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Author : Kevin Whalen Publisher : University of Washington Press Page : 224 pages File Size : 55,9 Mb Release : 2016-08-25 Category : Social Science ISBN : 9780295806662
Native Students at Work tells the stories of Native people from around the American Southwest who participated in labor programs at Sherman Institute, a federal Indian boarding school in Riverside, California. The school placed young Native men and women in and around Los Angeles as domestic workers, farmhands, and factory laborers. For the first time, historian Kevin Whalen reveals the challenges these students faced as they left their homes for boarding schools and then endured an “outing program” that aimed to strip them of their identities and cultures by sending them to live and work among non-Native people. Tracing their journeys, Whalen shows how male students faced low pay and grueling conditions on industrial farms near the edge of the city, yet still made more money than they could near their reservations. Similarly, many young women serving as domestic workers in Los Angeles made the best of their situations by tapping into the city’s Indigenous social networks and even enrolling in its public schools. As Whalen reveals, despite cruel working conditions, Native people used the outing program to their advantage whenever they could, forming urban indigenous communities and sharing money and knowledge gained in the city with those back home. A mostly overlooked chapter in Native American and labor histories, Native Students at Work deepens our understanding of the boarding school experience and sheds further light on Native American participation in the workforce.
Beyond the Asterisk by Heather J. Shotton,Shelly C. Lowe,Stephanie J. Waterman Pdf
"While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population's invisibility within the academy - it is often excluded from institutional data and reporting, and frequently noted as not statistically significant - and its relegation to what is referred to as the "American Indian research asterisk." The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities. The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units. The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work. While predominantly addressed to the student affairs profession - providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services - it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice."--
Beyond the Asterisk by Heather J. Shotton,Shelly C. Lowe,Stephanie J. Waterman Pdf
A Choice Outstanding Academic Title for 2013While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.”The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses.The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities.The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units..The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work.While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.
Native American Entrepreneurs by Ron P. Sheffield,J. Mark Munoz Pdf
This book captures the entrepreneurial stories and mindsets of contemporary Native Americans. Native American entrepreneurs are important contributors to the American economy and social landscape. Faced with numerous challenges, many Native American entrepreneurs have learned to transcend tough obstacles, leverage resources, and strategically pursue opportunities to achieve business success. This book captures the entrepreneurial stories and mindsets of contemporary Native Americans.
In Decolonizing Trauma Work, Renee Linklater explores healing and wellness in Indigenous communities on Turtle Island. Drawing on a decolonizing approach, which puts the “soul wound” of colonialism at the centre, Linklater engages ten Indigenous health care practitioners in a dialogue regarding Indigenous notions of wellness and wholistic health, critiques of psychiatry and psychiatric diagnoses, and Indigenous approaches to helping people through trauma, depression and experiences of parallel and multiple realities. Through stories and strategies that are grounded in Indigenous worldviews and embedded with cultural knowledge, Linklater offers purposeful and practical methods to help individuals and communities that have experienced trauma. Decolonizing Trauma Work, one of the first books of its kind, is a resource for education and training programs, health care practitioners, healing centres, clinical services and policy initiatives.
An utterly compelling story of how the cultural, social, and political practices of Native Americans transformed the way life is lived throughout the world, with a new introduction by the author “As entertaining as it is thoughtful . . . Few contemporary writers have Weatherford’s talent for making the deep sweep of history seem vital and immediate.”—The Washington Post After 500 years, the world’s huge debt to the wisdom of the Native Americans has finally been explored in all its vivid drama by anthropologist Jack Weatherford. He traces the crucial contributions made by the Native Americans to our federal system of government, our democratic institutions, modern medicine, agriculture, architecture, and ecology, and in this astonishing, ground-breaking book takes a giant step toward recovering a true American history.
Beyond the Asterisk by Heather J. Shotton,Shelly C. Lowe,Stephanie J. Waterman Pdf
A Choice Outstanding Academic Title for 2013 While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.” The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities. The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units. . The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work. While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.
The Students of Sherman Indian School by Diana Meyers Bahr Pdf
Sherman Indian High School, as it is known today, began in 1892 as Perris Indian School on eighty acres south of Riverside, California, with nine students. Its mission, like that of other off-reservation Indian boarding schools, was to "civilize" Indian children, which meant stripping them of their Native culture and giving them vocational training. This book offers the first full history of Sherman Indian School’s 100-plus years, a history that reflects federal Indian education policy since the late nineteenth century.
Indigenous students learn and retain more when teachers value the language and culture of the students’ community and incorporate them into the curriculum. This is a principle enshrined in the UN Declaration on the Rights of Indigenous Peoples (2007) and borne out both by the successes of Indigenous-language immersion schools and by the failures of past assimilationist practices and the recent English-only policies of the No Child Left Behind Act in the United States. Teaching Indigenous Students puts culturally based education squarely into practice. The volume, edited and with an introduction by leading American Indian education scholar Jon Reyhner, brings together new and dynamic research from established and emerging voices in the field of American Indian and Indigenous education. All of the contributions show how the quality of education for Indigenous students can be improved through the promotion of culturally and linguistically appropriate schooling. Grounded in place, community, and culture, the approaches set out in this volume reflect the firsthand experiences of teachers and students in interacting not just with texts and one another, but also with the local community and environment. The authors address the specifics of teaching the full range of subjects—from learning literacy using culturally meaningful texts to inquiry-based science curricula, and from math instruction that incorporates real-world experience to social studies that blend oral history and local culture with national and world history. Teaching Indigenous Students also emphasizes the importance of art, music, and physical education, both traditional and modern, in producing well-rounded human beings and helping students establish their identity as twenty-first-century Indigenous peoples. Surveying the work of Indigenous-language immersion schools around the world, this volume also holds out hope for the revitalization of Indigenous languages and traditional cultural values.
Shadows of Sherman Institute by Clifford Trafzer,Lorene Sisquoc,Jeffrey Smith Pdf
"Shadows of Sherman Institute is a photographic study of one of the most historically signficant sites of Native American history, the Sherman Indian Boarding School. Established in 1902, Sherman is still in operation as a high school, although today it is devoted not to assimilation but the the celebration of Native American culture and identity. This landmark book presents a selection of compelling images from the Sherman Indian Museum's formidable collection of some ten thousand photographs of Sherman people and places, edited by Clifford E. Trafzer and Jeffrey Allen Smith and Sherman Indian Museum curator Lorene Sisquoc." -- page [4] of cover.
Verna J. Kirkness grew up on the Fisher River Indian reserve in Manitoba. Her childhood dream to be a teacher set her on a lifelong journey in education as a teacher, counsellor, consultant, and professor. Her simple quest to teach "in a Native way" revolutionized Canadian education policy and practice. Kirkness broke new ground at every turn. As the first cross-cultural consultant for the Manitoba Department of Education Curriculum Branch she made Cree and Ojibway the languages of instruction in several Manitoba schools. In the early 1970s she became the first Education Director for the Manitoba Indian Brotherhood (now the Assembly of Manitoba Chiefs) and then Education Director for the National Indian Brotherhood (now the Assembly of First Nations). She played a pivotal role in developing the education sections of Wahbung: Our Tomorrows, which transformed Manitoba education, and the landmark 1972 national policy of Indian Control of Indian Education. These two major works have shaped First Nations education in Canada for more than 40 years. In the 1980s she became an assistant professor at the University of British Columbia where she was appointed Director of the Native Teacher Education Program, founded the Ts’‘Kel Graduate Program, and was a driving force behind the creation of the First Nations House of Learning. Honoured by community and country, Kirkness is a visionary who has inspired, and been inspired by, generations of students. Like a long conversation between friends, Creating Space reveals the challenges and misgivings, the burning questions, the successes and failures that have shaped the life of this extraordinary woman and the history of Aboriginal education in Canada.
Recovering Native American Writings in the Boarding School Press by Jacqueline Emery Pdf
2018 Outstanding Academic Title, selected by Choice Winner of the Ray & Pat Browne Award for Best Edited Collection Recovering Native American Writings in the Boarding School Press is the first comprehensive collection of writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries. Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers. In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities. Writings by Gertrude Bonnin (Zitkala-Ša), Charles Alexander Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations. Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian School (Oklahoma), Jacqueline Emery illustrates how the boarding school presses were used for numerous and competing purposes. While some student writings appear to reflect the assimilationist agenda, others provide more critical perspectives on the schools’ agendas and the dominant culture. This collection of Native-authored letters, editorials, essays, short fiction, and retold tales published in boarding school newspapers illuminates the boarding school legacy and how it has shaped Native American literary production.
The American Indian and Alaska Native Student's Guide to College Success by D. Michael Pavel,Ella Inglebret Pdf
Choosing the right college is a big decision for most people. American Indian and Alaska Natives are no exception, but finding a college that offers a good educational program in their major plus a strong support system for tribal traditions makes that decision even more complex. This volume will help Native people clarify their postsecondary aspirations, improve their college choice, and increase their success in college. After a thorough examination of the issues that should be considered, Pavel and Inglebret present the different types of colleges available, programs and services to meet the special needs of Native students, and financial aid options. By answering many of the basic questions students have about going to college, Pavel and Inglebret help to demystify the process and encourage more Native students to pursue a college education. Special features include: -A list of colleges with Native American studies, and those most friendly to Native Americans' needs -A list of sources for financial aid, with contact information -Interviews with Native American students on all aspects of their college experiences -Suggestions for students on how to balance their new college experiences with their community and heritage
Who is a Native American? And who gets to decide? From genealogists searching online for their ancestors to fortune hunters hoping for a slice of casino profits from wealthy tribes, the answers to these seemingly straightforward questions have profound ramifications. The rise of DNA testing has further complicated the issues and raised the stakes. In Native American DNA, Kim TallBear shows how DNA testing is a powerful—and problematic—scientific process that is useful in determining close biological relatives. But tribal membership is a legal category that has developed in dependence on certain social understandings and historical contexts, a set of concepts that entangles genetic information in a web of family relations, reservation histories, tribal rules, and government regulations. At a larger level, TallBear asserts, the “markers” that are identified and applied to specific groups such as Native American tribes bear the imprints of the cultural, racial, ethnic, national, and even tribal misinterpretations of the humans who study them. TallBear notes that ideas about racial science, which informed white definitions of tribes in the nineteenth century, are unfortunately being revived in twenty-first-century laboratories. Because today’s science seems so compelling, increasing numbers of Native Americans have begun to believe their own metaphors: “in our blood” is giving way to “in our DNA.” This rhetorical drift, she argues, has significant consequences, and ultimately she shows how Native American claims to land, resources, and sovereignty that have taken generations to ratify may be seriously—and permanently—undermined.
Land Education by Kate McCoy,Eve Tuck,Marcia McKenzie Pdf
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.