Adoptive parenting

, 116

American Indian Movement (AIM)

, 28, 184

Anthropology of education

concept of place

, 8

forces

, 5–7

hegemony

, 3–4

identity, mobility, language, and education

, 2–3

language shift

, 5

life in horizon

, 7–8

oral and literate traditions

, 4–5

research

, 9–10

reservation field site

, 10–13

roots of inquiry

, 1–2

Aurora borealis

, 26

Bellugi-Klima model

, 134

Bilingual education (see also Indian bilingual education)

, 91–92

admitted to teacher handbook

, 142

challenges

, 172

immeasurable success in

, 174–175

native American student achievement

, 172–173

observations

, 170–172

power relations

, 179–183

self-fulfilling prophecies at home and at school

, 173–174

test results

, 176–178

unsuccessful measures in

, 175–178

Bilingual Education Act, obituary of

, 192–193

Bilingual Materials Development Center (BMDC)

, 134

Bilingual–bicultural education project

Crow reading disagreement

, 134–135

early days of project

, 133–134

parental attitudes and input

, 149–159

parental pluralism

, 159–160

structural development in classroom instruction

, 138–149

transitional bilingual program

, 135–138

Black English

, 69

Boarding schools in Crow country

, 45

Boundary adjustments of land

, 19–21

Bureau of Indian Affairs (BIA)

, 21–22

Change theory

, 125–127

in education

, 127–128

Childhood socialization

, 91

Children’s racial identity development

, 100–101

Civil Rights Acts

, 90, 93

Climate and seasons in Crow country

, 26–27

getting to school

, 27

Cloze procedure

, 70–71

Coal

, 26

College

in Crow country

, 45

education

, 183

Colonial collapse

, 184–186

Communal life in Crow country

, 38–39

Communities and community relations

, 27–29

Complex organizations change theory

actuated change in education

, 125–132

change institution

, 125

educational inequality studies

, 123–124

milieu of powerful forces

, 125–126

Comprehension, Crow language problems in

, 66–67

“Concerns-based adoption” model

, 124

Conditional clauses, problems in

, 65–66

Congressional intervention in Indian education

, 88–89

Contrastive analysis

, 61–69

in K-12 Classroom

, 69–70

Council of Energy Resources Tribes (CERT)

, 182

Credit recovery

, 40

Critical Path Method

, 140–141

Crow Act of 1920

, 21–22

Crow Agency bilingual education program

, 13, 83

Crow alphabet

, 55

Crow bilingual education

, 165

Crow country

, 15

climate and seasons

, 26–27

communities and community relations

, 27–29

Crow people

, 33–37

education

, 41–49

high points of crow history

, 30–32

land, litigation, sovereignty, and survival

, 16–26

political organization and spiritual life

, 37–38

religious influences

, 37–38

reservation economy

, 30–32

reservation life

, 38–41

tribal government in Crow country

, 37

Crow Heritage Program

, 137–138

Crow Indian Bilingual Education Lab (CIBEL)

, 134–135

Crow Indian Reservation

, 1–2, 10, 19–20

Crow Indians elected to county offices

, 185–186

Crow kinship system

, 35–36

Crow language

, 54–60, 171–172, 179

issues in orthography and Crow writing

, 58–60

linguistic classification

, 54

native language retention

, 55–58

phonological and orthographic systems

, 54–55

Crow people

, 33–37

demographics

, 34–35

social control

, 35–37

stabilizing forces

, 33–34

Crow reading disagreement

, 134–135

Crow writing

, 58–60

Cultural capital

, 123–124

Cultural conceptions of land

, 19–21

Cultural Miscommunication

, 23–24

Cultural systems

, 3

Cultural transmission of knowledge

, 90–91

Curriculum and materials development

, 143–145

Dawes Allotment Act of 1887

, 21–22

Demographics

, 34–35

Demonstrated proficiency

, 40

Dense network of Crow familial relationships

, 115

Difference model

, 2

Ebonics in K-12 Classroom

, 69–70

Education (see also Bilingual education)

