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Series Foreword | |
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Acknowledgments | |
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Preface | |
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Overview of the Book | |
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Where Do We Stand? | |
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Choice and Self-Determination: Central Lessons from American Indian Education | |
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Schools as "Civilizing" and Homogenizing Institutions | |
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Safety Zone Theory: Explaining Policy Development over Time | |
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Key Terms and Concepts | |
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Methodological and Theoretical Approaches | |
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The Strengths of Indigenous Education: Overturning Myths About Indian Learners | |
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Indigenous Education Versus American Schooling | |
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How-and Why-Do Stereotypes Endure? | |
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What Is Education? | |
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Native Voices Teach Lessons of Shared Humanity | |
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Indigenous Knowledge Guides Human Societies | |
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Carefully Designed Educational Systems | |
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Language-Rich Contexts for Education | |
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Learning by Doing | |
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A Return to Choice and Local Control | |
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Women's Arts and Children's Songs: Domesticating Indian Culture, 1900-1928 | |
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Indians as Children: "Insensible Wards" | |
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Boarding Schools Versus Day Schools | |
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A Political Economy of School Practices: The "Dignity of Labor" | |
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Jobs Not Available Outside the Schools | |
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Race and the Safety Zone: Finding the Right Level | |
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A Place for Native Songs: "Innocent in Themselves" | |
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A Place for Native Women's Arts: "Most Attractive Jardinieres" | |
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Attempts to Domesticate Difference | |
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An Unprecedented Possibility: "To Remain an Indian" | |
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Conclusion | |
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How to "Remain an Indian"?: Power Struggles in the Safety Zone, 1928-1940 | |
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The "New" Vocational Education | |
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Indian History and Lore Courses | |
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Native Teachers in the Federal Schools | |
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The Revival of Arts and Crafts Instruction | |
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The Keystone of Control: Reforms Versus Business as Usual | |
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Conclusion | |
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Control of Culture: Federally Produced Bilingual Materials, 1936-1954 | |
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Willard Walcott Beatty and Ann Nolan Clark | |
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Pueblo Life Readers | |
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Sioux Life Readers | |
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Navajo Life Readers | |
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Native Translators and Interpreters | |
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Legacies of the First Translators | |
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New Developments in Bilingual Materials | |
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Indigenous Bilingual/Bicultural Education: Challenging the Safety Zone | |
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Seeds of Transformation | |
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A "Window of Opportunity" | |
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The Rise of Indigenous Community-Controlled Schools | |
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Taking up the Challenge: "Why Not?" | |
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Lessons Learned | |
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Confounding Federal Forces | |
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"The New American Revolution": Indigenous Language Survival and Linguistic Human Rights | |
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Indigenous Languages in and Outside the Safety Zone | |
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Hawaiian Immersion: "I Think They Thought We'd Give Up" | |
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Navajo Immersion: "Bucking the Tide" | |
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Keres Immersion: "The Community Must Defend Their Rights" | |
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Native Youth Language Attitudes and Ideologies | |
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Creating New Indigenous-Language Safety Zones | |
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Testing Tribal Sovereignty: Self-Determination and High-Stakes Tests | |
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Race and Intelligence Testing in American Education | |
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The Present Standards Movement | |
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Consequences of the Standards Movement for Indigenous Students and Schools | |
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The Larger Context: Standards and Dangerous Diversity | |
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Reasserting Local Control: A Native Charter School Example | |
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Accountable to Whom? Alaska Native Standards for Culturally Responsive and Responsible Schooling | |
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Concluding Thoughts: Beyond the Safe Versus Dangerous Divide | |
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Coda: Consummating the Democratic Ideal | |
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A Vision of the Future | |
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Notes | |
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References | |
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Archival Records | |
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Works Cited | |
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Index | |
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About the Authors | |