The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-secondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.
"The chapters [in this book], written by a number of senior and emerging TCU scholars and Indian education experts…tell the story of the Native American Higher Education Initiative and the vision of the tribal college movement. The authors have captured the essence of the NAHEI accomplishments that have taken Tribal Colleges and Universities, as well as the NAHEI, to a new and higher level of productivity and program development."
—Gerald E. Gipp
Executive Director, American Indian Higher Education Commission, From the Forewo
"This book documents the story of the Native American Higher Education Initiative. It is intended to be a practical chronicle that tells a story of success and how to maintain that success with a genuine sense of hope. The chapters address four themes and represent the issues that have a significant bearing on the continuing evolution and viability of Tribal Colleges and Universities: language and culture; social and economic [community] development; student access and success; and institutional capacity building….The Renaissance of American Indian Higher Education contains a wonderful story, written by native educators and native-hearted educators, about how education has improved and can continue to improve indigenous communities."
Montana State University, From the Prologue
"A valuable compilation of the new thinking that has emerged in recent years and is now creating substantial shifts in the political and educational landscapes associated with indigenous education….The work that has been established under the Kellogg initiative cuts across a wide range of educational policy and institutional development issues that are germane to established mainstream institutions as well as to the nascent Tribal Colleges."
University of Alaska Fairbanks
"This work will contribute to the Indian higher education field. It provides a great deal of current information and a good bibliography for further research….for graduate classes in higher education administration, executive directors and program directors in foundations, and people interested in Indian tribes and the social conditions of Indian people."
President, Salish Kootenai College
Contents: G.E. Gipp, Foreword. H. Mann, Prologue. Part I: Introduction. M.K.P. Benham, The Journey of the Native American Higher Education Initiative and Tribal Colleges and Universities. W.J. Stein, Developmental Action for Implementing an Indigenous College: Philosophical Foundations and Pragmatic Steps. J. Shanley, Limitations and Alternatives to Developing a Tribally Controlled College. Part II: Mapping the Trail: Charting the Future. W.J. Stein, J. Shanley, T. Sanchez, The Effect of the Native American Higher Education Initiative on Strengthening Tribal Colleges and Universities: Focus on Governance and Finance. J. Barden, Tribal Colleges and Universities Building Community: Education, Social, Cultural, and Economic Development. R. Nichols, G. Monette, Linking Tribal Colleges and Mainstream Institutions: Fundamental Tensions and Lessons Learned. P. Boyer, Building Tribal Communities: Defining the Mission and Measuring the Outcomes of Tribal Colleges. Part III: Nurturing and Advocating Spirit and Voice. V. Johnson, M.K.P. Benham, M.J. VanAlstine, Native Leadership: Advocacy for Transformation, Culture, Community, and Sovereignty. M.K.P. Benham, H. Mann, Culture and Language Matters: Defining, Implementing, and Evaluating. D.M. Pavel, C. Larimore, M.J. VanAlstine, A Gift to All Children: Native Teacher Preparation. Part IV: Extending the Reach of Tribal Colleges and Universities. A.M. Ortiz, I. H. Runner, Student Access, Retention, and Success: Models of Inclusion and Support. J.W. Tippeconnic III, S. McKinney, Native Faculty: Scholarship and Development. M. O'Donnell, M. Mitchell, A. Anderson, L. Lambert, D. Burland, K. Barber, Information Technology and Tribal Colleges and Universities: Moving Into the 21st Century.
This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.
Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of
Local, state, national, and international educational systems
Elementary and secondary schools, colleges and universities
Public institutions of education such as museums, libraries, and foundations
Computer systems and software as instruments of public education
The popular media as forms of public education
Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology