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"To Remain an Indian": Lessons in Democracy from a Century of Native American Education
“To Remain an Indian” traces the footprints of Indigenous education in what is now the United States. Native Peoples’ educational systems are rooted in ways of knowing and being that have endured for millennia, despite the imposition of colonial schooling. In this second edition, the authors amplify their theoretical framework of settler colonial Safety Zones by adding Indigenous Sovereignty Zones. Safety Zones are designed to break Indigenous relationships and impose relations of domination while Sovereignty Zones foster Indigenous growth, nurture relationships, and support life. This fascinating portrait of Native American education highlights the genealogy of relationships across Peoples, places, and education initiatives in the 20th and 21st centuries. New scholarship re-evaluates early 20th-century “reforms” as less an endorsement of Indigenous self-determination and more a continuation of federal control. The text includes personal narratives from program architects and examines Indigenous language, culture, and education resurgence movements that reckon with the coloniality of U.S. schooling.

Book Features:

  • Enriched theoretical framework contrasting settler colonial Safety Zones designed to control with Indigenous Sovereignty Zones designed to nurture Indigenous futures.
  • The voices of activists and educators who are linked together in a genealogy of Indigenous educational self-determination.
  • Developments in Indigenous schooling contextualized within the Piper v. Big Pine and Brown v. Board desegregation cases.
  • Empirically updated case studies of ongoing language, culture, and education resurgence movements.
  • Recent scholarship highlighting Progressive Era continuities in federal powers over Native Peoples and the impact of the 1924 Indian Citizenship Act.
  • Visual imagery, including historic and contemporary photos of people and programs, curricular materials, and schools.
"1144945593"
"To Remain an Indian": Lessons in Democracy from a Century of Native American Education
“To Remain an Indian” traces the footprints of Indigenous education in what is now the United States. Native Peoples’ educational systems are rooted in ways of knowing and being that have endured for millennia, despite the imposition of colonial schooling. In this second edition, the authors amplify their theoretical framework of settler colonial Safety Zones by adding Indigenous Sovereignty Zones. Safety Zones are designed to break Indigenous relationships and impose relations of domination while Sovereignty Zones foster Indigenous growth, nurture relationships, and support life. This fascinating portrait of Native American education highlights the genealogy of relationships across Peoples, places, and education initiatives in the 20th and 21st centuries. New scholarship re-evaluates early 20th-century “reforms” as less an endorsement of Indigenous self-determination and more a continuation of federal control. The text includes personal narratives from program architects and examines Indigenous language, culture, and education resurgence movements that reckon with the coloniality of U.S. schooling.

Book Features:

  • Enriched theoretical framework contrasting settler colonial Safety Zones designed to control with Indigenous Sovereignty Zones designed to nurture Indigenous futures.
  • The voices of activists and educators who are linked together in a genealogy of Indigenous educational self-determination.
  • Developments in Indigenous schooling contextualized within the Piper v. Big Pine and Brown v. Board desegregation cases.
  • Empirically updated case studies of ongoing language, culture, and education resurgence movements.
  • Recent scholarship highlighting Progressive Era continuities in federal powers over Native Peoples and the impact of the 1924 Indian Citizenship Act.
  • Visual imagery, including historic and contemporary photos of people and programs, curricular materials, and schools.
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"To Remain an Indian": Lessons in Democracy from a Century of Native American Education

"To Remain an Indian": Lessons in Democracy from a Century of Native American Education

Overview

“To Remain an Indian” traces the footprints of Indigenous education in what is now the United States. Native Peoples’ educational systems are rooted in ways of knowing and being that have endured for millennia, despite the imposition of colonial schooling. In this second edition, the authors amplify their theoretical framework of settler colonial Safety Zones by adding Indigenous Sovereignty Zones. Safety Zones are designed to break Indigenous relationships and impose relations of domination while Sovereignty Zones foster Indigenous growth, nurture relationships, and support life. This fascinating portrait of Native American education highlights the genealogy of relationships across Peoples, places, and education initiatives in the 20th and 21st centuries. New scholarship re-evaluates early 20th-century “reforms” as less an endorsement of Indigenous self-determination and more a continuation of federal control. The text includes personal narratives from program architects and examines Indigenous language, culture, and education resurgence movements that reckon with the coloniality of U.S. schooling.

Book Features:

  • Enriched theoretical framework contrasting settler colonial Safety Zones designed to control with Indigenous Sovereignty Zones designed to nurture Indigenous futures.
  • The voices of activists and educators who are linked together in a genealogy of Indigenous educational self-determination.
  • Developments in Indigenous schooling contextualized within the Piper v. Big Pine and Brown v. Board desegregation cases.
  • Empirically updated case studies of ongoing language, culture, and education resurgence movements.
  • Recent scholarship highlighting Progressive Era continuities in federal powers over Native Peoples and the impact of the 1924 Indian Citizenship Act.
  • Visual imagery, including historic and contemporary photos of people and programs, curricular materials, and schools.

