Synopses & Reviews
In this collection, Champagne and Stauss examine the decades-long struggle in higher education to build Native Studies from the ground up and to develop key working models for indigenous studies in American university settings. The individual contributors provide rich, contextual histories of the last four decades of these programs, describing and analyzing their evolution, administrative and financial relationships, philosophies, course development, and in general their successes and failures. The authors evaluate the strengths of a curriculum that benefits from sustained contacts with tribal communities, and assert the value of collaborations with Indian communities in revitalizing Native Nation building, and guiding university Indian studies programs to remain focused on the interests, issues, and values of Native communities.
Synopsis
In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas and institutional racism, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. In twelve case studies, the authors provide rich contextual histories of Native programs, discussing successes and failures and battles over curriculum content, funding, student retention, and community collaborations. It will be a valuable resource for Native American leaders, and educators in Native American studies, race and ethnic studies, comparative education, anthropology, higher education administration and educational policy.