How Did The 1978 Indian Child Welfare Act Influence The Enrollment And Cultural Preservation Policies Of Native American Boarding Schools In The Four Corners Region Of The American Southwest, Particularly In Regards To The Navajo Nation's Efforts To Establish Tribally-controlled Schools During The Self-determination Era Of The 1970s And 1980s?

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The 1978 Indian Child Welfare Act (ICWA) played a significant role in shaping the enrollment and cultural preservation policies of Native American boarding schools, particularly influencing the Navajo Nation's efforts to establish tribally-controlled schools during the self-determination era of the 1970s and 1980s. Here's a structured summary of the key points:

  1. ICWA's Impact on Enrollment:

    • ICWA aimed to reduce the removal of Native American children from their families and communities, thereby decreasing the number of children sent to boarding schools away from their homes. This led to more children remaining in their communities, creating a need for local, tribal-controlled educational institutions.

  2. Cultural Preservation:

    • Historically, boarding schools were associated with forced assimilation and cultural suppression. ICWA contributed to a shift towards cultural preservation by supporting community-based education, allowing tribes to incorporate their languages, histories, and cultural practices into school curricula.

  3. Navajo Nation's Initiatives:

    • The Navajo Nation, a prominent tribe in the Four Corners region, capitalized on the self-determination movement. They established schools that reflected their cultural values, focusing on Navajo language, history, and traditions, thus moving away from the assimilationist model.

  4. Self-Determination Era:

    • The 1970s and 1980s saw increased tribal control over education, supported by laws like the Indian Self-Determination and Education Assistance Act of 1975. ICWA complemented this by ensuring more Native children remained in their communities, facilitating tribal control over education and cultural preservation.

  5. Conclusion:

    • ICWA was part of a broader movement towards tribal autonomy and cultural preservation. It indirectly supported the Navajo Nation's efforts to create an education system aligned with their cultural needs, emphasizing the importance of community and tradition in education.

In summary, ICWA influenced a shift towards community-based education, supporting the Navajo Nation and other tribes in establishing schools that prioritized cultural preservation and tribal control, marking a significant departure from the assimilationist policies of the past.