On Indian Ground

Northern Plains

Edited by:
Gerald E. Gipp, American Indian Higher Education Consortium
Sandra Fox, Oglala Lakota Nation of South Dakota
Karen Gayton Comeau, Standing Rock Dakota/Lakota

A volume in the series: On Indian Ground: A Return to Indigenous Knowledge-Generating Hope, Leadership and Sovereignty through Education. Editor(s): Joely Proudfit, California State University San Marcos . Linda Sue Warner, Northeastern A & M College.

Published 2023

On Indian Ground: Northern Plains is the fourth of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.

On Indian Ground, Northern Plains looks at the history of Indian education with the states North Dakota, South Dakota, Wyoming, Montana, Idaho, and Nebraska. Authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness and cultural competence.

The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian in their schools. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices.

Preface. Introduction—Return to an Indigenous Knowledge: Generating Hope, Leadership, and Sovereignty Through Education. Rosebud Sioux Tribe Education Department’s Work to Affirm Tribal Sovereignty in Education, Cynthia Young and RoseMary Clairmont. Respectful Relationships + Culturally Responsive Classrooms + High Expectations2 = Academic Success for Native Students, Nadine Eastman. Art in the Schools Is More Important Than Academics, Christopher G. Bordeaux. School Boards Create Sacred Places for Children With Culture, Creativity, and Critical Thought, Roger C. Bordeaux. Making Relatives in Montana by Indigenizing our School Systems Through Indian Education for All: Mitakuye Oyasin (We Are All Related), Michael Jetty. Indigenous Education in South Dakota: The History and Development of Native Knowledge and Practices in the Classroom, Urla Marcus and Rochelle L. Zens. Native Parent Engagement: Historic and Current Practices in Pre-K Programs, Karen King. Effective Teachers on the High Plains: K–12 Models of Best Practice, Lisa J. Benz Azure. Piikani School Leadership: Noonaki’s Transfer of Knowledge of Culturally Grounded School Leadership Practices on the Blackfeet Indian Reservation, Brad Hall. Salish Kootenai College Restorative Teaching Project: Utilizing Native Games to Support Teachers in Implementing Indian Education for All in Montana Schools, Amy J. Burland and Amie J. Tryon. Preparation of Teachers of American Indian Children: A Certification Program Created by American Indian Teachers, Burnett L. Whiteplume Sr. and R. Timothy Rush. Post-Secondary Education in the High Plains: Place, Community, and Identity, Sweeney Windchief and Cheryl Crazy Bull. Empowering Native Youth to Walk “The Good Road of Life” Through Cultural Resilience, Allyson Kelley, Clayton Small, and Maha Charani Small. About the Editors. About the Contributors.