UID:
almafu_9959243340002883
Format:
1 online resource (284 p.)
ISBN:
1-4384-5770-7
Series Statement:
SUNY series, Tribal Worlds: Critical Studies in American Indian Nation Building
Content:
After World War II, American Indians began relocating to urban areas in large numbers, in search of employment. Partly influenced by the Bureau of Indian Affairs, this migration from rural reservations to metropolitan centers presented both challenges and opportunities. This history examines the educational programs American Indians developed in Chicago and gives particular attention to how the American Indian community chose its own distinct path within and outside of the larger American Indian self-determination movement. In what John J. Laukaitis terms community self-determination, American Indians in Chicago demonstrated considerable agency as they developed their own programs and worked within already existent institutions. The community-based initiatives included youth programs at the American Indian Center and St. Augustine's Center for American Indians, the Native American Committee's Adult Learning Center, Little Big Horn High School, O-Wai-Ya-Wa Elementary School, Native American Educational Services College, and the Institute for Native American Development at Truman College. Community Self-Determination presents the first major examination of these initiatives and programs and provides an understanding of how education functioned as a form of activism for Chicago's American Indian community.
Note:
Description based upon print version of record.
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Contents; List of Illustrations; Preface; Acknowledgments; Introduction; Chapter 1. Relocation and Urbanization; The Relocation Program; Uptown Chicago; Conclusion; Chapter 2. The Heart of the Community; The Growth and Influence of the American Indian Center; American Indian Center's Educational and Recreational Programs for Youth; Conclusion; Chapter 3. A Matter of Mission; Father Peter Powell and the Development of St. Augustine's; St. Augustine's and the Office of Economic Opportunity; St. Augustine's Center and Community Self-Determination
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Educational and Social Service Programs for American Indian ChildrenConclusion; Chapter 4. The Promise of Empowerment; The Native American Committee and Adult Education; Conclusion; Chapter 5. Bright Stars of Hope; The Founding of Little Big Horn High School and O-Wai-Ya-Wa Elementary School; The Development of Little Big Horn and O-Wai-Ya-Wa; The Goals of Little Big Horn and O-Wai-Ya-Wa; The Curricula of Little Big Horn and O-Wai-Ya-Wa; Extracurricular Programs and Activities at Little Big Horn and O-Wai-Ya-Wa; The End of Little Big Horn and O-Wai-Ya-Wa
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The Shared Vision Little of Little Big Horn and O-Wai-Ya-WaConclusion; Chapter 6. Education for a Credentialed Leadership; The Founding of NAES College; From Founding to Accreditation, 1973 to 1984; Academic Program; Structure and Design of NAES College's Baccalaureate Program; NAES College's Baccalaureate in Community Studies, 1981 to 1989; NAES College's Struggle for Stability, 1990 to 2008; Conclusion; Chapter 7. Education for Opportunity; Truman College and the Founding of INAD; The Institute for Native American Development Begins; The INAD Model; INAD's Core Purpose; Recruitment
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Assessment and PlacementFinancial Aid Assistance; Academic Counseling and Basic Skill Development; Job Placement; Creating a Sense of Community at Truman College; The Importance of INAD; Conclusion; Conclusion; Notes; Bibliography; Manuscript Sources and Personal Papers; Oral History Interviews; Newspapers; Books, Articles, and Published Primary Sources; Dissertations; Index
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English
Additional Edition:
ISBN 1-4384-5769-3
Language:
English
Keywords:
Electronic books.
DOI:
10.1515/9781438457703
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