To Remain an Indian: Lessons in Democracy from a Century of Native American Education (Multicultural Education (Paper))

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ISBN-13: 978-0807747162
ISBN-10: 0807747165
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To Remain an Indian: Lessons in Democracy from a Century of Native American Education (Multicultural Education (Paper)) + The White Architects of Black Education: Ideology and Power in America, 1865-1954 (Teaching for Social Justice, 6) + The Education of Blacks in the South, 1860-1935
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Editorial Reviews

Review

''To Remain an Indian represents a unique and essential contribution because of its foundation of deep respect for Indigenous knowledge, community values, and students. While it is a must-read for Indigenous scholars and educators, this book offers an important message for all educators about the impact of federal policy and the importance of local communities' participation in education.'' -- Harvard Educational Review

''An excellent book. It is timely; it is important. It is well-written, thoroughly grounded in the research, and well-reasoned. It is also not a book that will lend itself to a single reading. I recommend it highly.'' -- TC Record

''The authors offer a thesis that convincingly relates history, indigenous epistemologies, and American democracy. The core of this book is its success stories…it offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.'' -- Tribal College Journal

''Each chapter is a gem that expands this revelation across the sweeping panorama of schools from the nation's capital all the way to Hawaii. Summing up: highly recommended.'' -- CHOICE Magazine

''A portrait of the journey of American Indian education over the past century, To Remain an Indian takes readers from instruction in Native homes and languages, to a critical evaluation of U.S. education policies and practices from the early 20th century.'' -- Inside Teachers College Newsletter

''The authors provide examples of numerous self-determined initiatives, such as bilingual education and Native charter schools, that remain responsive to the multifaceted needs of Indigenous communities and avoid the kind of essentialism charactering colonial education. These examples of successful civic endeavors provide the critical lessons of democracy the book's title promises to deliver.'' --Great Plains Quarterly<br \><br \>''To Remain an Indian represents a unique and essential contribution because of its foundation of deep respect for Indigenous knowledge, community values, and students. While it is a must-read for Indigenous scholars and educators, this book offers an important message for all educators about the impact of federal policy and the importance of local communities' participation in education.'' -- Harvard Educational Review

''An excellent book. It is timely; it is important. It is well-written, thoroughly grounded in the research, and well-reasoned. It is also not a book that will lend itself to a single reading. I recommend it highly.'' -- TC Record

''The authors offer a thesis that convincingly relates history, indigenous epistemologies, and American democracy. The core of this book is its success stories…it offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.'' -- Tribal College Journal

''Each chapter is a gem that expands this revelation across the sweeping panorama of schools from the nation's capital all the way to Hawaii. Summing up: highly recommended.'' -- CHOICE Magazine

''A portrait of the journey of American Indian education over the past century, To Remain an Indian takes readers from instruction in Native homes and languages, to a critical evaluation of U.S. education policies and practices from the early 20th century.'' -- Inside Teachers College Newsletter

''The authors provide examples of numerous self-determined initiatives, such as bilingual education and Native charter schools, that remain responsive to the multifaceted needs of Indigenous communities and avoid the kind of essentialism charactering colonial education. These examples of successful civic endeavors provide the critical lessons of democracy the book's title promises to deliver.'' --Great PlaI --Great Plains Quarterly

''To Remain an Indian represents a unique and essential contribution because of its foundation of deep respect for Indigenous knowledge, community values, and students. While it is a must-read for Indigenous scholars and educators, this book offers an important message for all educators about the impact of federal policy and the importance of local communities' participation in education.'' -- Harvard Educational Review

''An excellent book. It is timely; it is important. It is well-written, thoroughly grounded in the research, and well-reasoned. It is also not a book that will lend itself to a single reading. I recommend it highly.'' -- TC Record

''The authors offer a thesis that convincingly relates history, indigenous epistemologies, and American democracy. The core of this book is its success stories…it offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.'' -- Tribal College Journal

''Each chapter is a gem that expands this revelation across the sweeping panorama of schools from the nation's capital all the way to Hawaii. Summing up: highly recommended.'' -- CHOICE Magazine

''A portrait of the journey of American Indian education over the past century, To Remain an Indian takes readers from instruction in Native homes and languages, to a critical evaluation of U.S. education policies and practices from the early 20th century.'' -- Inside Teachers College Newsletter

''The authors provide examples of numerous self-determined initiatives, such as bilingual education and Native charter schools, that remain responsive to the multifaceted needs of Indigenous communities and avoid the kind of essentialism charactering colonial education. These examples of successful civic endeavors provide the critical lessons of democracy the book's title promises to deliver.'' --Great Plains Quarterly

''To Remain an Indian represents a unique and essential contribution because of its foundation of deep respect for Indigenous knowledge, community values, and students. While it is a must-read for Indigenous scholars and educators, this book offers an important message for all educators about the impact of federal policy and the importance of local communities' participation in education.'' -- Harvard Educational Review

''An excellent book. It is timely; it is important. It is well-written, thoroughly grounded in the research, and well-reasoned. It is also not a book that will lend itself to a single reading. I recommend it highly.'' -- TC Record

''The authors offer a thesis that convincingly relates history, indigenous epistemologies, and American democracy. The core of this book is its success stories…it offers a balm against despair [and] provides an inspiring theoretical frame for those who continue to fight for indigenous control.'' -- Tribal College Journal

''Each chapter is a gem that expands this revelation across the sweeping panorama of schools from the nation's capital all the way to Hawaii. Summing up: highly recommended.'' -- CHOICE Magazine

''A portrait of the journey of American Indian education over the past century, To Remain an Indian takes readers from instruction in Native homes and languages, to a critical evaluation of U.S. education policies and practices from the early 20th century.'' -- Inside Teachers College Newsletter

''The authors provide examples of numerous self-determined initiatives, such as bilingual education and Native charter schools, that remain responsive to the multifaceted needs of Indigenous communities and avoid the kind of essentialism charactering colonial education. These examples of successful civic endeavors provide the critical lessons of democracy the book's title promises to deliver.'' --Great Plains Quarterly

About the Author

K. Tsianina Lomawaima is Chair of American Indian Studies at the University of Arizona. Teresa L. McCarty is the Alice Wiley Snell Professor of Education Policy Studies at Arizona State University.
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Product Details

  • Series: Multicultural Education
  • Paperback: 213 pages
  • Publisher: Teachers College Press (July 27, 2006)
  • Language: English
  • ISBN-10: 0807747165
  • ISBN-13: 978-0807747162
  • Product Dimensions: 8.9 x 6.1 x 0.6 inches
  • Shipping Weight: 8 ounces (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (4 customer reviews)
  • Amazon Best Sellers Rank: #488,543 in Books (See Top 100 in Books)

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Most Helpful Customer Reviews

2 of 2 people found the following review helpful By Lorraine on March 14, 2012
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This book certainly gives a softer viewpoint of the Native American Boarding School system. It is more enlightening and gives the Native American something to look forward to in the future--learning from the past I guess. Not all the Boarding School experiences were bad and given the times and abject poverty of most of our people, it could be better than what was at home on the reservations. It is a Native American author about Native Americans.
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1 of 1 people found the following review helpful By Diana M. Bahr on June 9, 2013
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Lomawaima and McCarty have written an engrossing history of Indian education, which will be of significant value to both young and experienced scholars on a topic, voices and experiences of indigenous education, that has had little documentation.
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2 of 3 people found the following review helpful By gradschoolgirl on October 29, 2010
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Nice background history for indian education. A must read for any educator working with indigenous students.
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By cc on October 30, 2013
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it was a gift to a friend who seemed to like it. by this I would recommend it to anyone.
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