My People": Mobilizing Sovereignty Zones in Indigenous Language Reclamation ?146 Mohawk Language Resurgence: "Our People Have Latched Onto the Idea of Becoming Speakers of Their Own Language" ?149 Hawaiian Language Resurgence: "We Knew It Was Urgent and We Had People Willing to Take the Risk" ?155 Dine Language Resurgence: "Giving Students Access to the Goodness of Being and Speaking Navajo" ?163 Myaamia Language Resurgence: "We Must be Conscious Gardeners If We are Going to Have a Community Harvest" ?168 A Genealogy of Sovereignty Zone Builders ?173 8. ?Landscapes of Sovereignty Zone Opportunity ?178 Landscapes of Opportunity in K-12 Schools ?180 Landscapes of Opportunity in Postsecondary Education ?189 Lessons in Democracy ?197 Notes ?201 References ?207 Index ?233 About the Authors ?250