Product Details

ISBN-13: 9780807786130
Publisher: Teachers College Press
Publication date: 12/24/2024
Series: Multicultural Education Series
Edition description: 2nd ed.
Pages: 288
Product dimensions: 6.38(w) x 9.25(h) x 0.70(d)

About the Author

K. Tsianina Lomawaima (Muscogee and German Mennonite descent) is a scholar of Indigenous studies and a retired professor. Teresa L. McCarty is Distinguished Professor and GF Kneller Chair in Education and Anthropology and faculty in American Indian studies at the University of California, Los Angeles.

Table of Contents


Series Foreword   James A. Banks     xi
Acknowledgments     xvii
Preface     xxi
Overview of the Book     xxiii
Where Do We Stand?     xxiv
Choice and Self-Determination: Central Lessons from American Indian Education     1
Schools as "Civilizing" and Homogenizing Institutions     4
Safety Zone Theory: Explaining Policy Development over Time     6
Key Terms and Concepts     7
Methodological and Theoretical Approaches     10
The Strengths of Indigenous Education: Overturning Myths About Indian Learners     16
Indigenous Education Versus American Schooling     16
How-and Why-Do Stereotypes Endure?     17
What Is Education?     20
Native Voices Teach Lessons of Shared Humanity     22
Indigenous Knowledge Guides Human Societies     23
Carefully Designed Educational Systems     27
Language-Rich Contexts for Education     31
Learning by Doing     37
A Return to Choice and Local Control     40
Women's Arts and Children's Songs: Domesticating Indian Culture, 1900-1928     43
Indians as Children: "Insensible Wards"     45
Boarding Schools Versus Day Schools     47
A Political Economy of School Practices: The "Dignity of Labor"     48
Jobs Not Available Outside the Schools     50
Race and the Safety Zone: Finding the Right Level     51
A Place for Native Songs: "Innocent in Themselves"     53
A Place for Native Women's Arts: "Most Attractive Jardinieres"     55
Attempts to Domesticate Difference     58
An Unprecedented Possibility: "To Remain an Indian"     64
Conclusion     66
How to "Remain an Indian"?: Power Struggles in the Safety Zone, 1928-1940     67
The "New" Vocational Education     68
Indian History and Lore Courses     73
Native Teachers in the Federal Schools     77
The Revival of Arts and Crafts Instruction     82
The Keystone of Control: Reforms Versus Business as Usual     85
Conclusion     90
Control of Culture: Federally Produced Bilingual Materials, 1936-1954     91
Willard Walcott Beatty and Ann Nolan Clark     92
Pueblo Life Readers     96
Sioux Life Readers     98
Navajo Life Readers     102
Native Translators and Interpreters     103
Legacies of the First Translators     108
New Developments in Bilingual Materials     108
Indigenous Bilingual/Bicultural Education: Challenging the Safety Zone     114
Seeds of Transformation     115
A "Window of Opportunity"     116
The Rise of Indigenous Community-Controlled Schools     117
Taking up the Challenge: "Why Not?"     118
Lessons Learned     131
Confounding Federal Forces     132
"The New American Revolution": Indigenous Language Survival and Linguistic Human Rights     134
Indigenous Languages in and Outside the Safety Zone     135
Hawaiian Immersion: "I Think They Thought We'd Give Up"     138
Navajo Immersion: "Bucking the Tide"     141
Keres Immersion: "The Community Must Defend Their Rights"     144
Native Youth Language Attitudes and Ideologies     146
Creating New Indigenous-Language Safety Zones     148
Testing Tribal Sovereignty: Self-Determination and High-Stakes Tests     150
Race and Intelligence Testing in American Education     152
The Present Standards Movement     154
Consequences of the Standards Movement for Indigenous Students and Schools     156
The Larger Context: Standards and Dangerous Diversity     157
Reasserting Local Control: A Native Charter School Example      158
Accountable to Whom? Alaska Native Standards for Culturally Responsive and Responsible Schooling     162
Concluding Thoughts: Beyond the Safe Versus Dangerous Divide     165
Coda: Consummating the Democratic Ideal     167
A Vision of the Future     170
Notes     173
References     177
Archival Records     177
Works Cited     178
Index     199
About the Authors     213

What People are Saying About This

From the Publisher

“To Remain an Indian chronicles the resistance, resilience, and imagination of generations of Native American educators. It is a profoundly moving book that highlights the opportunities, and ethical responsibility, that educators have to expand student identities and challenge coercive relations of power in the wider society.”
— Jim Cummins, University of Toronto


"A must read for both seasoned and young scholars, practitioners, and others interested in culturally based education, including the importance of Indigenous languages.
John Tippeconnic III, Director, American Indian Leadership Program, Pennsylvania State University

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