Seven More Mountains and a Map: Overcoming Obstacles to Reform in Native American Schools

A Native American community's involvement and empowerment to guide their children's development in the school setting

“…Most people are still unaware of the historical relationship of Europeans and Zunis, as well as the effect of the force of colonization and political subjugation by Europeans in this community (Tharp et al, 1999). Fewer people still understand the central role played by schools in the process of colonization and socialization of Zuni children.…”

“…The primary intention of the schooling of Native children by EuropeanAmerican institutions has been assimilation achieved through the eradication of Native culture. Education has been the institutional mechanism used to systematically deny the Zuni community opportunities to practice their Native language, culture, and religion, thus aborting the students' development as Native Americans (Tharp et al, 1999).…”

“…Tharp et al (1999) outline the "mountainous" obstacles faced by the community in the process of school reform. They argue that at Zuni, and elsewhere in Native American communities, some progress has been made toward school reform.…”

“…However, Native American educational reform needs to be examined in the context of the 500-year history of education as a battleground between European settlers and Native peoples. Overall, Tharp et al (1999) identified seven major obstacles to school reform as they have operated in Zuni and among other Native American communities. Briefly, these obstacles include (a) a disrespect of Native Americans by the school, (b) student resistance-withdrawal and reduced achievement, (c) a lack of self-confidence in Native American leaders, (d) a passivity of Native communities in the face of school authority, (e) teacher imperviousness to external influence, (f) bureaucratic, legal, and policy constraints; and (g) vision conflicts between Native communities and the education power structure.…”

“…These obstacles are closely connected, sometimes overlapping in their effects, and together comprise a wilderness in which reform efforts and goals of the community are easily lost in the process (Tharp et al, 1999). The obstacles to school reform at Zuni also represent a microcosm of the experiences of many Native communities around the world.…”