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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 | |