American Indian Education  

American Indian / Indigenous Education 

books | conferences | articles | columns | contact | links | index | home 

Indigenous Education Articles

Go to Indigenous Languages Articles

Go to Indigenous Education Columns

Journal of American Indian Education cover
American Indian Boarding Schools: What Went Wrong? What Is Going Right?
Jon Reyhner

This 2018 article examines the assimilationist, English-only, and ethnocentric history of the U.S. government's boarding schools serving American Indian students and current attempts to make Indian education less ethnocentric and more culturally sensitive. It is part of a special spring 2018 issue of the Journal of American Indian Education focused on boarding schools published in conjunction with the Heard Museum's exhibit, Away from Home: American Indian Boarding School Stories, that reopened in 2019.

Cogent Education Journal
Affirming Identity: The Role of Language and Culture in American Indian Education
Jon Reyhner

This 2017 Cogent Education article examines recent American Indian and Hawaiian efforts at language and culture revitalization in schools and how these efforts are helping students develop a strong positive sense of identity and achieve more academic success. These efforts focus on promoting human rights and are in line with the United Nations 2007 Declaration on the Rights of Indigenous Peoples. This article is part of a special issue of the journal on Revitalization of Indigenous Languages: Designing and Facilitating Immersion Programs.

Language Policy Journal
Cultural Genocide in Australia, Canada, New Zealand, and the United States: The Destruction and Transformation of Indigenous Cultures
Jon Reyhner and Navin Kumar Singh

This 2010 Indigenous Policy Journal article examines the nature of cultural genocide and recent efforts to stem its ongoing effects in the only four countries that voted against the 2007 United Nation's Declaration on the Rights of Indigenous Peoples. It gives a brief chronicle of the destruction and transformation of Indigenous cultures through a history of assimilationist schooling in Australia, Canada, New Zealand, and the United States from the 19th century to the present day, examining what aspects can be considered cultural genocide and what can be considered voluntary cultural change. It then examines current efforts to reverse assimilation and revitalize Indigenous cultures through immersion language programs and concludes with samples of the current rhetoric on the treatment of Indigenous peoples characterized by the 2007 Declaration on the Rights of Indigenous Peoples and the recent apologies by the Prime Ministers of Australia and Canada.

Journal of American Indian Education
Reading First, Literacy, and American Indian Students
Jon Reyhner and Denny S. Hurtado

The No Child Left Behind (NCLB) Act of 2001 and its Reading First provisions were an attempt to close the academic achievement gap between mainstream Americans and American Indian/Alaska Native and other ethnic minority groups who have a history of below average academic achievement. This article gives evidence that despite its laudable goals, there are serious flaws in NCLB's approach because it overlooks the role of poverty, motivation, and cultural differences that are major contributors to the achievement gap and because its Reading First provisions have strayed from the "balanced approach" recommended in the National Reading Panel"s report, leading to an overemphasis on phonics approaches to reading instruction. This article is part of a 2008 special issue of the Journal of American Indian Education on NCLB.

Cover of November
2006 issue of <i>Native American Review</I>
Guns, Germs, Steel, and Education
Jon Reyhner

Jared Desmond's answer to a New Guinea Native's question: "Why is it that you white people developed so much cargo [technological things] and brought it to New Guinea, but we black people had little cargo of our own?"

Cover of
2006 issue of
<i>Native American Review</I>
Reading and Writing to Create Yourself
Jon Reyhner

This 2006 article discusses the instructional methodology authors and teachers have used to help American Indian students become better readers and writers.

Cover of June 2006 issue of
<i>Indian Education Today</I>
Dropout Nation
Jon Reyhner

This 2006 article examines the reasons why students drop out of school with special attention to American Indian students and looks at what can be done to keep them in school.

Cover of May 2006 issue of
<i>Indian Education Today</I>
Humility vs. Self Esteem
Jon Reyhner

This 2006 article contrasts educational efforts to boost students' self esteem with the traditional Indian value of humility and explores what efforts are needed to raise the academic achievment of Indian students.

Cover of April 2006 issue of
<i>Indian Education Today</I>
Reading, Writing and Finding Sovereignty
Jon Reyhner

This April 2006 Indian Education Today article discusses the link between learning to read and write well and Indian sovereignty.

Cover of March 2006 issue of
<i>Indian Education Today</I>
Creating Sacred Places for Children
Jon Reyhner

This March 2006 Indian Education Today article discusses the National Indian School Board Association's Creating Sacred Places for Children curriculum, research on effective Indian schools, and weaknesses in the No Child Left Behind Act.

Cover Tribal
College Journal
A Specialized Knowledge Base
for Teaching American Indian and Alaska Native Students

Jon Reyhner, Harry Lee and David Gabbard

Outlines a proposed additional knowledge base that can be adopted by beginning teachers of American Indian and Alaska Native students. This additional knowledge base is above and beyond what is now in most mainstream teacher education programs. First, we discuss the idea of a knowledge base for teacher education and explain the need for a specialized knowledge base for Native education. Second, various aspects of that specialized knowledge base are outlined. We begin with the area of educational foundations, and then we describe specialized instructional methodologies and curriculum appropriate for Native students. Finally, we describe needed internship and student teaching opportunities. 1993 Tribal College Journal article.

Cover INAR Task
Force Report
Plans for Dropout Prevention and Special School Support Services
for American Indian and Alaska Native Students

Jon Reyhner

American Indian and Alaska Native students have a dropout rate twice the national average; the highest dropout rate of any United States ethnic or racial group. About three out of every ten Native students drop out of school before graduating from high school both on reservations and in cities. Academically capable Native students often drop out of school because their needs are not being met while others are pushed out because they protest in a variety of ways how they are treated in school. This paper originally prepared for the Indian Nations at Risk Task Force summarizes research on dropouts and describes seven reasons Native students drop out of school: Large schools, uncaring teachers, passive teaching methods, irrelevant curriculum, inappropriate testing, tracked classes, and lack of parent involvement. It concludes with recommendations to decrease the number of Native dropouts. Also available from ERIC: ED343762. A version of this paper was printed in the Journal of American Indian Education, January 1992

Curriculum Development for Native American Students
Hap Gilliland

This paper gives detailed instructions on how to develop a high interest culturally appropriate instructional unit for American Indian and other students. It includes 15 steps for planning a unit.

Factors Affecting the Retention of American Indian
and Alaska Native Students in Higher Education

Jon Reyhner and John Dodd

Contains a synthesis of research and writing on the subject of recruiting and retaining American Indian and Alaska Native students in tribal colleges and public and private universities and presents the results of a study of 24 successful American Indian college students who were seniors at a state supported college in Montana. Family support, Indian advocacy group support (for example the work of the American Indian Science and Engineering Society), peer support, and institutional support (including minority student offices) are examined with the purpose of identifying what factors lead to Native student persistence in higher education. Successful students in the study were mostly non-traditional (in the college sense) students who had interrupted their college studies at least once. They identified as obstacles to their college success prejudice, finances, language, and alcohol in descending order. These students were helped in their college career most frequently by caring and understanding faculty. Recommendations are made on what needs to be done to orient new Native students to the higher education setting and what college professors need to do to adapt their teaching styles to the needs of Native students.

Indigenous Languages Articles

Complete List of Chapters and Articles by Jon Reyhner

books | conferences | articles | columns | contact | links | index | home 

Copyright © 2019 Northern Arizona University, All rights reserved.