Educating Native American (Indians): Better Programs Needed.

Autor/in	Steele, Dorrance D.
Titel	Educating Native American (Indians): Better Programs Needed.
Quelle	(1974), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; American Indian Reservations; American Indians; Cultural Awareness; Educational History; Educational Responsibility; Federal Programs; Parent School Relationship; Treaties; Tribes + Suchen Sie Ihr Suchwort? Indianerreservat; American Indian; Indianer; Cultural identity; Kulturelle Identität; History of education; Bildungsgeschichte; Erziehungsverantwortung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Abkommen; Tribal society; Stammesgesellschaft
Abstract	The intention of this paper was to inform readers about educating Native Americans and what could be done to better meet the Indians' needs. To present this, the paper covered the history of Indian education, the present, and the future. Indians were initially educated to force them to change, assimilate, and become acculturized, rather than to learn. For example, the Indian has been told by non-Indians what to do, when to do it, how to do it, and where to go. In the year of 1568, Louis XIV stipulated that the Jesuits educate Indian children in the French manner. The Franciscans assembled the Indians around their missions and taught practical, life-sustaining skills such as farming. At the end of the 19th century, the Federal boarding school system was inagurated. This policy separated the child from his family and tribe. State involvement in Indian education began with the passage of the 1934 Johnson O'Malley Act and was later followed by other Federal programs--e.g., Public Law 874. All 3 philosophies directed themselves towards anglicizing the Indian, gearing the curriculum to middle class American society. For the future, Indian parents, as a screening committee, must look critically at the textbooks used in the school. The materials and textbooks used must reflect cultural diversity, and must emphasize the positiveness of Indian contributions to this country. Indian cultural integrity must be preserved. The tragedy that the Indian student has experienced educationally must be discontinued. (FF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01