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Indian Education, including but not limited to Indian Residential Schools and Indian Day schools, are one part of an ongoing system of elimination of Indigenous people in Canada. I argue that Indian Education in 19th – 20th century British Columbia, controlled and operated by churches and state, intended to destroy Indigenous collectives, constituting genocide. I follow this analysis with a oral history of four Gitxsan elders who experienced Indian Education in different forms. These interviews reveal the impact on Indian Education on self, family, community and nation. Most importantly, the elders express their vision for Gitxsan people to know who they are, to heal and to thrive in their homelands. / Graduate / 2020-08-07

The scholarship regarding the education of American Indians has focused primarily on the trials and atrocities of the period between 1870 and 1930. This thesis expands this analysis and explores the shifts in Indian educational policy that occurred in the mid to late twentieth century. Whereas federally controlled institutions had served as the primary means of educating Indian students prior to the 1930s, between the 1940s and 1960s, the federal government began shifting Indian children into state-controlled public schools. Unbeknownst to federal policymakers, this shift effectively limited federal control of Indian education by putting this control largely in the hands of local white communities whose goals for Indian education often differed greatly from those of the federal government. This limiting of federal power was most clearly demonstrated in the 1970s, when federal policymakers attempted to create a policy of self-determination for Indian education that was applied in only a limited fashion by state public schools.

[pt] Este trabalho procurou conhecer a proposta para a educação formal da Fundação Fé e Alegria, a partir de um estabelecimento estadual de ensino: o Colégio Frei Antônio, em Tocantínia - TO. Inicialmente, este percurso foi instigado por uma pesquisa realizada com escolas católicas estadunidenses. Houve o estudo de documentos sobre a educação católica no Brasil, sobre a trajetória e ideário da Fundação Fé e Alegria e sobre a história da escola estadual em foco. Para uma aproximação da realidade da escola escolhida foram realizadas observações de campo, entrevistas semi-estruturadas e aplicação de questionários na escola, junto à direção e os corpos docente e discente e também entrevista junto a uma liderança indígena local. Como o Colégio Frei Antônio é perpassado pela riqueza da cultura indígena xerente, a análise dos dados coletados procurou discutir a aquisição da língua portuguesa como um instrumental na luta pelos direitos indígenas. Considerou- se, ainda, o conjunto de relações existentes na escola como um modo de vivência de valores comunitários. / [en] In this study we tried to understand the formal educational proposition of the Fé e Alegria Foundation from the standpoint of the School of Father Antonio, a public school of the State of Tocantins (TO), in Brazil. The choice for the approach used in this study was largely motivated by a research conducted by North American Catholic schools. We studied documents about Catholic education in Brazil, about the philosophy and aims of Fé e Alegria Foundation and about the history of the public school in focus. In order to get the closest possible to the reality of the school object of our study, several field observation were taken such as the use of semi-structured interviews and questionnaires. This work was done with the direction of the school, the teachers, students and the local area Indian leadership. Since the School of Father Antonio in its history reflects the richness of the Xerente culture, the analyses of the data collected in the field tried to discuss the acquisition of the Portuguese language as an instrument in the Indians quest for their rights. For the sake of this study the community values experienced in the school were also considered.

Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores how a tribally written curriculum attempts to address this violation by examining the state context of the Native American education landscape and state policy. This research utilizes the theoretical frameworks of Red Pedagogy, Tribal Critical Theory and Culturally Sustaining Pedagogy to explore the intentions of the tribal curriculum writers and the professional development provider of the Confederated Tribes of Grand Ronde Tribal History curriculum unit; Oregon’s American Indian/Alaska Native Education State Plan, and the legislative policy of Senate Bill 13. The study concluded with the following implications for policy, theory, and practice: Indigenous curricular endeavors that center indigenous values, incorporate local context are important, and acknowledge the role of colonialism and are just part of the larger systemic response of decolonization; Implementation challenges are rooted in a colonized paradigm and expanding reform to the educator preparation and policy realm is critical so that all educators (Native and non-Native benefit); Addressing power and hegemonic structures in contexts outside of education (with the local indigenous communities) create a larger and necessary accountability scope; Indigenous knowledge is nuanced, varied, and evolving and thus, needs robust professional development that incorporates best and promising practices in concert with local indigenous communities for both inservice and preservice fields; And without policy and state incentives, the implementation challenges will continue. / 10000-01-01

College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studies, college preparation, health careers, intergenerational mentorship, STEM, life skills & telling your story - are found to have developed within the program, providing a blueprint which Native educators and others can use in developing curriculum for their own college preparatory programs.

