Description

Capturing Education examines the founding of the first tribally controlled American Indian colleges in the late 1960s and early 1970s and follows their subsequent growth and development, especially in the 1980s and 1990s. Based on oral histories recorded over a twenty-year period, it documents the motivations of the movement’s founders and the challenges they faced while establishing colleges on isolated and impoverished Indian reservations. Early leaders discuss the opposition they encountered from both Indians and non-Indians at a time when few people believed Indians could or should start their own colleges. The development of degree programs relevant to the practical needs of reservation communities, however, contributed to their eventual success despite such opposition. Continuing efforts to define and implement a culturally based philosophy of education are also discussed.

Capturing Education: Envisioning and Building the First Tribal Colleges

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Paperback / softback by Paul Boyer

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Capturing Education examines the founding of the first tribally controlled American Indian colleges in the late 1960s and early 1970s... Read more

    Publisher: Salish Kootenai College
    Publication Date: 15/12/2015
    ISBN13: 9781934594131, 978-1934594131
    ISBN10: 193459413X

    Number of Pages: 128

    Non Fiction , History

    Description

    Capturing Education examines the founding of the first tribally controlled American Indian colleges in the late 1960s and early 1970s and follows their subsequent growth and development, especially in the 1980s and 1990s. Based on oral histories recorded over a twenty-year period, it documents the motivations of the movement’s founders and the challenges they faced while establishing colleges on isolated and impoverished Indian reservations. Early leaders discuss the opposition they encountered from both Indians and non-Indians at a time when few people believed Indians could or should start their own colleges. The development of degree programs relevant to the practical needs of reservation communities, however, contributed to their eventual success despite such opposition. Continuing efforts to define and implement a culturally based philosophy of education are also discussed.

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