To live heroically : institutional racism and American Indian education / Delores J. Huff.

Format:

Book

Author/Creator:

Huff, Delores J.

Series:

SUNY series, social context of education.

SUNY series, the social context of education

Language:

English

Subjects (All):

United States. Bureau of Indian Affairs--History.

United States.

Indians of North America--Education.

Indians of North America.

Indians of North America--Government relations.

Indians of North America--Social conditions.

Education and state--United States--History.

Education and state.

Discrimination in education--United States--History.

Discrimination in education.

United States--Social policy.

United States--Race relations.

Physical Description:

xxiv, 211 p. : ill.

Edition:

1st ed.

Place of Publication:

Albany : State University of New York Press, c1997.

Summary:

Analyzes American Indian education in the last century and compares the tribal, mission, and Bureau of Indian Affairs schools. To Live Heroically examines American Indian education during the last century, comparing the tribal, mission, and Bureau of Indian Affairs (BIA) schools and curriculums and the assumptions that each system made about the role that Indians should assume in society. This significant book analyzes the relationship between the rise of institutional racism and the fall of public education in the United States using the history of American Indian education as a model. The author asserts that had the federal government really wanted an educated, self-sufficient Indian population, it would have selected the successful nineteenth-century tribal models of Indian education rather than the mission or BIA schools. And her description of the reservation and bordering white community demonstrates the depth of institutional racism and its impact on local politics, economics, and education. Huff wants the reader to see how policy is made about Indian education and to recognize the complex issues that Indian (and other minority) families and educators deal with in real communities. Winston A. Van Horne is Professor in the Department of Africology, University of Wisconsin.

Contents:

Intro

Contents

Acknowledgments

Introduction

1. A History of Indians in the Public School System

2. Different Scales for Different Whales

3. The ABT Study

4. Analysis of ABT Research

5. The Madison Study: The Town, the Reservation, the Ethos

6. Community Perceptions of the Madison K through Twelve Public School System

7. The Madison Study: Classroom Evaluations K through Four

8. The Gap Widens: Grades Five through Eight

9. The Survey

10. The Legacy of Institutional Racism

11. Solutions for the Future: The Voucher Plan and Tribal Schools

Epilogue: The White House Conference on Indian Education

Notes

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Chapter 11

Epilogue

Index

A

B

C

D

E

G

H

I

J

K

L

M

N

O

R

S

T

W.

Notes:

Includes bibliographical references (p. 195-208) index.

ISBN:

1-4384-0721-1

OCLC:

42856344