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It is important that the culturally different pupil be distinguished from the "culturally disadvantaged" student. Different does not necessarily mean disadvantaged; the mono-cultural orientation of schools in the United States has perhaps needlessly created educational disadvantages for all pupils. The reaction of educators to the problems of under-achievement and alienation as they relate to racial and cultural minority groups has in the past been to intensify the use of traditional approaches. However, the special educational problems of culturally different populations require a new approach, and the minority groups themselves have very definite ideas about how the school should react to multicultural situations. These groups believe that the culturally heterogeneous school is not totally dependent on pedagogical needs but must also be based on democracy and individual freedom. The problem of the education of the culturally different is the problem of educating all pupils in such a way that the school is both relevant to the individual and to the full heritage of the region and of the nation. A related document is ED 013 698. (PS)

Intended as "a practical guide to the development of Native American Studies programs, Native American Studies courses, and Indian-oriented higher education programs," this handbook places emphasis upon materials actually utilized in the development of Native American Studies at the University of California, Davis, and in the creation of Deganawidah-Quetzalcoatl University. Chapter headings are "Native American Studies and Ethnic Studies;""Autonomy or Integration: Structural Arrangements for Native American Studies Programs;""Materials Utilized in the Development of Native American Studies at the University of California, Davis;""Selections from the Brief Proposal for Deganawidah-Quetzalcoatl University; "Thoughts on the Development of Programs at Deganawidah-Quetzalcoatl University;" and "Sample Courses and Course Outlines." Also included is a 111-page chronology of Native American history (with emphasis on the U.S.) from 100,000 B.P. (Before the Present) to April 1971. Although it is noted that the chronology represents only a beginning in the vast effort to record the facts of Native American development, it is hoped that the chronology will be useful to instructors in Indian history and that it will serve as a beginning point for a more complete chronology. (JB)

A history of the development of American Indians and American Indian cultures is presented with emphasis on the geographic areas of California and Nevada. The effects of Spanish, Mexican, and Anglo occupations on the Native American are discussed. The document is designed to provide an introduction to the evolution of American Indians in relation to those historical-cultural experiences which probably contributed to the contemporary conditions of native communities and individuals. An historical review of Indian education is presented with suggestions for improvement and greater relevance of curriculum, environment, and staffing. A guide to resource materials is included. (JH)

A CONFERENCE ON CALIFORNIA INDIAN EDUCATION WAS HELD IN MARCH, 1967, AT STANISLAUS STATE COLLEGE. THE CONFERENCE PARTICIPANTS INCLUDE ADMINISTRATORS AND TEACHERS FROM REPRESENTATIVE SCHOOLS WITH A HIGH PROPORTION OF INDIAN STUDENTS IN CALIFORNIA, ANTHROPOLOGISTS AND SOCIAL SCIENTISTS FROM VARIOUS COLLEGES, AND INDIANS FROM REPRESENTATIVE AREAS THROUGHOUT CALIFORNIA. THE OBJECTIVES OF THE CONFERENCE WERE--(1) TO INTEREST A REPRESENTATIVE CROSS-SECTION OF THE CALIFORNIA INDIAN ADULT POPULATION IN THE EDUCATION OF THEIR CHILDREN, (2) TO INVOLVE INDIAN PEOPLE IN PLANNING THE IMPROVEMENT OF THE EDUCATION OF THEIR CHILDREN, (3) TO UNIFY THE INDIAN PEOPLE AND USE THEIR COLLECTIVE STRENGTH TOWARD THE COMMON GOAL OF IMPROVED EDUCATION, AND (4) TO IDENTIFY THE PROBLEMS OF INDIAN EDUCATION AND FIND WAYS OF SOLVING THOSE PROBLEMS. SEVERAL RECOMMENDATIONS FOR METHODS TO IMPROVE THE EDUCATION OF CALIFORNIA INDIANS EVOLVED FROM THIS CONFERENCE AND ARE INCLUDED IN THIS REPORT. (ES)

THE CULTURALLY DIFFERENT PUPIL IS DISTINGUISHED FROM THE CULTURALLY DISADVANTAGED IN THIS ESSAY. THE SINGLE-CULTURAL ORIENTATION OF MOST AMERICAN SCHOOLS HAS CREATED EDUCATIONAL DISADVANTAGES FOR MANY STUDENTS. THE CULTURALLY DIFFERENT STUDENT WHO DOESN'T FIT INTO THE MONO-CULTURAL SCHOOL RETALIATES BY WITHDRAWAL, WHEREUPON HE IS LABELED AS CULTURALLY DEPRIVED, AND MORE PROGRAMS OF A MONO-CULTURAL ORIENTATION ARE DIRECTED TOWARD HIM. THE AUTHOR SEES THE MONO-CULTURAL SCHOOL IN A MULTI-CULTURAL SOCIETY AS UNREALISTIC AND DESTINED TO CONTINUE TO PRODUCE FAILURES AMONG CULTURALLY DIFFERENT STUDENTS. THE REMEDY, IN THE FORM OF MULTI-CULTURAL, REGIONALLY RELEVANT SCHOOLS, IS ADVOCATED. THESE SCHOOLS SHOULD BE RESPONSIVE TO THE DIFFERENT CULTURAL HERITAGE, THE DIFFERENT LANGUAGE, AND THE CULTURAL ASSETS OF THE RESPECTIVE COMMUNITIES THEY SERVE. A BIBLIOGRAPHICAL ESSAY PRESENTS SOURCES ON THE EDUCATION OF CULTURALLY DIFFERENT AND LOW-INCOME GROUPS AND SOURCES DEALING WITH THE EFFECTS OF CONQUEST, COLONIALISM, AND CULTURE CHANGE. (SF)

