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Author: United States. Congress (73rd Congress : 2nd session)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1906
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Book Description
Author: United States. Congress (73rd Congress : 2nd session)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1906
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Book Description
Author: United States. Congress. House
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 2144
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Book Description
Author:
Publisher:
ISBN:
Category : Union catalogs
Languages : en
Pages : 712
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Book Description
Author: United States. Congress. Senate
Publisher:
ISBN:
Category : Legislation
Languages : en
Pages : 876
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Book Description
Author: United States. Congress
Publisher:
ISBN:
Category : Law
Languages : en
Pages : 1072
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Book Description
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)
Author: United States. Congress. House. Committee on Indian Affairs
Publisher:
ISBN:
Category : Chickasaw Indians
Languages : en
Pages : 64
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Book Description
Considers (78) H.R. 1859.
Author: Chickasaw Nation, Oklahoma
Publisher:
ISBN:
Category : Chickasaw Indians
Languages : en
Pages : 360
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Book Description
Author: United States. National Archives and Records Service
Publisher:
ISBN:
Category : Archives
Languages : en
Pages : 140
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Author: United States
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 944
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Book Description
Author: Sandy Grande
Publisher: Rowman & Littlefield
ISBN: 161048990X
Category : Education
Languages : en
Pages : 348
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Book Description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
