Show how the educational policy of the Bureau of Indian Affairs during the 1930s and 1940s may be considered "progressive."

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The Answer is The educational policy of the Bureau of Indian Affairs during the 1930s and 1940s can be considered "progressive" in several ways.

First, the policy aimed to improve the quality of education for Native American children by focusing on vocational training and practical skills. This approach was seen as progressive because it sought to provide students with the tools they needed to succeed in the modern world, rather than simply assimilating them into mainstream American culture.

Additionally, the policy also emphasized the preservation of Native American culture and language within the educational system. This was a departure from previous assimilationist policies and reflected a more progressive understanding of the value of cultural diversity and the importance of preserving indigenous traditions.

Furthermore, the policy also sought to involve Native American communities in the educational process, recognizing the importance of local input and control over the education of their children. This approach was more progressive than previous top-down, paternalistic policies that had been imposed on Native American communities.

Overall, the educational policy of the Bureau of Indian Affairs during the 1930s and 1940s can be considered "progressive" for its emphasis on practical skills, cultural preservation, and community involvement in the education of Native American children.

Show How the Educational Policy of the Bureau of Indian