K. Tsianina Lomawaima (Muscogee and German Mennonite descent) is a scholar of Indigenous studies and a retired professor.Teresa L. McCarty is Distinguished Professor and GF Kneller Chair in Education and Anthropology and faculty in American Indian studies at the University of California, Los Angeles.

• ContentsSeries Foreword  James A. Banks  xiAcknowledgments  xviiPreface to the Second Edition  xxiiiIndigenous Sovereignty: Lessons for Democracy and Much More  xxivIndigenous Nations and the United States  xxvLessons for Democracy  xxviiGoals for the Second Edition  xxviiiWhat Does “To Remain an Indian” Mean?  xxxWhere Do We Stand?  xxxiOverview of the Book  xxxiv1.  Illuminating Safety Zones and Sovereignty Zones in a History of Native American Education  1Schools as “Civilizing” and Homogenizing Institutions  5Safety Zone Theory: Explaining Policy and Its Development Over Time  8Methodological and Theoretical Approaches  132.  The Strengths of Indigenous Education: Overturning Myths About Native Learners  19Indigenous Education Versus U.S. Schooling  19How and Why Do Stereotypes Endure?  20Native Voices Teach Lessons of Shared Humanity  24Indigenous Knowledge Guides Human Societies  25Carefully Designed Educational Systems  29Language-Rich Contexts for Education  32Learning by Doing  38A Return to Choice and Local Control  413.  Women’s Arts and Children’s Songs: Domesticating Indigeneity, 1900–1928  44Indians as Children: “Insensible Wards”  46Boarding Schools Versus Day Schools  49A Political Economy of School Practices: The “Dignity of Labor”  50Race and the Safety Zone: Designating the Right Place  53Attempts to Domesticate Indigeneity  60An Unprecedented Possibility: “To Remain an Indian”  65Conclusion  684.  Power Struggles Over How “To Remain an Indian,” 1924–1940  69Indian Citizenship Act of June 2, 1924  71Piper v. Big Pine: An Early Ruling on School Desegregation  73The “New” Vocational Education  75Native Teachers in the Federal Schools  82The Revival of Arts and Crafts Instruction  86The Keystone of Control: Reforms Versus Business as Usual  90Conclusion  955.  Control of Culture: Federally Produced Curricular and Bilingual Materials, 1930–1954  96“Indian History and Lore” Courses  96The Bureau’s Indian Life Readers Series  100The Pueblo Life Readers  105The Sioux Life Readers  107The Navajo Life Readers  111The Hopi Life Readers  112Native Translators and Interpreters  115New Developments: Publication of Authentically Diné Stories  1206.  Carving Out Zones of Sovereignty: Bilingual-Bicultural Education and “Who Should Control the Schools”  123Contours of the Safety Zone, 1950–1960  124The Seeds of Transformation  126Rough Rock—A School “The People Made for Themselves”  129Rock Point Community School—Making the Most of a “Window of Opportunity”  135The Peach Springs Hualapai Bilingual-Bicultural Program—“A School of Choice”  139The Hard Labor of Sovereignty Zone Construction  1437.  “For the Benefit of My People”: Mobilizing Sovereignty Zones in Indigenous Language Reclamation  146Mohawk Language Resurgence: “Our People Have Latched Onto the Idea of Becoming Speakers of Their Own Language”  149Hawaiian Language Resurgence: “We Knew It Was Urgent and We Had People Willing to Take the Risk”  155Diné Language Resurgence: “Giving Students Access to the Goodness of Being and Speaking Navajo”  163Myaamia Language Resurgence: “We Must be Conscious Gardeners If We are Going to Have a Community Harvest”  168A Genealogy of Sovereignty Zone Builders  1738.  Landscapes of Sovereignty Zone Opportunity  178Landscapes of Opportunity in K–12 Schools  180Landscapes of Opportunity in Postsecondary Education  189Lessons in Democracy  197Notes  201References  207Index  233About the Authors  250

“It offers a balm against despair (and) provides an inspiring theoretical frame for those who continue to fight for indigenous control.” - Tribal College Journal (for first edition)

K. Tsianina Lomawaima (Muscogee and German Mennonite descent) is a scholar of Indigenous studies and a retired professor.Teresa L. McCarty is Distinguished Professor and GF Kneller Chair in Education and Anthropology and faculty in American Indian studies at the University of California, Los Angeles.

