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- All Subjects: Education
- All Subjects: Education and state
- Creators: Zah, Peterson
- Creators: Bierlein, Louann
In this interview, Iverson and Zah dialog on the topics of leadership and the evolution of the Navajo Nation. Zah gives his perspective on leadership and the important attributes that a Navajo leader should have in order to be effective. Iverson and Zah discuss past and present influential leaders that have made an impact on the Navajo Nation. Those who were mentioned include the inspirational Chief Manuelito, health issues activist Annie Wauneka, livestock advocate Tom Dodge, and William Morgan, who was a pioneer for the written Navajo language. Zah comments on the leadership role of DNA People's Legal Services and his experience as a leader there. Zah expresses his ideals about individual rights and education and how the hard work of his colleagues and himself has furthered those ideals. Iverson and Zah converse about education and the growing presence of American Indians at Arizona State University. Finally, Zah gives his thoughts about two major challenges that the Navajo Nation face today: trying to keep the Navajo government accountable to the Navajo people and the effective management of resources on the Navajo Nation.
In this interview, Peterson Zah addresses Navajo history, both past and present. Numerous topics are discussed in this interview such as the beginning stages of the Navajo reservation, language and culture, women in Navajo politics, and old and new Navajo values. Zah commentates on matters pertaining to the Navajo Tribal Government, such as the Indian Reorganization Act, the history and issues of the Navajo Tribal Government, and its future. He mentions key individuals in Navajo history that contributed to the growth and well-being of the community, for example Annie Wauneka and Raymond Nakai. Zah also reflects on some of his greatest achievements while working at DNA People's Legal Services and as Tribal Chairman. Major achievements mentioned include the revamping of Apache County, the rising number of Navajo lawyers, and the creation of new high schools on the Navajo reservation, which ultimately led to the closing down of boarding schools. Zah gives details about significant precedent-setting cases that DNA People's Legal Services handled, such as the McClanahan v. the Arizona Tax Commission case.
In this interview, Peterson Zah reveals personal experiences about his childhood, the struggles of growing up, and how those experiences shaped his life today. Zah reflects on living close to Keams Canyon, trying to keep family traditions, farming, obtaining water, and the hardships of family going to war, scarcity of food and water, and having to relocate multiple times due to the Navajo-Hopi Land Dispute. He recounts his personal experiences attending Tuba City Boarding School, Phoenix Indian School, Phoenix College, and finally Arizona State University. Zah recalls various aspects of his education including his class schedules and routine at Tuba City Boarding School and the goal of Phoenix Indian School being more concerned about vocational training than college preparation. He also takes a moment to address his mentors that helped him throughout the different stages of his education.
In this interview, Peterson Zah expresses his opinions and observations about education during his time at Window Rock High School as a teacher and as a member of the Board of Trustees. He discusses issues concerning boarding schools, bringing public schools onto the Navajo reservation, and creating an efficient educational policy. Zah speaks about the Indian Self Determination Act of 1975, the establishment of the Navajo Community College, and how acquiring the rights to vote allowed the Navajo Nation to play a more pivotal role in elections and educational decisions. The latter half of the interview reflects upon the growing number of Native American students in higher education, retention rates, self-determination, and community pride and support. Zah also addresses the Native American achievement program created by ASU to help with retention rates and the future goals for Native American students in higher education.
In this interview, Peterson Zah reflects on his academic and professional experiences from 1947-1987. Zah's academic experiences range from him first attending boarding school, transferring to Phoenix Indian School's Navajo Special Program, attending public high school, and graduating from Arizona State University in 1963. Professional experiences discussed in this interview include working for ASU's Volunteers in Service to America (VISTA) volunteer training program, being employed by DNA People's Legal Services and some of their influential cases, and his greatest accomplishments while serving as Tribal Chairmen from 1983-1987. Zah also addresses the creation of the Navajo education policy and briefly discusses key points in Navajo history, such as relocation and significant treaties.
This report deals with state-level technical assistance and other activities pertinent to at-risk issues in the current context of educational reform. Specifically, the report discusses state options to support Arizona schools in delivering comprehensive services and implications for Arizona policymakers.
The "fit" of "at-risk" education in Arizona was examined in relation to reform initiatives. Focusing on technical assistance and related issues at the state level, researchers examined literature, interviewed a sample of Arizona Dept. of Education personnel, surveyed Arizona principals statewide, and gathered information from other states.
During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1 provides a national overview on children's health and the public schools, presenting national and legislative initiatives and a framework for linking health services and schools. Chapter 2 reviews what is known about the major issues in child health in Arizona and its schools, synthesizing health data from several sources.
Survey results from 531 Arizona school principals about school-based/school-linked health and social services are also analyzed. A discussion of the Arizona perspective follows in chapter 3, which examines the philosophy guiding state initiatives, key players, the processes that support school-based/school-linked health services, and a sample of current state activities. The fourth chapter provides a view of how some Arizona schools are attempting to address these issues through the provision of student health services at or near school sites. The last chapter reviews action necessary to facilitate linkages between schools and health services, and the status of Arizona efforts. It concludes with some considerations for the future. A conclusion is that the state is making significant progress toward promoting and, in some schools, implementing such services. Eight tables and seven figures are included.