8,183
Views
12
CrossRef citations to date
0
Altmetric
Review Article

Affirming identity: The role of language and culture in American Indian education

| (Reviewing Editor)
Article: 1340081 | Received 06 Apr 2017, Accepted 06 Jun 2017, Published online: 16 Jun 2017

References

  • Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience, 1875–1928 . Lawrence: University Press of Kansas.
  • Alvord, L. A. , & Van Pelt, E. C. (1999). The scalpel and the silver bear: The first Navajo woman surgeon combines western medicine and traditional healing . New York, NY: Bantam.
  • American Indian Health . (2013, September 30). Health topics . Retrieved from http://americanindianhealth.nlm.nih.gov/
  • Barnhardt, R. , & Kawagley, O. (Eds.). (2011). Sharing our pathways: Native perspectives on education in Alaska . Fairbanks, AK: Alaska Native Knowledge Network, University of Alaska.
  • Collier, J. (1947). The Indians of the Americas: The long hope . New York, NY: W. W. Norton.
  • Eastman, C. A. (Ohiyesa) . (1915). The Indian today: The past and future of the First American . Garden City, NY: Doubleday.
  • Hallett, D. , Chandler, M. J. , & Lalonde, C. E. (2007). Aboriginal language knowledge and youth suicide. Cognitive Development , 22 , 392–399.10.1016/j.cogdev.2007.02.001
  • Hernandez, D. J. , & Charney, E. (Eds.). (1998). From generation to generation: The health and well-being of children in immigrant families (Committee on the Health and Adjustment of Immigrant Children and Families, Board on Children, Youth, and Families, National Research Council and Institute of Medicine) . Washington, DC: National Academy.
  • Johnson, T. J. , & Legatz, J. (2006). Tséhootsooí Diné Bi’ólta’. Journal of American Indian Education , 45 , 26–33.
  • Kawagley, A. O. , & Kawaiʻaeʻa, K. K. C. (2003, August 14). Ke Kula Mauli Ola Hawai’i ‘o Nāwahīokalani’ōpu’uLiving Hawaiian Life-Force School. Unpublished draft case study report ( Site report #33). Tempe: Native Educators Research Project, Center for Indian Education, Arizona State Uiversity.
  • Kawaiʻaeʻa, K. , Kawagley, A. O. , & Masaoka, K. (2017). Ke Kula Mauli Ola Hawai’i ‘o Nāwahīokalani’ōpu’u Living Hawaiian life-force school. In J. Reyhner , J. Martin , L. Lockard , & W. S. Gilbert (Eds.), Honoring our teachers (pp. 77–98). Flagstaff, AZ: Northern Arizona University.
  • Kluckhohn, C. (1962). Culture and behavior . New York, NY: Free Press of Glencoe.
  • Littlebear, R. (1999). Some rare and radical ideas for keeping Indigenous languages alive. In J. Reyhner , G. Cantoni , R. N. St. Clair , & E. P. Yazzie , (Eds.), Revitalizing Indigenous languages (pp. 1–5). Flagstaff, AZ: Northern Arizona University. Retrieved from http://jan.ucc.nau.edu/~jar/RIL_1.html
  • Luning, R. J. I. , & Yamauchi, L. A. (2010). The influences of Indigenous heritage language education on students and families in a Hawaiian Language immersion program. Heritage Language Journal , 7 , 46–75.
  • Mankiller, W. (2004). Every day is a good day: Reflections by contemporary Indigenous women . Golden, CO: Fulcrum.
  • Manulito, K. (2004). Case study: Window rock elementary school . Tempe: Native Educators Research Project, Center for Indian Education, Arizona State University. ( Unpublished manuscript).
  • Maxwell, L. A. (2013, December 4). Education in Indian country: Running in place. Education Week , 33 , 14–20. Retrieved from http://www.edweek.org/ew/projects/2013/native-american-education/running-in-place.html#jump
  • McCarty, T. L. (2013). Language planning and policy in Native America: History, theory, praxis . Bristol: Multilingual Matters.
  • McCauley, E. A. (2001). Our songs are alive: Traditional diné leaders and pedagogy of possibility for diné education ( Ed.D. dissertation). Flagstaff, AZ: Northern Arizona University.
  • Nicholas, S. E. (2010). “How are you Hopi if you can’t speak it?” An ethnographic study of language as cultural practice among Hopi youth. In T. L. McCarty (ed.), Ethnography and language policy (pp. 53–75). New York, NY: Routledge.
  • Nicholas, S. E. (2013). “Being” Hopi by “living” Hopi: Redefining and reasserting cultural and linguistic identity: Emergent Hopi youth ideologies. In L. T. Wyman , T. L. McCarty , & S. Nicholas (Eds.), Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds (pp. 70–89). New York, NY: Routledge.
  • Reyhner, J. (2010). Indigenous language immersion schools for strong Indigenous identities. Heritage Language Journal , 7 , 138–152.
  • Reyhner, J. , & Eder, J. (2017). American Indian education: A history . (2nd ed.). Norman, OK: University of Oklahoma.
  • Reyhner, J. , & Johnson, F. (2015). Immersion education. In J. Reyhner (Ed.), Teaching Indigenous students: Honoring place, community and culture . Norman, OK: University of Oklahoma.
  • Riley, N. S. (2016). The new trail of tears: How Washington is destroying American Indians . New York, NY: Encounter Books.
  • Szasz, M. C. (1999). Education and the American Indian: The road to self-determination since 1928 (3rd ed.). Albuquerque, NM: University of New Mexico Press.
  • The Indian . (1886, February 17). Hagersville, ON, p. 25.
  • Valdés, G. (1996). Con Respeto: Bridging the distances between culturally diverse families and schools . New York, NY: Teachers College Press.
  • Walmsley, R. (2011). World prison population list (11th ed.). International Centre for Prison Studies. Retrieved February 12, 2010, from http://www.prisonstudies.org/sites/default/files/resources/downloads/wppl_9.pdf
  • White, L. (2015). Free to be Mohawk: Indigenous education at the Akwesasne freedom school . Norman, OK: University of Oklahoma Press.
  • Wilkins, L. (2008). Nine virtues of the Yakima Nation. Democracy & Education , 17 , 29–32.
  • Wilson, H. W. , Kamanām, K. , & Rawlins, N. (2006). Nawahī Hawaiian laboratory school. Journal of American Indian Education , 45 , 42–44.