1. By: Aaliah Alhissan. Benjamin Ramirez. Christina Newhall. Elyse Barbara Petit. Miguel Rodarte Acosta. TO REMAIN AN INDIAN' : LESSONS IN DEMOCRACY FROM A CENTURY OF NATIVE AMERICAN EDUCATION

2. Group Discussion Questions Japan takes over the United States. You will be forced to abandon your personal religion and conform to local customs and traditions. As students you may no longer use English; you will speak Japanese, you will write in Japanese, and your teacher will teach lessons using Japanese. If English is used, punishment will be enforced. American children may be sent to boarding schools designed to ingrain Japanese culture into their everyday lives. American styles of clothes are not allowed to be worn, and traditional American folk songs will be replaced with Japanese songs. 1. What difficulties do you think you would have in school? 2. Do you think you would lose parts of your culture because of the absence and banning of your native language, clothes, customs, etc.? 3. How would you feel if you were punished for using English, the only language you know? 4. Say your family sticks with American customs, clothes, language, etc, but the school you attend follows strictly Japanese customs. What struggles do you think you would face at home?

3. About the authors Dr. Tsianina Lomawaima Professor of American Indian Studies: Arizona State University, formerly University of Arizona  President-Elect of the Native American and Indigenous Studies Association  Author of They Called it Prairie Light: The Story of Chilocco Indian School (1994)  Research Interests: history of Native American education, early twentieth century federal Indian policy and practices, Native material culture Dr. Teresa McCarty Professor, Education Department, Social Research Methodology Division University of California, Los Angeles (ASU, UA)  Educational anthropologist and applied linguist; North American Indigenous education programs  Author: A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling (2002); Language, Literacy and Power in Schooling (2005); Ethnography and Language Policy (2011).

4. 1)Choice and self-Determination: central lessons from American Indian education  Americanization  Instrument of Americanization  Safe uniformity versus dangerous diversity How did you understand the concept of “the safety zone” mention by the authors?

5. 2)The Strengths of Indigenous Education: overturning myth about Indian learners  “Civilized” versus “Primitive”  Silence as a discipline and stereotyped as deficiency.  “Define education” versus “Describe education”  “Formal education” versus “Informal education” Can we associate the concepts of “Define Education” versus “Describe Education” with the notions of “formal and informal education”? How does it position the role of school (and educators) within the society? Can we associate the concepts of “Define Education” versus “Describe Education” with the notions of “formal and informal education”? How does it position the role of school (and educators) within the society?

6. 3)Women’s Arts and children’s Songs: domesticating Indian culture, 1900-1928 Indians as children: “insensible wards” Boarding schools versus day schools. A political economy of school practices: the “dignity of labor”. Jobs not available outside the schools. A place for native songs: innocent in themselves. A place for native women’s arts: “most attractive jardinieres. --- The Secretary of War in 1820 said “ must be gradually brought under our authority and laws, or they will insensibly waste away in vice and misery. Why do you think the federal agency had considered Native music as a dangerous component?

7. 4)How to “Remain an Indian”? Power Struggles in the Safety Zone, 1928-1940 Four bullets: The ”New” Vocational Education Indian History and Lore Classes The Role of Indian Readers Revival of Arts and Craft Instruction What was your experience (personal or witnessed) in school with the pressures of assimilation?

8. 5) Control of Culture: Federally Produced Bilingual Materials, 1936-1954 Indian Life Readers Willard Walcott Beatty & Ann Nolan Navajo Life Readers Hopification Have you read, heard or participated in any cultural experiences that instilled pride and inspiration in you during school in your high school years?

9. 6) Indigenous bilingual/bicultural education: challenging the safety zone Challenging the ‘Safety Zone’ with bilingual and bicultural education Indigenous community-controlled schools

10. In regards to bilingual education, what are some specific ways which current education models ‘facilitate the integration of generations into the logic of the present system’? How can we use knowledge regarding these conformity attempts to transform education into a ‘practice of freedom’? Please be as specific as possible. “There is no such thing as a neutral education process. Education either functions as a instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of there world.” --Richard Shaull, drawing on Paulo Friere

11. 7) “The new American revolution”: Indigenous language survival and linguistic human rights Indigenous language and linguistic human rights Language ideologies, identity, and power Do you consider language to be a basic human right? Can pluralistic education and bilingual/multilingual language learning threaten a national identity? Please discuss specific issues with regard to language education. Do you consider language to be a basic human right? Can pluralistic education and bilingual/multilingual language learning threaten a national identity? Please discuss specific issues with regard to language education.

12. 8) Testing tribal sovereignty: self-determination and high-stakes tests Scientific Racism No Child Left Behind (NCLB) & Standards Movement Culturally Responsive Pedagogy Why do you think scientific racism persists even though we have the evidence to prove much of it is false?

13. Thank you all