Made available in DSpace on 2016-04-27T14:31:09Z (GMT). No. of bitstreams: 1 Ana Lucia Gomes da Silva.pdf: 3358181 bytes, checksum: db6dcf18643b3cef639aaf80c47e2042 (MD5) Previous issue date: 2013-08-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The way traversed among interdisciplinary reflections, focusing the education, art and culture of the Indian people, specially People from Pantanal , motivated this research. I went through an initial way challenged to understand the way that the formation of the Indian teacher is thought in the interdisciplinary and intercultural education, in an approach on its changing action. Since the different education is developed and acts on the multiple definitions of Indian culture, I am interested in knowing the way that Art is a vehicle that can contribute, or not, in the pedagogical relation in the current life and what are the consequences of this mediation. With this same look, I was outrageous in investigating how the concept of interdisciplinarity is present in the speech of educators and students that were searched and what this speech suggests on the pedagogical practices developed in the Indian school. The investigation was developed in the gradual form, at the same time that several points were crossed in an exercise of partnership, under the concerns of the researcher. The metaphor of the dirty ground to the new asphalt was inserted in the way, giving meaning to the experiences of deconstructing to construct my history in other new/old ground. In this investigative process, I heard the voices of the managers, teachers and Indian students considering what is related to art, observed and analyzed their perceptions, demands and expectances, enrolled in the immanent desire of changes in their educative and cultural activities. For this reason the school is, besides the space of learning, a local to change experiences, believes, dreams, frustrations and realizations, the locus to the development of this research. Concerning the methodological orientation, I followed the steps of an interdisciplinary practice that helped me to identify the research-action-intervention as a guide in the way. I tried, supported by the principles of the interceptive methodology, recognize the theoretical universe that supports the practice in the formation course and in each of the researched schools, focusing the preoccupation with the interdisciplinary work. With these procedures, I tried to unveil part of the scenery where is the interdisciplinary question in the Indian school environment. Besides the internal frontier, the space of the research was the State School of Indian Medium Teaching Pascoal Leite Dias, in Aquidauana/MS, the Municipal Indian School Pilad Rebuá, in Miranda/MS, and the Degree of Indian Intercultural Course People from Pantanal offered by the Federal University of Mato Grosso do Sul State (UFMS). The perception of the students and teachers demonstrate that they are going in the direction of the interdisciplinarity, but they also reveal that there are many things to be done in order to perceive the importance of the relation among the whole and the parts in the education and in the plot life itself. They also need to dialogue more about the conception of interdisciplinarity to support its practices. Concerning the perceptions on Art and interdisciplinary, I could verify that they are represented as interconnected, being the first perceived as the auxiliary of the second. Observing, hearing, documenting and methodologically interviewing with the teachers and the students, I checked that it is possible or viable trying a new Indian school education, characterized by new parameters of teaching quality / O caminho percorrido em meio a reflexões interdisciplinares, com foco na educação, arte e cultura dos povos indígenas, em especial dos Povos do Pantanal , motivou esta pesquisa. Trilhei um caminho inicial desafiada a compreender a maneira como a formação do professor indígena é pensada na educação interdisciplinar e intercultural, em uma abordagem sobre a sua ação transformadora. À medida que a educação diferenciada se desenvolve e repercute sobre as múltiplas definições de cultura indígena, interessa-me saber de que maneira a Arte é um veículo que pode contribuir, ou não, na relação pedagógica e na vida cotidiana e quais as consequências dessa mediação. Com esse mesmo olhar, exerci a ousadia de investigar em que medida o conceito de interdisciplinaridade está presente no discurso dos educadores e alunos pesquisados e o que esse discurso sugere sobre as práticas pedagógicas desenvolvidas na escola indígena. A investigação foi desenvolvida de forma gradual, ao mesmo tempo em que muitos pontos se cruzavam, num exercício de parcerias, subjacente às inquietações da pesquisadora. A metáfora do chão batido ao asfalto novo inseriu-se no percurso, dando significado às experiências de desconstruir para construir minha história em outro novo/velho chão. Nesse processo investigativo, ouvi as vozes dos gestores, professores e alunos indígenas no que se refere à arte, observadas e analisadas suas percepções, demandas e expectativas, inscritas no desejo imanente de mudanças em suas atividades educativas e culturais. Daí a escola ser, além de espaço de aprendizagem, local de troca de experiências, crenças, sonhos, frustrações e realizações, o lócus para o desenvolvimento desta pesquisa. Quanto à orientação metodológica, segui os passos de uma prática interdisciplinar que me auxiliou a identificar a pesquisa-ação-intervenção como balizadora no caminho percorrido. Procurei, ancorada nos princípios da metodologia interventiva, reconhecer o universo teórico que respalda a prática pedagógica no curso de formação e em cada uma das escolas pesquisadas, destacando a preocupação com o trabalho interdisciplinar. Com esses procedimentos, busquei desvelar parte do cenário em que se encontra a questão da interdisciplinaridade no ambiente escolar indígena. Além das fronteiras internas, o espaço da pesquisa foi a Escola Estadual de Ensino Médio Indígena Pascoal Leite Dias, em Aquidauana/MS, a Escola Municipal Indígena Pilad Rebuá, em Miranda/MS, e o Curso de Licenciatura Intercultural Indígena Povos do Pantanal oferecido pela Universidade Federal de Mato Grosso do Sul (UFMS). As percepções dos alunos e professores demonstram que estão caminhando para a interdisciplinaridade, mas também revelam que há muito a ser feito para que se perceba a importância da relação entre o todo e as partes na educação e na própria trama da vida. Ainda precisam dialogar mais sobre a concepção de interdisciplinaridade para embasar suas práticas. No que se refere às percepções sobre Arte e interdisciplinaridade, pude constatar que as representam como interligadas, sendo a primeira percebida como auxiliar da segunda. Observando, ouvindo, documentando e intervindo metodologicamente com os professores e alunos, constatei ser possível ou viável a busca de uma nova educação escolar indígena, caracterizada por novos parâmetros de qualidade de ensino