• ContentsSeries Foreword  James A. Banks  xiAcknowledgments  xviiPreface to the Second Edition  xxiiiIndigenous Sovereignty: Lessons for Democracy and Much More  xxivIndigenous Nations and the United States  xxvLessons for Democracy  xxviiGoals for the Second Edition  xxviiiWhat Does “To Remain an Indian” Mean?  xxxWhere Do We Stand?  xxxiOverview of the Book  xxxiv1.  Illuminating Safety Zones and Sovereignty Zones in a History of Native American Education  1Schools as “Civilizing” and Homogenizing Institutions  5Safety Zone Theory: Explaining Policy and Its Development Over Time  8Methodological and Theoretical Approaches  132.  The Strengths of Indigenous Education: Overturning Myths About Native Learners  19Indigenous Education Versus U.S. Schooling  19How and Why Do Stereotypes Endure?  20Native Voices Teach Lessons of Shared Humanity  24Indigenous Knowledge Guides Human Societies  25Carefully Designed Educational Systems  29Language-Rich Contexts for Education  32Learning by Doing  38A Return to Choice and Local Control  413.  Women’s Arts and Children’s Songs: Domesticating Indigeneity, 1900–1928  44Indians as Children: “Insensible Wards”  46Boarding Schools Versus Day Schools  49A Political Economy of School Practices: The “Dignity of Labor”  50Race and the Safety Zone: Designating the Right Place  53Attempts to Domesticate Indigeneity  60An Unprecedented Possibility: “To Remain an Indian”  65Conclusion  684.  Power Struggles Over How “To Remain an Indian,” 1924–1940  69Indian Citizenship Act of June 2, 1924  71Piper v. Big Pine: An Early Ruling on School Desegregation  73The “New” Vocational Education  75Native Teachers in the Federal Schools  82The Revival of Arts and Crafts Instruction  86The Keystone of Control: Reforms Versus Business as Usual  90Conclusion  955.  Control of Culture: Federally Produced Curricular and Bilingual Materials, 1930–1954  96“Indian History and Lore” Courses  96The Bureau’s Indian Life Readers Series  100The Pueblo Life Readers  105The Sioux Life Readers  107The Navajo Life Readers  111The Hopi Life Readers  112Native Translators and Interpreters  115New Developments: Publication of Authentically Diné Stories  1206.  Carving Out Zones of Sovereignty: Bilingual-Bicultural Education and “Who Should Control the Schools”  123Contours of the Safety Zone, 1950–1960  124The Seeds of Transformation  126Rough Rock—A School “The People Made for Themselves”  129Rock Point Community School—Making the Most of a “Window of Opportunity”  135The Peach Springs Hualapai Bilingual-Bicultural Program—“A School of Choice”  139The Hard Labor of Sovereignty Zone Construction  1437.  “For the Benefit of My People”: Mobilizing Sovereignty Zones in Indigenous Language Reclamation  146Mohawk Language Resurgence: “Our People Have Latched Onto the Idea of Becoming Speakers of Their Own Language”  149Hawaiian Language Resurgence: “We Knew It Was Urgent and We Had People Willing to Take the Risk”  155Diné Language Resurgence: “Giving Students Access to the Goodness of Being and Speaking Navajo”  163Myaamia Language Resurgence: “We Must be Conscious Gardeners If We are Going to Have a Community Harvest”  168A Genealogy of Sovereignty Zone Builders  1738.  Landscapes of Sovereignty Zone Opportunity  178Landscapes of Opportunity in K–12 Schools  180Landscapes of Opportunity in Postsecondary Education  189Lessons in Democracy  197Notes  201References  207Index  233About the Authors  250

“It offers a balm against despair (and) provides an inspiring theoretical frame for those who continue to fight for indigenous control.” - Tribal College Journal (for first edition)

K. Tsianina Lomawaima (Muscogee and German Mennonite descent) is a scholar of Indigenous studies and a retired professor.Teresa L. McCarty is Distinguished Professor and GF Kneller Chair in Education and Anthropology and faculty in American Indian studies at the University of California, Los Angeles.

