Abstract
AbstractThis article examines history writing on American Indian education to show its movement from a focus on federal policy to studies that incorporate Native people’s perspectives. The article discusses the benefits and challenges of using oral histories, interviews, and autobiographies for historical analysis and points to the value of a multi‐voiced, interdisciplinary approach.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
