Journal of American Indian Education

Special Edition, Volume 46, Number 3, 2007
$12.95 per copy + $3 for shipping

The publication of this special issue of the Journal of American Indian Education (JAIE) coincides with the 38th (2007) Annual Convention of the National Indian Education Association (NIEA), the first to be held in the state of Hawaii.  It marks a new partnership between the Journal and NIEA to strengthen advocacy for improved Native education by disseminating the most cutting-edge research and information on effective practices to the NIEA membership.  The theme of this issue is culturally responsive educational practices for Native Hawaiian, American Indian, and Alaska Native students.  The articles in this issue focus on Native language, culturally appropriate curriculum and teaching practices, and Native teacher professional development.   

The contributors are as follows:

• Special Issue on Culturally Responsive Education for American Indian, Alaska Native and Native Hawaiian Students
  Guest Editors Dorothy Aguilera, Jerry Lipka, Williams Demmert and John Tippeconnic

• Resilience in Native Languages:  The Tale of Three Indigenous Communities’ Experiences with Language Immersion
  Guest Editors Dorothy Aguilera and Margo LeCompte

• I Kumu: I Lālā:  “Let There Be Sources; Let There Be Branches”: Teacher Education in the College of Hawaiian Language
  Editors: William H. Wilson and Keiki Kawai’ae’a

• Moving Toward the Language:  Reflections on Teaching in an Indigenous-Immersion School
  Editor: Mary Hermes

• From a Place Deep Inside: Culturally Appropriate Curriculum as the Embodiment of Navajo-ness in Classroom Pedagogy
  Editor: Tarajean Yazzie-Mintz

• Creating a Third Space for Authentic Biculturalism:  Examples from Math in a Cultural Context
  Editors: Jerry Lipka, Nancy Sharp, Barbara Adams, Ferdinand Sharp

• Qanemcikarluni Tekitnarqelartuq [One must arrive with a story to tell]:  Traditional Alaska Native Yup’ik Eskimo Stories in a Culturally Based Math Curriculum
  Editors: Joan Parker Webster, Evelyn Yanez

• Making Assessment Practices Valid for Indigenous American Students
  Editors: Sharon Nelson-Barber, Elise Trumbull

Journal of American Indian Education

Special Edition, Volume 45, Number 3, 2006
Price is $10 per copy and $3 for shipping

Improving Academic Performance Among American Indian, Alaska Native, & Native Hawaiian Students: Report of a National Colloquium, II - The Research
Guest Editors: McCardle & Demmert
(Estimate: 181 pages)

McCardle & Demmert. Introduction to this Issue

What do we know?

Table of Contents

• Report of a National Colloqium, II - Research Improving Academic Performance Among American Indian, Alaska Native, and Native Hawaiian Students
• A Review and Analysis of the Research on Native American Students
• Native American Children and Youth: Culture, Language, and Literacy
• Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
• Examining Reading Development and Reading Disability in Diverse Languages and Cultures: Potential Contributions from Functional Neuroimaging
• The Assessment Challenge of Native American Educational Researchers
• Preparing Native American Children for Academic Success: A Blueprint for Research
  

Demmert.The Literature on Native American Students
Grissmer.National Studies: Data on Native American Students
August, Goldenberg, & Rueda.Culture, Language and Literacy

Challenging and Promising Areas for Research
Mohatt, Trimble, & Dickson.Psychosocial Foundations of Academic Performance in Culturally Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
Pugh, Sandak, Frost, Moore, & Mencl.Examining reading development and reading disability in diverse languages and cultures: Potential contributions from functional neuroimaging

Morris. Combining &Integrating Research Methodologies, Addressing the Challenge of Measurement

What Do We Need to Know?
Demmert, McCardle, Mele-McCarthy & Leos.Preparing Native American Children for Academic Success: A Blueprint for Research

Journal of American Indian Education

Special Edition, Vol 45, Number 2, 2006
Price is $10 per copy and $3 for shipping

Table of Contents:

• Report on a National Colloquium
• Four Hundred Years of Evidence: Culture, Pedagogy, and Native America
• Tsehootsooi Dine Bi'olta
• An Important Gift: Blackfeet Language and History
• Yup'ik Language Programs at Lower Kuskikwim School
• Nawahi Hawaiian Laboratory School
• Northwest Native American Reading Curriculum
• A Survey and Assessment of Culturally Based Education Programs for Native American Students in the United States
• Introduction to Federal Government Programs
• Office of Indian Education Programs, Bureau of Indian Affairs
• No Child Left Behind Act, Title III, Language Instruction for Limited English Proficient and Immigrant Students
• The Individuals with Disabilities Act (IDEA)
• The Impact of the Reading First Teacher Education Network on Increasing the Reading Proficiency of American Indian Children-How Summer Reading Institute Brought Together Educators, Parents, and a Community
• Conclusions and Commentary

