9. Termination Policy (1953-1968)
The Indian Termination Policy was intended to assimilate the Native Americans as
individuals (as opposed to one ethnic group) into mainstream Western civilization.
At least, that was the belief. It was established by Congress as a means of ending
all relations between Native American Tribes and the federal government. The
Termination Policy was intended to grant all the privileges and rights of citizenship
to the Native Americans; however, it actually ended tribe sovereignty and freedom,
trusteeship of the reservations and exclusion of Indians from state laws.
10. Self Determination Act (1975)
The Indian Self-Determination and Education Assistance Act of 1975 (Public
Law 93-638) authorized the Secretary of the Interior, the Secretary of Health,
Education, and Welfare, and some other government agencies to enter into
contracts with, and make grants directly to, federally recognized Indian tribes. The
tribes would have authority for how they administered the funds, which gave them
greater control over their welfare. The ISDEAA is codified at Title 25, United States
Code, beginning at section 450.
Signed into law on January 4, 1975, the ISDEAA made self-determination the
focus of government action. The Act reversed a 30-year effort by the federal
government under its preceding termination policy to sever treaty relationships with
and obligations to Indian tribes. The Act was the result of 15 years of change,
influenced by American Indian activism, the Civil Rights Movement, and
community development based on grassroots political participation.[1][2]
11. Indian Child Welfare Act (1975)
The Indian Child Welfare Act (ICWA) is a federal law that seeks to keep American
Indian children with American Indian families. Congress passed ICWA in 1978 in
response to the alarmingly high number of Indian children being removed from
their homes by both public and private agencies. The intent of Congress under
ICWA was to "protect the best interests of Indian children and to promote the
stability and security of Indian tribes and families" (25 U.S.C. § 1902). ICWA sets
federal requirements that apply to state child custody proceedings involving an
Indian child who is a member of or eligible for membership in a federally
recognized tribe.
14. The Path to Act 31
http://www.education.wisc.edu/soe/a
bout/resource-service-units/student-
diversity-programs/american-indian-
curriculum-services/why-act31http:/
/theways.org/
15. Access 2 Success for Native American
Students in Higher Education
Pre service teacher preparation
Act 31 Website for Professors, Pre-service and Certified Teachers
Native American and First Nation Studies Programs
Indigenous Language Collaboration
16. Curriculum
Tribal Colleges
Native American and First Nation Studies Programs
Indigenous language courses
UW Green Bay First Nations Fusion Program
http://www.uwgb.edu/fns/
Connective Pedagogy- Indigenous wholistic framework
Elders in residence
Act 31 Fusion
Carlisle school Military approach/ industrial schools ( marching, designed to push vocational rather than literacy
Mission schools located on reservations, convert to christianity
Reationships:Seen face increasing presence of indigenous people on the campus in all levels of the university, not just in service areas. Indigenous professors, advisors, professional staff, administrators etc. Second was building relationships with authentic allies.across alllevels of the institution and to do so means providing access to indegnous people and learning about indigenous ways. The uW Green Bay program created pathways for faculty and participants to have access to elders in residence. A very positive way of entry and engagement in the community. Authenti allies can use their position of power or influence within the institutional culture to effect change. This is not just an “Indian” issue but rather it is a community issues.
Reciprocity and relevance
Gving back for the knowledge shared.
Relevance refers to how the university through services and research relates to the lived experience of indigenous people.
Reciprocity in 3 areas: financial resources, recruitment and retention and words into action. Words into action includes presence in the mission statement and goals.
Respect- respect for indigenous knowledge/ valued, respected: elders in residence, credentialing? Creating opportunitites for voice, to be heard, requires active listening. Making policy public and then being accountable for implementation.