The Story of Act 31 tells the story of the law's inception--tracing its origins to a court decision in 1983 that affirmed American Indian hunting and fishing treaty rights in Wisconsin, and to the violent public outcry that followed the court's decision.
Wisconsin Public Television’s Tribal Histories project is part of Wisconsin’s Act 31 Initiative to provide educational material about American Indians in Wisconsin to the state’s schools of education and K-12 teachers.
Using case studies of school districts on the Flathead Indian Reservation in Montana, Crossing Mountains provides important insights about integrating Native-language learning into public education. Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity by providing for language-revitalization and promoting intercultural competence.
I Am Where I Come From presents the autobiographies of thirteen Native American undergraduates and graduates of Dartmouth College, ten of them current and recent students. Twenty years ago, Cornell University Press published First Person, First Peoples: Native American College Graduates Tell Their Life Stories, also about the experiences of Native American students at Dartmouth College.
In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas and institutional racism, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities.
Red Matters: Native American Studies by Arnold KrupatArnold Krupat, one of the most original and respected critics working in Native American studies today, offers a clear and compelling set of reasons why red--Native American culture, history, and literature--should matter to Americans more than it has to date.
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Voices of Native American Indian Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Indian Students, edited by Sheila T. Gregory, is a comprehensive resource that provides a vivid portrait of best practices for Native American students, as experienced by Native American educators.