Reviews research regarding transitional models as well as interviews of students to determine success and gaps in the transition experience. Presents recommendations.
Tribal College Journal of American Indian Higher Education, vol. 25, no. 4, Nation Building, Summer, 2014
Description
Discusses the College of the Muscogee Nation commitment to academic excellence, the process of accreditation, and recognition for high industry standards.
Journal of American Indian Education, vol. 53, no. 2, 2014, pp. 48-65
Description
Looks at relationships in New Mexico and Oklahoma using qualitative interviews with tribal leaders, quantitative data from survey of 150 Indian education directors, and secondary data on school district characteristics.
Journal of American Indian Education, vol. 53, no. 2, 2014, pp. 85-103
Description
Discusses the Indigenous Youth Empowerment Program located in Lansing, Michigan. Outlines each component of curriculum, discusses it's significance, and provides example of how it is applied.
American Indian Quarterly, vol. 38, no. 2, Spring, 2014, pp. 207-236
Description
Comments on the success of anthropological workshops which brought students together to learn in a more culturally sympathetic and empathetic environment compared to mainstream education.
Tribal College Journal of American Indian Higher Education, vol. 25, no. 3, Preserving and Protecting Knowledge, Spring, 2014
Description
Discusses how the Cultural Preservation Endowment Program supports multiple cultural revitalization projects to preserve language, history, art, music, and dance.
Tribal College Journal of American Indian Higher Education, vol. 26, no. 2, Workforce Development, Winter, 2014
Description
Discusses how Turtle Mountain Community College is meeting the educational needs of Native American Indians, strengthening tribal sovereignty and self-determination, and positively affecting people’s lives through its teacher education program.
Tribal College Journal of American Indian Higher Education, vol. 25, no. 3, Preserving and Protecting Knowledge, Spring, 2014, pp. 20-23
Description
Discusses teaching and learning about cultural knowledge as a community endeavor that can facilitate the preservation of Tohono O'odham culture and tradition.
Journal of American Indian Education, vol. 53, no. 3, Examining and Applying Safety Zone Theory: Current Policies, Practices, and Experiences, 2014, pp. 42-62
Description
Describes students' reactions to dealing with two conflicting academic classroom spaces: one course taught from an Indigenous perspective (Native American literature), the other from a Eurocentric (American history).
Tribal College Journal of American Indian Higher Education, vol. 25, no. 3, Preserving and Protecting Knowledge, Spring, 2014
Description
Introductory article to this themed issue illustrates the unique ways tribal colleges and universities are preserving, protecting and disseminating cultural knowledge to future generations.
Reclaiming Children and Youth, vol. 22, no. 4, Winter, 2014, pp. 56-58
Description
Comments on how the Circle of Courage bridges together Indigenous and Western knowledge and provides a foundation for positive youth development in any culture.
Film about the Hawaiian approach to gender diversity and a true story about a girl who wants to be in an all-boy hula troupe at her school. For grades 6-12.
Duration: 24:41
Discussion Guide.
Discussion guide to accompany A Place in the Middle, true story about a girl who wants to be in an all-boy hula troupe at her school. For grades 6-12.
Watch A Place in the Middle.
Journal of American Indian Education, vol. 53, no. 3, Examining and Applying Safety Zone Theory: Current Policies, Practices, and Experiences, 2014, pp. 25-41
Description
Reports findings from qualitative study documenting one tribal college's implementation of an early childhood education program designed to develop culturally responsive teachers who support the revitalization of language and culture.
Journal of Indigenous Research, vol. 3, no. 1, 2014, pp. 1-6
Description
Looks at three projects which were designed to build capacity with students enrolled in Native American and Indigenous Studies courses and to promote tribal sovereignty.