Navajo students who attend residential schools that are located off the reservation and hours away from their homes, communities, and tribes may experience issues with development of a meaningful cultural identity. The purpose of this study was to better understand and identify key themes related to how Navajo students' cultural identity may be affected while living in an off-reservation residential hall. Phinney's ethnic identity development theory was used to explain the psychosocial process of developing industry and identity in adolescents. The primary research question addressed how former students' experiences of living in an off-reservation residence hall affected their development of cultural identity. A qualitative case study design was used. A purposeful sample of 12 Navajo former students who lived in a Bureau of Indian Education off-reservation residential hall between 2010-2014 was interviewed. The interviews were coded, and 7 themes related to loss of native language ability, yearning for native language and culture, tutoring, supportive teachers, responsibility and independence, generational legacy, and culture were identified. Based on the findings, a professional development plan was developed to train board members, administrators, and staff at the study site about how to promote students' development of positive cultural identity while living in a residential hall. With this knowledge, residential hall leaders and staff may be better able to ensure that Navajo students in their charge achieve successful educational outcomes and retain their tribal culture, practices, and language, to ensure that Navajo students can achieve successful educational outcomes and a positive cultural identity.

In recent years, increasing numbers of Indigenous communities in the United States have embraced charter schools as an alternative to traditional federal, district and parochial schools. Often this has been part of an effort begun to further such goals as language and cultural preservation, improved educational programs, and community control of schooling. This study presents, through a single qualitative, ethnographic case study, a detailed portrait of one urban, Indigenous-serving charter school with primary focus on graduates' educational experiences and an exploration of its meaning for them. A portrait of the school is presented, including: the school's history; its mission, goals, objectives; its organizational framework; its curriculum and instructional practices; and its structure and support services. Demographic information about the school's graduates is included. Next the alumni experience is explored in depth. Findings include alumni perceptions of their relationships with staff, alumni perceptions of the curriculum and instruction at the school, and alumni perceptions of school climate. Finally, the characteristics of the schooling occurring at the case site are described in light of the theoretical framework of the study which is based on Jim Cummins' (1989, 1992, 2000) theory concerning empowerment of minority students and the concept of subtractive and additive schooling as described by Angela Valenzuela (1999). Lessons from the case site are also considered more broadly in terms of the challenges and possibilities of Indigenous-serving charter schools in the current educational context.

abstract: In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation would operate the educational functions for its populace. This study looked at the implications and impact that perspectives of this law would have on public schools within Arizona from the perspective of five superintendents in Arizona public schools within the Navajo Nation were gained through open-ended interviews. It examined the legal, fiscal, and curricular issues through the prism of sovereignty. Through the process of interviews utilizing a set of guided questions in a semi-structured format, five superintendents in Arizona public schools within the Navajo Nation shared their perspectives. Analysis of the five interviews revealed curriculum, funding, jurisdictional, and fear or mistrust as problems the Navajo Nation will need to overcome if it is to begin full control of all aspects of education within its boundaries. There is a strong need for the Department of Dine' Education to educate public schools with regards to the Navajo Nation Sovereignty in Education Act of 2005. Administrators need more training in tribal governments. Like the constitution, the Navajo Sovereignty in Education Act will be interpreted differently by different people. But, without action, it will be ignored. Within the Act's pages are the hopes of the Navajo Nation and the dreams for our young Navajo students. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011