• ContentsSeries Foreword  James A. Banks  xiAcknowledgments  xviiPreface to the Second Edition  xxiiiIndigenous Sovereignty: Lessons for Democracy and Much More  xxivIndigenous Nations and the United States  xxvLessons for Democracy  xxviiGoals for the Second Edition  xxviiiWhat Does “To Remain an Indian” Mean?  xxxWhere Do We Stand?  xxxiOverview of the Book  xxxiv1.  Illuminating Safety Zones and Sovereignty Zones in a History of Native American Education  1Schools as “Civilizing” and Homogenizing Institutions  5Safety Zone Theory: Explaining Policy and Its Development Over Time  8Methodological and Theoretical Approaches  132.  The Strengths of Indigenous Education: Overturning Myths About Native Learners  19Indigenous Education Versus U.S. Schooling  19How and Why Do Stereotypes Endure?  20Native Voices Teach Lessons of Shared Humanity  24Indigenous Knowledge Guides Human Societies  25Carefully Designed Educational Systems  29Language-Rich Contexts for Education  32Learning by Doing  38A Return to Choice and Local Control  413.  Women’s Arts and Children’s Songs: Domesticating Indigeneity, 1900–1928  44Indians as Children: “Insensible Wards”  46Boarding Schools Versus Day Schools  49A Political Economy of School Practices: The “Dignity of Labor”  50Race and the Safety Zone: Designating the Right Place  53Attempts to Domesticate Indigeneity  60An Unprecedented Possibility: “To Remain an Indian”  65Conclusion  684.  Power Struggles Over How “To Remain an Indian,” 1924–1940  69Indian Citizenship Act of June 2, 1924  71Piper v. Big Pine: An Early Ruling on School Desegregation  73The “New” Vocational Education  75Native Teachers in the Federal Schools  82The Revival of Arts and Crafts Instruction  86The Keystone of Control: Reforms Versus Business as Usual  90Conclusion  955.  Control of Culture: Federally Produced Curricular and Bilingual Materials, 1930–1954  96“Indian History and Lore” Courses  96The Bureau’s Indian Life Readers Series  100The Pueblo Life Readers  105The Sioux Life Readers  107The Navajo Life Readers  111The Hopi Life Readers  112Native Translators and Interpreters  115New Developments: Publication of Authentically Diné Stories  1206.  Carving Out Zones of Sovereignty: Bilingual-Bicultural Education and “Who Should Control the Schools”  123Contours of the Safety Zone, 1950–1960  124The Seeds of Transformation  126Rough Rock—A School “The People Made for Themselves”  129Rock Point Community School—Making the Most of a “Window of Opportunity”  135The Peach Springs Hualapai Bilingual-Bicultural Program—“A School of Choice”  139The Hard Labor of Sovereignty Zone Construction  1437.  “For the Benefit of My People”: Mobilizing Sovereignty Zones in Indigenous Language Reclamation  146Mohawk Language Resurgence: “Our People Have Latched Onto the Idea of Becoming Speakers of Their Own Language”  149Hawaiian Language Resurgence: “We Knew It Was Urgent and We Had People Willing to Take the Risk”  155Diné Language Resurgence: “Giving Students Access to the Goodness of Being and Speaking Navajo”  163Myaamia Language Resurgence: “We Must be Conscious Gardeners If We are Going to Have a Community Harvest”  168A Genealogy of Sovereignty Zone Builders  1738.  Landscapes of Sovereignty Zone Opportunity  178Landscapes of Opportunity in K–12 Schools  180Landscapes of Opportunity in Postsecondary Education  189Lessons in Democracy  197Notes  201References  207Index  233About the Authors  250

“It offers a balm against despair (and) provides an inspiring theoretical frame for those who continue to fight for indigenous control.” - Tribal College Journal (for first edition)