In the late 1960s, Indian families in Minneapolis and St. Paul were under siege. Clyde Bellecourt remembers, “We were losing our children during this time; juvenile courts were sweeping our children up, and they were fostering them out, and sometimes whole families were being broken up.” In 1972, motivated by prejudice in the child welfare system and hostility in the public schools, American Indian Movement (AIM) organizers and local Native parents came together to start their own community school. For Pat Bellanger, it was about cultural survival. Though established in a moment of crisis, the school fulfilled a goal that she had worked toward for years: to create an educational system that would enable Native children “never to forget who they were.” While AIM is best known for its national protests and political demands, the survival schools foreground the movement’s local and regional engagement with issues of language, culture, spirituality, and identity. In telling of the evolution and impact of the Heart of the Earth school in Minneapolis and the Red School House in St. Paul, Julie L. Davis explains how the survival schools emerged out of AIM’s local activism in education, child welfare, and juvenile justice and its efforts to achieve self-determination over urban Indian institutions. The schools provided informal, supportive, culturally relevant learning environments for students who had struggled in the public schools. Survival school classes, for example, were often conducted with students and instructors seated together in a circle, which signified the concept of mutual human respect. Davis reveals how the survival schools contributed to the global movement for Indigenous decolonization as they helped Indian youth and their families to reclaim their cultural identities and build a distinctive Native community. The story of these schools, unfolding here through the voices of activists, teachers, parents, and students, is also an in-depth history of AIM’s founding and early community organizing in the Twin Cities—and evidence of its long-term effect on Indian people’s lives.

Working in a Survival School documents how global educational policies trickle down and influence school cultures and the lives of educators and educational leaders. The research traces the everyday work and experience of educators within an all-boys Catholic college suffering an unprecedented decline in enrolment numbers. In short, it was a school in ‘survival mode.’ Drawing on Dorothy Smith’s scholarship on Institutional Ethnography, the authors document how the school operated and how its efforts to survive influenced the daily work of educators.Institutional ethnography reveals the school as a bounded space subject to a variety of competing local and translocal forces that are historical, political and economic in nature. Exploring the discursive and material effects of policy on both the work and identities of educators, the authors illustrate how the everyday experience of being an educator is shaped by marketisation and how leaders engage in stratagems to promote the school as a vehicle of educational excellence and quality to lure clientele. Building on existing scholarship in educational policy studies and new public management, Working in a Survival School considers how the global marketisation of education systems is experienced in one school fighting to survive. This book is of interest to educators, school leaders and academics interested in policy enactment.

The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.

Lectures, essays and Addresses on the history of Native Peoples education in Canada.

The 1970s were a complex, multilayered, and critical part of a long era of profound societal change and an essential component of the decade before-several of the most iconic events of "the sixties" occurred in the ten years that followed. The Hidden 1970s explores the distinctiveness of those years, a time when radicals tried to change the world as the world changed around them. This powerful collection is a compelling assessment of left-wing social movements in a period many have described as dominated by conservatism or confusion. Scholars examine critical and largely buried legacies of the 1970s. The decade of Nixon's fall and Reagan's rise also saw widespread indigenous militancy, prisoner uprisings, transnational campaigns for self-determination, pacifism, and queer theories of play as political action. Contributors focus on diverse topics, including the internationalization of Black Power and Native sovereignty, organizing for Puerto Rican independence among Latinos and whites, and women's self-defense. Essays and ideas trace the roots of struggles from the 1960s through the 1970s, providing fascinating insight into the myriad ways that radical social movements shaped American political culture in the 1970s and the many ways they continue to do so today.

In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.

On February 27, 1973, a group of roughly 300 armed Indigenous men, women, and children seized the tiny hamlet of Wounded Knee, South Dakota, at gunpoint, took hostages, barricaded themselves in the hilltop church, and raised an upside-down American flag. Taking place at the site of the infamous massacre in 1890, the highly symbolic confrontation spearheaded by the American Indian Movement (AIM) ultimately evolved into a prolonged, seventy-one-day armed standoff between law enforcement officers and modern-day Indigenous warriors. Among these warriors were Vietnam War veterans armed with Vietnam-era equipment and weaponry. By organizing in defense of the newly proclaimed Independent Oglala Nation, the AIM activists at Wounded Knee linked their nationalist quest for sovereignty and self-determination with a warrior masculinity they constructed from a mix of Indigenous cultures and contemporary cultural elements, including the Black civil rights movement, the counterculture of the 1960s and early 1970s, and the antiwar movement. As Matthias André Voigt shows, the takeover of Wounded Knee was only one moment among many in the complex interplay between protest activism, gender, race, and identity within AIM. While AIM is widely recognized for its militancy and nationalism, Reinventing the Warrior is the first major study to examine the gendered transformation of Indigenous men within the Red Power movement and the United States more generally. AIM activists came to regard themselves, like their ancestors before them, as warriors fighting for their people, their lands, and their rights. They sought to remasculinize their Indigenous identity in order to confront hegemonic masculinities—and, by implication, colonialism itself. By becoming “more manly,” Indigenous men challenged the disempowering nature of white supremacy. Voigt traces the story of the reinvention of Indigenous warriorhood from 1968 to the takeover of Wounded Knee in 1973 and beyond. His trailblazing work explores why and how Indigenous men refashioned themselves as modern-day warriors in their anticolonial nation-building endeavor, thereby remaking both self and society.