American Indian / Native American Studies and the American Indian Education Experience

Abstract

American Indian / Native American Studies and the American Indian Education Experience Mary Jo Tippeconnic Fox (bio) and John W. Tippeconnic III (bio) It is time for Indian people to define Indian Education in their own voices and their own terms. It is time for Indian people to enable themselves to explore and express the richness of their collective history in education. Gregory Cajete, Look to the Mountain: An Ecology of Indigenous Education Education "in the broad sense refers to the process of acquiring knowledge and life skills, including values and attitudes to prepare individuals to be valued members of societies. [E]ducation is about the transmission of culture from one generation to the next." Formal education is often viewed as what takes place in schools or institutions with a defined curriculum and pedagogy based on policy that historically has reflected Western ideologies. In general, learning that takes place outside of schools is considered informal education. There is overlap in formal and informal instruction, as education that takes place outside the walls of school can also be structured. Historically, learning of Indigenous knowledge took place daily in community settings.1 Formal education in controlled environments called "schools" [End Page 30] has been and continues to be used as a tool to change and assimilate people to a certain way of thinking and living. From the earliest contact between Natives and non-Natives, schooling in classrooms has been a primary tool of assimilation. Colonization of Indigenous peoples has its roots in formal education institutions as a perceived way to eradicate cultures and languages. Although damaged, Native languages and cultures survived the policies and practices of the "kill the Indian and save the man" approach to education. Today, education remains a critical part of the American Indian and Alaska Native experience in the United States.2 In spite of the difficult past and current challenges in Indian education, formal education is viewed as the path to improving the well-being of individuals and communities.3 Education is the key to understanding the past, present, and future of Native peoples. Formal education in institutions is even being recognized as a means to maintain and revitalize Native languages and cultures, especially in tribally controlled schools and tribal colleges and universities. Educational sovereignty manifested in tribally controlled education gives inherent power to tribal nations to address education from Native perspectives. The problem is that the Native experience and viewpoint are often left out, not valued, or marginalized by public educational institutions to the point where students know little about the history and contemporary status of Indian education. American Indian studies, Native American studies (AIS/NAS), and other Indigenous studies programs are places where the Indian education experience from a Native perspective can be told in authentic and meaningful ways. The authors of this essay are both educators and teach education courses in their AIS/NAS programs. We view education from a broad and holistic perspective and consider education related to all areas of the American Indian experience. We wonder to what extent Indian education is part of the pedagogy and research in American Indian / Native American studies. The authors assert the need to teach American Indian education in AIS/NAS programs as a foundational component of the curriculum for educated AIS/NAS students. These AIS/NAS programs expose and inform students about the histories, policies, practices, and significance of education to Native peoples and communities. The purpose of this exploratory article is to examine the place of education in American Indian, Native American, or Indigenous studies pedagogy and research. Specific questions are as follows: Do AIS/NAS programs offer Indian education courses as part of their curriculum? Is Indian education a concentration or emphasis within American Indian / Native American studies? [End Page 31] Is there AIS/NAS faculty with expertise in Indian education? Do the primary AIS/NAS journals publish articles focused on Indian education? SIGNIFICANCE This study provides a glimpse into how select American Indian / Native American studies programs and journals incorporate Indian education into their curriculum and publications. This information is valuable for AIS/NAS program planners and journal editors, as well as students who want to study American Indian education as a focus...