ERIC Number: ED351158
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Education of American Indians: Policy, Practice and Future Direction.
Tippeconnic, John W., III
The nature and problems of American Indian education are quite complex. Factors defining the context of this complexity include differences between schools and standard teaching methods and traditional Indian education; the special federal-Indian relationship; and the small numbers but great cultural diversity of American Indians. A historical analysis focuses on acculturation as the aim of Indian education, the changing role of the federal government, national studies evaluating Indian education, the growing number of Indians in educational leadership positions, and the apparent loss of national interest in Indian education in the face of global problems. An overview of Indian education today highlights enrollment, dropout rates, graduation rates, and educational attainment of Native Americans, as well as data on population, unemployment, and quality of life. Questions about government role revolve around the relative responsibilities of state and federal governments in Indian education, and attempts to transfer Bureau of Indian Affairs schools to public school districts. Other issues in Indian education include the need for cultural relevance, differences between reservation and off-reservation schools, high Indian failure rates in higher education, and the shortage of Indian teachers. National trends that provide opportunities for change are increased attention on at-risk or disadvantaged students, early childhood education, and integrated programs and educational partnerships. (SV)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bureau of Indian Affairs Schools; Tribally Controlled Schools
Note: In: Green, Donald E., Ed. and Tonnesen, Thomas V., Ed. American Indians: Social Justice and Public Policy, 1991; see RC 018 834.