APPROXIMATELY FIVE MILLION PERSONS OF MEXICAN ANCESTRY RESIDE IN THE STATES OF CALIFORNIA, ARIZONA, NEW MEXICO, TEXAS, AND COLORADO. A LARGE NUMBER HAVE ALSO MADE HOMES IN THE GREATER CHICAGO AREA AND IN OTHER INDUSTRIAL CENTERS. MEXICAN AMERICANS HAVE PLAYED A VITAL ROLE IN THE INDUSTRIAL, AGRICULTURAL, ARTISTIC, INTELLECTUAL, AND POLITICAL LIFE OF THE SOUTHWEST. FOR THOUSANDS OF YEARS MEXICO HAS BEEN A CENTER FOR THE DISSEMINATION OF CULTURAL FACTORS AND THE MEXICAN AMERICAN PEOPLE OF THE UNITED STATES HAVE SERVED AS A CULTURAL BRIDGE FOR THE DIFFUSION NORTHWARD. THE MEXICAN AMERICAN COMMUNITY IS DESCRIBED AS BEING PROUD OF ITS MEXICAN BACKGROUND AND IS EXPERIENCING DIFFICULTY IN ACCULTURATION. MEXICAN AMERICAN YOUTH OFTEN MAKE VALUABLE CONTRIBUTIONS TO THE SCHOOLS BY BRINGING A VARIED BACKGROUND OF EXPERIENCES AND SKILLS, BILINGUALISM, CULTURAL FACTORS, HOMEMAKING SKILLS, AND PRACTICAL WORK EXPERIENCE. SIXTEEN SUGGESTIONS ARE PRESENTED TO TEACHERS AND ADMINISTRATORS THAT WOULD HELP PROVIDE TRANSFER OF TRAINING FOR ALL STUDENTS INTO A MIXED ANGLO MEXICAN CULTURE. THE PUBLICATION CONCLUDES WITH A LISTING OF SUPPLEMENTARY AUDIOVISUAL AIDS AND INSTRUCTIONAL MATERIALS WHICH ARE AVAILABLE FOR CLASSROOM USE AT BOTH THE ELEMENTARY AND SECONDARY SCHOOL LEVEL. (JS)

This handbook is designed to acquaint school personnel with data relevant to the Afro-American in the western United States. The first five chapters ("The Significance of the Afro-American People,""We Are All Africans,""The West's Afro-American Heritage,""Afro-Americans in the West Today," and "American Negro Cultural Characteristics: An Overview") provide a definition of "Afro-American and historical and cultural information about the status of the Afro-American in the West from 1530 to the present. Chapter 6 ("Segregation and Integration: The Multi-Ethnic or Uni-Ethnic School") outlines arguments for and against types of school integration and recommends the "integrated multi-cultural school." The seventh chapter ("Suggestions for Teachers and Administrators") offers suggestions for establishing a school atmosphere to provide greater motivation for Afro-American students as well as suggestions for curriculum changes and fuller use of the total educational resources of a community. The final chapter ("Guide to Resources and Further Reading") lists more than 300 items (including books, pamphlets, periodicals, and audio-visual materials) concerned with Afro-Americans of the Far West; African history and culture; the Afro-American past; contemporary issues; the education of culturally different and low-income groups; race formation and mixture; black arts; and effects of conquest, colonialism and cultural change. (SG)

The anthology presents Indian works which reflect the attitudes of the native Indian people of the State of Nevada, commencing with the possible first White-Indian contact in the 1820's when Anglo American fur trappers and Mexican traders entered the Great Basin. The writer points out in the Preface that no effort has been made to exclude native letters or speeches which might be considered derogatory toward the Indian. Actual photographs of Indians are interspersed throughout the document, along with a "representative selection of Indian material" which portrays the Nevada Indian experience as objectively as possible. Insofar as is possible, the language, spelling, and punctuation of the original sources have been preserved. The document is divided into 5 parts: (1) Tavido! The White Man Arrives; (2) Warfare and Conquest; (3) Rebellions, Reservations, and Broken Promises; (4) The Long Struggle; and (5) The Present and the Future. (EL)

The purpose of this book is to examine the Indian heritage of the Mexican Americans of the Southwest. It covers Mexican American history from the time of the Aztecs to the present. In the introduction, the Mexican approach to United States history is discussed. Topics covered are: the Tollecayotl and Mexicayotl heritage; the northward movement; Mexicans as second-class Americans in the Southwest; their self-identity; Mexican religion and education; Mexican Americans organizing for the future; and La Raza Unida. Some thoughts expressed originally in the Nahuan language of Nahuatl are given. (NQ)

When the first Europeans arrived in America the natives were not a uniform group, but the result of ancient inter-ethnic relations. Indian tribes were divided into a number of diverse linguistic and cultural groups having distinctive physical characteristics. The dynamics of further inter-ethnic relations are explored in this book by examining the interactions of Americans, Europeans, and Africans in the United States. The effect of the interactions on native Americans is studied in depth through speeches of individuals involved in the historical events cited. Differences in attitudes and modes of living and the resulting social problems are illustrated. The reactions of the natives are related in their own words. Two chapters deal with the United States policy toward the Native American from 1789 to 1963. (DB)

The goals of education for Native Americans should be based upon the development of the individual and the maintenance or reestablishment of the native community in harmony with the universe (the Powhatan Goals of Education) (KM)