Bureau of Indian Education: Native American Language Immersion (DOI)

2020 ◽  
Vol 44 (21) ◽  
pp. 6-6
Keyword(s):  
Native American ◽  
Language Immersion ◽  
Indian Education ◽  
Native American Language ◽  
Bureau Of Indian Education

Respecting the language: digitizing Native American language materials

2018 ◽  
Vol 34 (3) ◽  
pp. 200-214
Author(s):  
Mary Wise ◽  
Sarah R. Kostelecky
Keyword(s):  
Native American ◽  
Language Learning ◽  
Digital Humanities ◽  
Content Management ◽  
Project Planning ◽  
Community Members ◽  
Content Type ◽  
Digital Collection ◽  
Project Sustainability ◽  
Native American Language

Purpose Many academic libraries use digital humanities projects to disseminate unique materials in their collections; during project planning, librarians will consider platforms, scanning rates and project sustainability. Rarely, though, will academic librarians consider how members from the communities that created the materials can contribute to digitization projects. The purpose of this study is to explain how collaboration with Zuni Pueblo (a Native American tribe in the southwest) community members improved a digital humanities project to disseminate Zuni language learning materials. Design/methodology/approach Methodologically relying on critical making, which involved community member feedback throughout the process, the Zuni Language Materials Collection will provide digital access to 35 language learning items. Findings The authors argue that collaboration with members of the community of creation dramatically improved item description, collection discoverability and collection interactivity. This study historicizes CONTENTdm and describes how the team modified this content management system to meet user needs. This project produced a prototype digital collection, collaboratively authored metadata and an interactive portal that invites users to engage with the collection. Practical implications Libraries continue to struggle to reach and reflect their diverse users. This study describes a process that others may use and modify to engage nearby Native American communities. Originality/value This piece shares a unique strategy of partnering with Native American community members on all aspects of digital humanities project development and design. This case study attempts to fill a gap in the literature as the first study to describe a digitization process using CONTENTdm with a Native American community.

Online Learning Perspectives of Native American Students

2019 ◽  
Vol 48 (3) ◽  
pp. 321-334 ◽  
Author(s):  
Brittany D. Hunt ◽  
Beth Oyarzun
Keyword(s):  
Online Learning ◽  
Native American ◽  
Culturally Responsive ◽  
Project Based Learning ◽  
Indian Education ◽  
Online Course ◽  
College Matriculation ◽  
Native American Students ◽  
Online Classrooms ◽  
American Students

With Native American college matriculation on the rise and with online learning increasing in popularity, a need exists to bridge the two and to develop online learning practices that are culturally responsive. Kirkness and Barnhardt identify four principles central to American Indian education: respect, relevance, reciprocity, and responsibility. These four principles were used as the framework of this ethnographic, qualitative study, which included two Native American female students enrolled in an online course at a large 4-year University in the southeast. Results showed that students wanted supportive learning environments, Indigenous curriculum and perspectives represented online classrooms, interaction with professors and peers, and opportunities for project-based learning.

Language Policies in Practice: Preliminary Findings From a Large‐Scale National Study of Native American Language Shift

2007 ◽  
Vol 41 (3) ◽  
pp. 607-618 ◽  
Author(s):  
MARY EUNICE ROMERO‐LITTLE ◽  
TERESA L. McCARTY ◽  
LARISA WARHOL ◽  
OFELIA ZEPEDA
Keyword(s):  
Native American ◽  
Large Scale ◽  
Language Shift ◽  
National Study ◽  
Language Policies ◽  
Native American Language

Carlos Montezuma and the Emergence of American Indian Activism

2018 ◽  
Author(s):  
Maurice Crandall
Keyword(s):  
Native American ◽  
Public Schools ◽  
American Indians ◽  
Indian Education ◽  
Native American History ◽  
Medical College ◽  
The Us ◽  
Reservation System ◽  
Indian Reform ◽  
The University

Carlos Montezuma was one of the most influential Indians of his day and a prominent leader among the Red Progressives of the late 19th and early 20th centuries. Born to Yavapai parents in central Arizona, he was kidnapped by O’odham (Pima) raiders at a young age, and sold soon after into the Indian slave trade that for centuries had engulfed the US-Mexico borderlands. Educated primarily at public schools in Illinois, Montezuma eventually went on to be the first Native American graduate of the University of Illinois (1884) and one of the first Native American doctors (Chicago Medical College, 1889). Montezuma was a lifelong friend of Richard Henry Pratt, the founder of the Carlisle Indian Industrial School, and he firmly believed in the importance of Indian education. He insisted that educated Indians like himself must serve as examples of what Indians were capable of achieving if given the opportunities. He became deeply involved in the pan-Indian reform movements of the day and was one of the founding members of the Society of American Indians. Montezuma had a rocky relationship with the group, however, because many in the organization found his calls for the immediate abolition of the Indian Bureau and an end to the reservation system difficult to accept. From 1916 to 1922, he published his own journal, Wassaja, in which he relentlessly assailed the Indian Bureau, the reservations, and anyone who stood in the way of Indian “progress.” But Montezuma’s most important work was as an advocate for his own people, the Yavapais of Fort McDowell, Arizona, and other Arizona Indian groups. He spent the final decade of his life working to protect their water, land, and culture, and eventually returned to his Arizona homelands to die, in 1923. Although he was largely forgotten by historians and scholars in the decades after his death, Carlos Montezuma is now correctly remembered as one of the most important figures in Native American history during the Progressive Era.

Sign in / Sign up

Export Citation Format

Share Document