Power and Place: Indian Education in America by Jr. Deloria

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Synopsis

This group of 16 essays, conceived as a dialogue between the two authors, goes beyond merely delineating the history of Indian education or suggesting recommendations for its improvement. Though both of these are addressed here, the agenda is a larger one, where the tenets of Western thinking, religion, and philosophy are examined and, using the rhetoric of their own Western educations, the authors forcefully compare these ideas to the Indian view of the world. Wildcat teaches at Haskell Indian Nations U. in Lawrence, Kansas; Deloria is emeritus in political science and history from the U. of Arizona and the U. of Colorado.

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KLIATT

Recognizing a "profound experiential disorientation," Deloria and Wildcat (who are active in the university systems of Arizona, Colorado, and Kansas) have shaped a philosophical framework that will not only make for an education of Indians more in keeping with their conceptual and value system but which will add a new dimension to the larger education enterprise. They have taken on a powerful project. Says Deloria, "The relationship between education and lands and political status is an area of cultural conflict that has not been resolved in this half millennium of contact between Indians and other peoples." Personal narratives by Indian writers often project a deep grief at what they see as a loss of identity, of values, so this observation rings true on the individual as well as the professional level. This is a challenging book, as it deals with both ideological and real-life educational issues. The authors believe that the major errors in the education of Indians is the denial of their distinctive worldview in areas like ownership of property, methods of self-government, and organization of knowledge. Wildcat notes wryly that what the Western world sees as "resources," the Indians see as relatives. The two writers, deeply knowledgeable in both Indian and Western ways of thinking, have thought through bridging concepts and techniques. They recommend traditional holistic teaching methods that do not separate knowledge into unrelated categories. They believe in a metaphysical framing of all knowledge in moral terms, a change that could also benefit the larger culture. Deloria envisions a new professional Indian researching in a university context, combining a spiritual component withcomplex, cutting-edge science. Wildcat, with no lesser vision or commitment, foresees practical ways this might be worked out. He does not advocate a return to the old ways but instead believes there is a new way of living, of adapting Indian cultural elements to the lives of all. The authors know thoroughly the political context in which the Indians live, and they recognize the sense of frustration on the part of both policy makers and the Indians themselves. They know that studies of Indian education always recommend more money and resources, but believe that more could be done with what is already allocated. This book is a good choice for philosophy of education programs and should be included in the bibliographies for both preservice and active Indian educators. KLIATT Codes: P—Recommended. 2001, Fulcrum, 167p. bibliog. index., Boardman

Biography

Vine Deloria Jr., was a leading Native American scholar, whose research, writings, and teaching have encompassed history, law, religious studies, and political science. He is the former executive director of the National Congress of American Indians.