The New Improving America's Schools Act and Title I

Although they face many obstacles in common with other at-risk communities, Native Americans encounter other obstacles specific to their sociohistorical context. North American national policies imposed on Indian communities have resulted in political, social, and economic subjugation of a wholesegment of the national population. The historical context of this relationship continues to influence contemporary classrooms through institutionalized social relations, educational practices, and goals, all of which may be at odds with those of Native American communities and their perceived educational needs. The geographical and social isolation of many Native American reservation communities hinders recruitment and retention of competent teachers and administrators. Communication is impeded by both subtle and profound cultural differences between school personnel and the families they purport to serve. Native American leaders work to make teaching methods and curricula responsive to local tribal situations. Often, tribal efforts, expectations, and needs are at cross-purposes to national professional organizations, educational standards, and accreditation agencies that strive to achieve and maintain national uniformity in education practice. These obstacles are mountainous, but some guidelines for success are discernible; we have a map of the territory, and although there are no smooth roads across it as yet, we know how the land lies. For the obstacles, and for means of overcoming them, specific examples are drawn from our work in the Pueblo of Zuni in New Mexico.