Abstract
From our perspective, the classroom represents one of the most severe environments encountered by Indians, past or present.1 The concept of education as warfare on Indian societies has already been extensively analyzed (LaRoque, 1984; Barman, Herbert and McCaskill, 1986), and does not need to be reviewed here. Instead, we will address the nature of current Indian adaptation to schooling, and the forms future adaptation may take, particularly in light of the recent movement toward Indian control of education.
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Chrisjohn, R., Towson, S., Peters, M. (1988). Indian Achievement in School: Adaptation to Hostile Environments. In: Berry, J.W., Irvine, S.H., Hunt, E.B. (eds) Indigenous Cognition: Functioning in Cultural Context. NATO ASI Series, vol 41. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2778-0_14
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