, 2–3, 173, 181

actuated change in,

, 125–132

boarding schools, mission schools, and early years

, 43–44

change in process

, 130–131

change theory

, 125–128

change with children in mind

, 131–132

college

, 45

in Crow country

, 41–49

disclaimer

, 127

formal and informal policy development processes in

, 81–82

Indian decision-makers

, 49

Indian teachers slowly gain

, 46–48

local schools and governance

, 46

pathways to change

, 128–130

schools for social engineering

, 45

Twentieth Century education

, 45–46

Educational inequality studies

, 123–124

Educational success

, 101–114

Crow elders

, 103–104

curriculum

, 106–108

language issues

, 108–109

preserving Crow language

, 111–113

schools

, 104–106

Thirteen Elders, At Least One Hundred Stories

, 110

thoughts on bilingual education

, 113–114

universal themes

, 110–111

Effective program management

, 140–141

Elementary and Secondary Education Act (ESEA)

, 88–89, 133

Employment in Crow country

, 38–39

Enculturation

, 90–91

English

, 100–101

rap

, 183

English as second language (ESL)

, 91, 136

English language learner (ELL)

, 93

Equal Educational Opportunities Act

, 90, 93

Ethnic solidarity

, 171–172

Ethnoscape

, 9

Federal special education law

, 93

Federally-impacted land

, 88–89

Fee simple

, 22

Forces

, 5–7

Formal bilingual project evaluation

, 175–176

Formal policy development processes in education

, 81–82

Funding education

, 21–23

Grandparents and Indian bilingual education

, 115–116

Handicapping conditions (see Physical disabilities)

Health care in Crow country

, 38–39

Hegemony

, 3–4, 3

Hollywood

, 181

Human capital

, 91–92, 123–124

Huntley Irrigation Project

, 20–21

Identity

, 2–3

barriers

, 168

construction

, 165–167

development

, 2

fissures

, 169

Indian

, 165–166

White

, 166–167

Impact Aid laws (1950)

, 88–89

Indian and white identity politics

, 94–99

Indian bilingual education

, 4

academic theoretical setting

, 89–90

anthropological contributions to study of education

, 89–90

back to land

, 118–119

bilingual education

, 91–92

bridges, boundaries, and racist acts

, 96–97

congressional intervention in Indian education

, 88–89

dense network of Crow familial relationships

, 115

elder’s schools

, 105

elders defining educational success

, 101–114

grandparents

, 115–116

Indian and white identity politics and impact of racism on Crow youth

, 94–99

language difference or special education

, 92–94

legal arena

, 92

lost empathy

, 95–96

racial identity development

, 99–101

shifts in social structure

, 116–117

staffing

, 97–99

understanding school attendance

, 117–118

Indian decision-makers

, 49

Indian identity

, 165–166

Indian language education

Federal role in future of

, 190–193

impacted by “limited” English

, 189–190

implications for

, 187–190

language revitalization efforts

, 187–188

materials and political process serendipity

, 188–189

national education priorities

, 190–192

obituary of Bilingual Education Act

, 192–193

Indian New Deal (1930)

, 88–89

Indian Wars

, 21, 94–95

Individual identity

, 100

Indo-European languages

, 7

Informal policy development processes in education

, 81–82

Institutionalized racism

, 129–130

Intelligence Quotient testing (IQ testing)

, 89

Interlingual interference

, 61–69

Internalization of externality

, 166

International Phonetic Alphabet (IPA)

, 60

Iowa Test of Basic Skills (ITBS)

, 176

K-12 Classroom, ebonics and decline of contrastive analyses in

, 69–70

Killing Custer

, 21

Labor force participation (LFP)

, 30

Land

, 185–186

in crow country

, 16–18

Language

, 1–3, 53, 87, 185–186

domains

, 163–169

as index to change in intergroup power relations

, 179

of mathematics instruction

, 71–72

oralcy, literacy, and place of languages

, 164–165

revitalization efforts

, 187–188

shift

, 5

speak English; talk Indian

, 163–164

Language of education in Crow country

achieving proficiency with complex grammatical constructions

, 76–78

case for parallel bilingual language development at school

, 78–79

Crow language

, 54–60

ebonics and decline of contrastive analyses in K-12 Classroom

, 69–70

interlingual interference and contrastive analysis

, 61–69

language difference implications for Crow Indian students academic success

, 69–79

language of mathematics instruction

, 71–72

language-related educational disadvantages for Crow students

, 79–81

linguistic determinism and relativity

, 74–76

oral language, phonics, reading, and use of cloze procedure

, 70–71

recommendation

, 76

teaching math to Crow primary students

, 72–74

Language policy

, 81–84

of Crow tribe

, 82

formal and informal policy development processes in education

, 81–82

of local school board

, 83

of State of Montana

, 83–84

of United States Government

, 84

Law

, 185–186

enforcement

, 1–2

Leased land

, 21–23

Linguistic determinism in math and science instruction

, 74–76

Literacy

, 164–165

Litigation in crow country

, 16–26

Local School District Parent Survey 1985

, 155–159

Madeline Hunter model

, 123–124

Math

, 65, 71–76, 131, 138–139, 151–152, 173, 193, 203–204

Mineral Rights

, 23–24

Mission schools in Crow country

, 45

Mobility

, 2–3

Modern Catholicism

, 38

Multimodality learning

, 78–79

National Defense Education Act (1958)

