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Purpose: The purpose of this article is to (a) analyze the potential effects of the new relationship between state and federal governments on tribal sovereignty and self-determination and (b) problematize the devolution of power back to the states as they are entrusted to use the guiding frameworks

Fueled by the No Child Left Behind Act (NCLB) and its focus on standardized testing, the U.S. assessment system has been driven by capitalism rather than educational benefit. Annually, the testing industry, which four companies monopolize, is valued at between $400 and $700 million.

The authors' respective experiences as Indigenous people, scholars, language activists, and Kwak'wala (KwakwaI+-kaI+-'wakw/Kwakiutl language) and a,Y=ia,Y=iA!kE:iiEata,Y=a (Hesquiaht dialect of the Nuu-chah-nulth/Nootka language) adult language learners and teachers are discussed in r

The goal of implementing a culture-based curriculum that draws upon indigenous knowledge, traditions, and language is currently in competition with demands placed on schools by high stakes educational reform to implement a standards-based curriculum in schools.

Fifty years after the U.S.

To improve education for American Indian and Alaska Native (AI/AN) students, tribal leaders, educators, and Native youth called upon WHIAIANE to collect information on school environment experiences from teachers, parents, community members, and the students themselves.

There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures.

Ethnic identity refers to the subjective experience embracing the feelings, experiences, and behaviors through which people position their membership in a single or multiple ethnic groups.

Despite the frequent references to identity within the field of heritage language education, it is only in the past decade or so that scholars have begun to conduct empirical research on this topic.

The purpose of this report is to examine and describe major concepts and assumptions underlying the foundation of American Indian education in Minnesota.