Journal of American Indian Education

Special Edition, Vol 44, Number 3, 2005
Price is $10 per copy and $3 for shipping

Guest Editor: Jerry Lipka

Table of Contents:

• Introduction by Jerry Lipka, Joan Parker Webster, and Evelyn Yanez
• Finding a Good Fit: Using MCC in a "Third Space"
• The Relevance of Culturally Based Curriculum and Instruction: The Case of Nancy Sharp
• Reversing the Academic Trend for Rural Students: The Case of Michelle Opbroek
• Constant Perimeter, Varying Area: A Case Study of Teaching and Learning Mathematics to Design a Fish Rack

One Voice, Many Voices: Recreating Indigenous Language Communities
Edited by Teresa L. McCarty and Ofelia Zepeda
Price including shipping is $24.00

This volume echoes the voices from the 1999 Stabilizing Indigenous Languages Conference (SILC). Included are discussions of language status planning - determining how and where the Indigenous language will be used; corpus planning - creating new forms and materials for Indigenous languages; and acquisition planning - strategies for promoting language use within families, communities, and schools. Chapters cover descriptions of successful language revitalization programs, language documentation, research foundations for language and programs, assessing and credentialing Native-speaking professionals, and a wealth of language teaching materials and ideas that can be adapted to a wide variety of needs and contexts.

 

"To Remain an Indian" Lessons in Democracy from a Century of Native American Education
K. Tsianina Lomawaima and Teresa L. McCarty

What might we learn from Native American experiences with schools to help us forge a new vision of the democratic ideal-a critical democracy that respects, protects, and promotes diversity and human rights?

In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S. education policies and practices-from early 20th century federal incarnations of colonial education through the contemporary standards movement. In the process, they reveal the falseness of fears attached to notions of "dangerous cultural difference," and convey the promise of diversity as a source of national strength.
Featuring the voices and experiences of Native individuals that official history has silenced and pushed aside, this text:

• Proposes a theoretical framework of the "safety zone" to explain shifts in federal educational policies and practices over the past century
• Offers lessons learned from Indigenous America's fight to protect and assert educational self-determination
• Overturns stereotypes of American Indians as one-dimensional learners
• Argues that the struggle to revitalize and maintain Indigenous languages is a fundamental human right
• Examines the standards movement as the most recent attempt to control the "dangerous difference" allegedly presented by students of color, poor and working class students, and English language learners in U.S. schools.

K. Tsianina Lomawaima is Chair of American Indian Studies at the University of Arizona. Teresa L. McCarty is the Alice Wiley Snell Professor of Education Policy Studies at Arizona State University.
July 2006/240pp./Paperback, $29.95, ISBN: 0-8077-4716-5/Cloth, $70, ISBN: 0-8077-4717-3
Multicultural Education Series order from Teachers College Press

The Power of Native Teachers: Language and Culture in the Classroom
Edited by David Beaulieu, Ph.D and Anna Figueira

Excerpt

I know what challenges the children have. It is harder now for them than when I was in school. I will always tell them that they have a chance for success and to stay in school regardless. The racism now is more prevalent due to the spear fishing treaty issues. Sometimes I dread the future for my child and nieces and nephews. I hope they are strong and make it. They will need to be. So, I don't see my year with each class as one where I just need to get them through the year, but as one of spending time with beautiful Indian children who deserve the best that I can give them so that they may find success in future years. I know that these children hold the key to the success of my Tribe's future. The phrase "The children of today are the leaders of tomorrow" always sticks in my mind. I know that the phrase may not make much difference for non-Indian teachers working with Indian children. I know that non-Indian teachers have never experienced racism for being Native, and I have. Nor have they experienced lack of effort on the part of their own teachers in encouraging the children to reach for the sky. Things like these make me different from non-Indian teachers and therefore my teaching is different. Little things like teaching the children about Natives being the first people and that Columbus isn't as important as the books make him out to be are important to me. I tell them that the language must be learned so that our ancestors aren't forgotten and our culture stays intact. Their success is my success. This is how I am different from a non-Indian teacher.

Ann Allen
Native teacher