, 190–191

National education priorities

, 190–192

Native American Languages Act

, 84

Native American student achievement

, 172–173

Native language retention

, 55–58

Natural resources

, 181

No Child Left Behind law (NCLB law)

, 118, 192

Obituary of Bilingual Education Act

, 192–193

Office of Bilingual Education and Minority Languages Affairs (OBEMLA)

, 13

Oral language

, 70–71

Oralcy

, 164–165

Orthography, Crow language issues in

, 58–60

Parallel bilingual language development at school

, 78–79

Parental attitudes and input

, 149–159

Local School District Parent Survey 1985

, 155–159

Reservation-wide Parent Survey 1980

, 150–155

Parental pluralism

, 159–160

Pawnshops

, 185

Persistent peoples

, 183–186

Phonics

, 70–71

Phonology, Crow language problems in

, 67–68

Physical disabilities

, 93

Place

, 8, 18–19, 41

of languages

, 164–165

Plurality, Crow language problems in

, 66

Political muscle

, 185

Postpositions

, 62, 62

Power

, 41, 184–186

Prepositions, Crow language problems in

, 62–63

Process management

, 128

Professional learning community

, 130

Professionalism

, 183

Program Evaluation Review Technique (PERT)

, 140–141

Pronouns, Crow language problems in

, 64

in clause constructions

, 64

Pupil Behavior Inventory

, 176

Pygmalion effects

, 173–174

Racial identity development

children’s racial identity development

, 100–101

first graders speak

, 101

historical perspective

, 99–100

Racism impact on Crow youth

, 94–99

Receptive language

, 138

Relativity in math and science instruction

, 74–76

Religion

, 182

Research-based movement

, 123–124

Reservation economy

, 30–32

Reservation life in Crow country

Crow country and identity development

, 40–41

employment, health care, and communal life

, 38–39

school attendance and credit issues

, 39–40

Reservation-wide Parent Survey 1980

, 150–155

Resistance

, 140

School

, 123

community relations

, 146–149

for social engineering

, 45

Sedition Act

, 95

Self-determination

, 91

Self-fulfilling prophecies at home and at school

, 173–174

Serendipity

, 188–189

Shifting power domains

, 179–183

Social control

, 35–37

Social dominance

, 35

Social inequality

, 184–186

Social leveling

, 100

Socialization

, 90–91

Sovereignty

, 23–26

in Crow country

, 16–26

Special education services

, 92–94

Speech community

, 170–171

Sputnik (Russian satellite)

, 133

Staff development

, 138–139

Staffing

, 97–99

Stages of Concern, working with

, 140

Stakeholder

, 140

and level of commitment

, 141

Stereotyping

, 3

Structural development in support of classroom instruction

, 138–149

assessing learning objectives

, 149

bilingual education admitted to teacher handbook

, 142

community relations

, 146–149

curriculum and materials development

, 143–145

effective program management

, 140–141

momentous decision in Crow literacy

, 145–146

resistance

, 140

staff development

, 138–139

Student agency

, 182–183

Subtractive bilingualism

, 78

Survival

, 16–26

“Symbolic violence”

, 35

Tense Constructions, Crow language problems in

, 64

Theory of cultural discontinuities

, 31–32

Traditional K-12 education establishment

, 125

Traditional socialization

, 19

Transitional bilingual program

, 135–138

implementation

, 136–138

instructional design

, 136

theory

, 136

Tribal Government in Crow country

, 37

Trust land

, 21–23

United Nations Educational, Scientific, and Cultural Organization (UNESCO)

, 89

United States Government, language policy of

, 84

Universal themes

, 110–111

Verb, Crow language problems in

, 64

Vocabulary

, 68–69

“War on Poverty”

, 31

Water Rights

, 23–26

Water wars

, 1–2

Whole language approach

, 139

Word order, Crow language problems in

, 64

Yellowtail Dam

, 23