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The role of Native American teachers and administrators working in reservation schools has received little attention from scholars. Utilizing numerous interviews and extensive fieldwork, Terry Huffman shows how they define their roles and judge their achievements. He examines the ways they address the complex issues of cultural identity that affect their students and themselves and how they cope with the pressures of teaching disadvantaged students while meeting the requirements for reservation schools. Personal accounts from the educators enrich the discussion. Their candid comments about their choice of profession; their position as teachers, role models, and social service agents; and the sometimes harsh realities of reservation life offer unique insight into the challenges and rewards of providing an education to Native American students. Huffman also considers the changing role of Native educators as reservation schools prepare their students for the increasing complexities of modern life and society while still transmitting traditional culture. He shows that Native American educators meet daunting challenges with enduring optimism and persistence. The insights these educators offer can serve those in other communities where students navigate a difficult path out of discrimination and poverty.

The struggle between Indians and whites for land did not end on the battlefields in the 1800s. When this hostile era closed with Native Americans forced onto reservations, no one expected that rich natural resources lay beneath these lands that white America would desperately desire. Yet oil, timber, fish, coal, water, and other resources were discovered to be in great demand in the mainstream market, and a new war began with Indian tribes and their leaders trying to protect their tribal natural resources throughout the twentieth century. History professor Donald Fixico details the course of this struggle, providing a wealth of information on the resources possessed by individual tribes and the way in which they were systematically defrauded and stripped of these resources. Fixico contends that federal policies originally devised to protect Indian interests ironically worked against the Indian nations as the tribes employed new tactics with the Council of Energy Resources Tribes, using the law in courts and applying aggressive business leadership to combat the capitalist invasion by mainstream America.

American Indian reservation planning is one of the most challenging and poorly understood specializations within the American planning profession. Charged with developing a strategy to protect irreplaceable tribal homelands that have been repeatedly diminished over the ages through unjust public policy actions, it is also one of the most imperative. For centuries tribes have faced historical bigotry, political violence, and an unrelenting resistance to self-governance.Aided by a comprehensive reservation planning strategy, tribes can create the community they envisioned for themselves, independent of outside forces. InPlanning the American Indian Reservation, Zaferatos presents a holistic and practical approach to explaining the practice of Native American planning.The book unveils the complex conditions that tribes face by examining the historic, political, legal, and theoretical dimensions of the tribal planning situation in order to elucidate the context within which reservation planning occurs. Drawing on more than thirty years of professional practice, Zaferatos presents several case studies demonstrating how effective tribal planning can alter thenature of the political landscape and help to rebalance the uneven relationships that have been formed between tribal governments and their nontribal political counterparts. Tribal planning's overarching objective is to assist tribes as they transition from passive objects of historical circumstances to principal actors in shaping their future reservation communities.

Andrea Wilkins' practical, jargon-free explanation of current issues for policymakers and students provides a historical context for the existing law and foundational knowledge to foster programs and policies that meet the needs of all citizens and engage in successful cross-jurisdictional policy development.

The Invasion of Indian Country in the Twentieth Century, Second Edition is updated through the first decade of the twenty-first century and contains a new chapter challenging Americans--Indian and non-Indian--to begin healing the earth. This analysis of the struggle to protect not only natural resources but also a way of life serves as an indispensable tool for students or anyone interested in Native American history and current government policy with regard to Indian lands or the environment.

Most American Indian reservations are islands of poverty in a sea of wealth, but they do not have to remain that way. To extract themselves from poverty, Native Americans will have to build on their rich cultural history including familiarity with markets and integrate themselves into modern economies by creating institutions that reward productivity and entrepreneurship and that establish tribal governments that are capable of providing a stable rule of law. The chapters in this volume document the involvement of indigenous people in market economies long before European contact, provide evidence on how the wealth of Indian Nations has been held hostage to bureaucratic red tape, and explains how their wealth can be unlocked through self-determination and sovereignty.

The Invasion of Indian Country in the Twentieth Century, Second Edition is updated through the first decade of the twenty-first century and contains a new chapter challenging Americans--Indian and non-Indian--to begin healing the earth. This analysis of the struggle to protect not only natural resources but also a way of life serves as an indispensable tool for students or anyone interested in Native American history and current government policy with regard to Indian lands or the environment.

Unlocking the Wealth of Indian Nations uses the tools of economics, political science, and law to explain how top-down institutions have shackled reservation economies and why bottom-up institutions are necessary to unlock the human, physical, and natural capital of Native Americans.

The last \"Indian War\" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white \"civilization\" take root while childhood memories of \"savagism\" gradually faded to the point of extinction. In the words of one official: \"Kill the Indian and save the man.\" This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a \"total institution\" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.

Rosalyn R. LaPier demonstrates that Blackfeet history is incomplete without an understanding of the Blackfeet people's relationship and mode of interaction with the \"invisible reality\" of the supernatural world. Religious beliefs provided the Blackfeet with continuity through privations and changing times. The stories they passed to new generations and outsiders reveal the fundamental philosophy of Blackfeet existence namely, the belief that they could alter, change, or control nature to suit their needs and that they were able to do so with the assistance of supernatural allies. The Blackfeet did not believe they had to adapt to nature. They made nature adapt. Their relationship with the supernatural provided the Blackfeet with stability and made predictable the seeming unpredictability of the natural world in which they lived.InInvisible RealityRosalyn LaPier presents an unconventional, creative, and innovative history that blends extensive archival research, vignettes of family stories, and traditional knowledge learned from elders along with personal reflections on her own journey learning Blackfeet stories. The result is a nuanced look at the history of the Blackfeet and their relationship with the natural world.