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Pueblo voices: Defining the role of ...

Schultz, Holger S.

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Pueblo voices: Defining the role of Pueblo education (New Mexico).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Pueblo voices: Defining the role of Pueblo education (New Mexico)./
作者:	Schultz, Holger S.
面頁冊數:	238 p.
附註:	Adviser: Fred Coombs.
Contained By:	Dissertation Abstracts International59-09A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9904580
ISBN:	0599019379

Pueblo voices: Defining the role of Pueblo education (New Mexico).
Schultz, Holger S.

Pueblo voices: Defining the role of Pueblo education (New Mexico). - 238 p.

Adviser: Fred Coombs.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.

For 200 years, prior to the early 1970s, the Indian perspective had been systematically excluded from the policy-making process pertaining to Indian education. An overview of the literature, spanning a progression of federal Indian education policy initiatives, including annihilation and extermination, assimilation, New Deal progressivism, and Indian relocation, confirms the exclusion of Native-American input. Clearly, inclusion of an Indian perspective was seen as counterproductive to the assimilationist goals of Indian education. With the advent of self-determination, the door was gradually opened to consideration of an Indian perspective through consultation and eventually through direct Indian control. Self-determination did not result in abrupt change with respect to the policies and practices of Indian education but rather a slow, incremental change. The influence and conditioning of past policies has had a lingering effect on current attitudes and practices.

ISBN: 0599019379Subjects--Topical Terms:

626645
Education, Administration.

Pueblo voices: Defining the role of Pueblo education (New Mexico).
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520 $a For 200 years, prior to the early 1970s, the Indian perspective had been systematically excluded from the policy-making process pertaining to Indian education. An overview of the literature, spanning a progression of federal Indian education policy initiatives, including annihilation and extermination, assimilation, New Deal progressivism, and Indian relocation, confirms the exclusion of Native-American input. Clearly, inclusion of an Indian perspective was seen as counterproductive to the assimilationist goals of Indian education. With the advent of self-determination, the door was gradually opened to consideration of an Indian perspective through consultation and eventually through direct Indian control. Self-determination did not result in abrupt change with respect to the policies and practices of Indian education but rather a slow, incremental change. The influence and conditioning of past policies has had a lingering effect on current attitudes and practices.
520 $a The Pueblo community perspective, as articulated by parents, students, traditional elders, and contemporary educators regarding the role of Pueblo education is essential to positive school change. With this premise in mind, I conducted extensive interviews in an attempt to understand more clearly what parents, traditional elders, and other Pueblo community members perceived the role of Santa Fe Indian School and other schools for Pueblo students to be. I found a strong consensus among the people I interviewed. The purpose of education was defined as being to educate students so they can get good jobs and support their families, and to enable them to contribute to keeping their Pueblo community strong by retaining native language and tradition. There is strong evidence to support the theory that the most important factor in retaining native language and culture is the means of earning a livelihood. There was very little erosion of traditional cultural practices when subsistence farming was the primary source of livelihood. However, as large numbers of community members began to seek employment off the reservations, the change in means of earning a livelihood was accompanied by rapid erosion of native language use and traditional cultural practices. Effective education such as Community-Based Education, a model program at Santa Fe Indian school, holds promise for accomplishing the purpose for Indian education defined in this study.
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