Raymond Wilson – författare

Written especially for the general reader and for college students, Native Americans in the Twentieth Century makes available for the first time a concise yet comprehensive survey of Native American history from the 1890s to the present. With clarity and balance the volume conveys the complex web of economic, political, and cultural forces that have characterized relations between Native and non-Native Americans for the past century. For anyone wanting a better understanding of the crucial issues and events that have led to the contemporary "Indian Problem," this is the best place to start.

The far-ranging life and work of the popular Native American authorCharles Eastman, called Ohiyesa in Santee, came of age amidst increasing tensions and violence between Native and European colonizers. Though raised to be a hunter-warrior, Eastman was persuaded by his Christian father to enter white society. Eastman graduated from Dartmouth and the Boston University School of Medicine. His career included service as the government physician at the Pine Ridge Agency, where he tended casualties at Wounded Knee; as an Inspector for the Bureau of Indian Affairs; as Indian secretary for the YMCA; and as one of the cofounders of the Boy Scouts of America.Raymond Wilson examines these accomplishments while also delving into the writings that expressed Eastman’s determination to hold onto his Santee roots. Popular works like Indian Boyhood, The Soul of the Indian, and Indian Heroes and Chieftains reconfirmed his heritage and aimed at making white society aware of Indigenous peoples’ contribution to American civilization.

Native Americans in the United States, similar to other indigenous people, created political, economic, and social movements to meet and adjust to major changes that impacted their cultures. For centuries, Native Americans dealt with the onslaught of non-Indian land claims, the appropriation of their homelands, and the destruction of their ways of life. Through various movements, Native Americans accepted, rejected, or accommodated themselves to the non-traditional worldviews of the colonizers and their policies.The A to Z of Native American Movements—through a chronology, an introductory essay, appendixes, a bibliography, and hundreds of cross-referenced dictionary entries on important persons, places, events, and institutions and significant political, economic, social, and cultural aspects—is a useful reference on topics dealing with key movements, organizations, leadership strategies, and the major issues Native Americans have confronted.

Originally published in 1985. In the last two decades education in the Third World has greatly expanded, raising many important issues. Some less developed countries have emulated the West in the style and organisation of their academic systems, hence, it could be said, increasing their dependence. Others have deliberately avoided this path, experimenting with systems more relevant to development and often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and of the correctness of Marxist development theories; while others argue that the evidence points to an interdependent world and that dependency theories do not apply to education. Interestingly two key Marxist Third World Countries, China and Cuba, have very conservative education systems. This book discusses the problems of dependence and interdependence in education throughout the world.

Originally published in 1985. In the last two decades education in the Third World has greatly expanded, raising many important issues. Some less developed countries have emulated the West in the style and organisation of their academic systems, hence, it could be said, increasing their dependence. Others have deliberately avoided this path, experimenting with systems more relevant to development and often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and of the correctness of Marxist development theories; while others argue that the evidence points to an interdependent world and that dependency theories do not apply to education. Interestingly two key Marxist Third World Countries, China and Cuba, have very conservative education systems. This book discusses the problems of dependence and interdependence in education throughout the world.