Formal and Informal Education of the Winnebago Society with Implications for Formal Education.

Autor/in	Cloud North, Woesha
Titel	Formal and Informal Education of the Winnebago Society with Implications for Formal Education.
Quelle	(1979), (82 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Acculturation; Activism; American Indian Culture; American Indian Education; American Indians; Bilingual Education; Boarding Schools; Community Involvement; Cultural Differences; Cultural Education; Culture Conflict; Curriculum Development; Elementary Secondary Education; Federal Indian Relationship; Political Issues; Relevance (Education); Role Models; Self Concept; Tribal Sovereignty; Trust Responsibility (Government); Nebraska + Suchen Sie Ihr Suchwort? Akkulturation; Aktivismus; Politischer Protest; American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Boarding school; Internat; Kultureller Unterschied; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kulturkonflikt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politischer Faktor; Relevance; Relevanz; Identifikationsfigur; Selbstkonzept
Abstract	Tracing the effects of white contact with Native American tribes as evidenced in the Winnebago Tribe, this paper describes the problems of Winnebago youth caused by divisions between traditional Winnebago culture and the dominant mainstream American culture. Chapter I shows how the informal training of Winnebago family and clan have been gradually eroded, from 1863 to the present, by the formal training conducted by the United States government in on-reservation and off-reservation boarding schools and by Christian mission schools. Chapter II describes how political strategies were effectively put to use during the 1960's and 1970's to bring about tribal supervision of the disbursement of federal funds. It tells how Nebraska tribes, including the Winnebago, found that unified efforts helped them to gain greater self-determination on local, state, and national levels. Chapter III describes how the traditional expressive arts of the Winnebago and the social groupings of clan and tribe provide a framework for individual functioning within the clan and how continuity with American culture can be facilitated once the unitary way of tribal life is recognized by present day educators. Chapter IV offers educational concepts for a culture-based program and includes suggestions for curriculum development. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC