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Rethinking education and indigenous knowledges

Presentation given by La Vonne Cornell-Swanson as part of the SOTL @ UJ seminar series on 21 July 2016.

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Rethinking education and indigenous knowledges

  1. 1. Rethinking Education
  2. 2. Rethinking School/ Rethinking Columbus
  3. 3. Perspective  Insider  Outsider  On the margins
  4. 4. Indian Removal Act (1830)  Trail of Tears
  5. 5. Turtle Island : Sovereignty
  6. 6. Indian Boarding School Movement: Impact on Education
  7. 7. Remembering
  8. 8. Termination Policy (1953-1968)  The Indian Termination Policy was intended to assimilate the Native Americans as individuals (as opposed to one ethnic group) into mainstream Western civilization. At least, that was the belief. It was established by Congress as a means of ending all relations between Native American Tribes and the federal government. The Termination Policy was intended to grant all the privileges and rights of citizenship to the Native Americans; however, it actually ended tribe sovereignty and freedom, trusteeship of the reservations and exclusion of Indians from state laws.
  9. 9. Self Determination Act (1975)  The Indian Self-Determination and Education Assistance Act of 1975 (Public Law 93-638) authorized the Secretary of the Interior, the Secretary of Health, Education, and Welfare, and some other government agencies to enter into contracts with, and make grants directly to, federally recognized Indian tribes. The tribes would have authority for how they administered the funds, which gave them greater control over their welfare. The ISDEAA is codified at Title 25, United States Code, beginning at section 450.  Signed into law on January 4, 1975, the ISDEAA made self-determination the focus of government action. The Act reversed a 30-year effort by the federal government under its preceding termination policy to sever treaty relationships with and obligations to Indian tribes. The Act was the result of 15 years of change, influenced by American Indian activism, the Civil Rights Movement, and community development based on grassroots political participation.[1][2]
  10. 10. Indian Child Welfare Act (1975)  The Indian Child Welfare Act (ICWA) is a federal law that seeks to keep American Indian children with American Indian families. Congress passed ICWA in 1978 in response to the alarmingly high number of Indian children being removed from their homes by both public and private agencies. The intent of Congress under ICWA was to "protect the best interests of Indian children and to promote the stability and security of Indian tribes and families" (25 U.S.C. § 1902). ICWA sets federal requirements that apply to state child custody proceedings involving an Indian child who is a member of or eligible for membership in a federally recognized tribe.
  11. 11. Wisconsin Indian Tribes http://www.glitc.org/
  12. 12. Wisconsin Indian Treaty Rights; https://www.mpm.edu/wirp/ICW-09.html
  13. 13. The Path to Act 31  http://www.education.wisc.edu/soe/a bout/resource-service-units/student- diversity-programs/american-indian- curriculum-services/why-act31http:/  /theways.org/
  14. 14. Access 2 Success for Native American Students in Higher Education  Pre service teacher preparation  Act 31 Website for Professors, Pre-service and Certified Teachers  Native American and First Nation Studies Programs  Indigenous Language Collaboration
  15. 15. Curriculum  Tribal Colleges  Native American and First Nation Studies Programs  Indigenous language courses  UW Green Bay First Nations Fusion Program  http://www.uwgb.edu/fns/  Connective Pedagogy- Indigenous wholistic framework  Elders in residence  Act 31 Fusion
  16. 16. Indigenous Wholistic Framework, Michelle Pidgeon, 2009. Simon Frasier University

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  • samuelmbiza1

    Aug. 24, 2018

Presentation given by La Vonne Cornell-Swanson as part of the SOTL @ UJ seminar series on 21 July 2016.


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