Routledge Handbook on Native American Justice Issues

Laurence Armand French has the Ph.D. in sociology/social psychology from the University of New Hampshire, Durham and the Ph.D. in educational psychology/cultural psychology from the University of Nebraska, Lincoln. He has worked with tribes and Indian students since 1972. He has over 300 academic publications, including 20 books, many dealing with American Indian issues. He spent a semester studying Canadian Indians during the fall semester 2010 as the Solicitor General’s Endowed Visiting Chair of Criminology and Criminal Justice at St. Thomas University in Fredericton, New Brunswick, Canada. He is a licensed clinical psychologist (Arizona) and Fellow of the American Psychological Association; a senior Fulbright Scholar and Fulbright Specialist.

The Handbook on Native American Justice Issues provides a much needed contribution to the state of Native Americans when it comes to justice and injustice in our culture. Professor French has demonstrated a long-term and productive commitment to both the history and social/judicial context of indigenous populations. He has put together a noteworthy collection of essays from contributors including Native American scholars, a collection that not only examines the impact of our justice system on Native American communities and how their "trail of tears" has continued, but also explores the nature of their potential contributions to our justice process in general including restorative justice, youth interventions and religious practices. Professor French and the scholars whose work comprise this excellent volume help us to better understand the history, current state and the opportunities for positive change in the lives of Native Americans who are an indispensable part of the American fabric.Michael BraswellProfessor EmeritusEast Tennessee State University"In the midst of contemporary political crosswinds facing the North American region, this masterfully written book is a breath of fresh air. It examines indigenous experiences from U.S., Canadian, and Mexican perspectives. The handbook covers themes integrating common challenges faced by the original inhabitants of these lands."Magdaleno Manzanárez, Ph.D.Vice President, Division of External AffairsWestern New Mexico University

• Table of ContentsPART I: HISTORICAL ANTECEDENTS: A DISMAL PASTIntroduction Chapter 1. Pre-Columbian America Linguistic groups and confederations Algonquian Tribes Iroquoian Tribes Muskhogean People Siouan Tribes Athapaskan Tribes Pueblo Tribes Mexican Tribes Pre-Columbian trade Chapter 2. Colonial contact and exploitation Colonial rules of engagement Contravening Social Perspectives Slavery The savage Indian Stereotype: Torture, Scalping, and Genocide The Acadian Expulsion Royal Proclamation of 1763: the seeds of the American Revolution Chapter 3. Indian Policy in the New Republic – 1776-1850 The Louisiana Purchase and the plight of the Civilized Tribes Indian Removal Act Chapter 4. The Cherokees: transformation from aboriginal society to civilized tribe Aboriginal prehistory Aboriginal Cherokee Harmony and Justice "Civilizing" the Cherokee: A Nation emerges Cherokee Removal Aftermath Chapter 5. From Removal to Reservations – 1859-1907 Treaties made and broken again Transformation of the U.S. Army: U.S. Civil War to the Indian Wars Wounded Knee – the last campaign of the Indian Wars Canada’s Indian Uprising Mexico’s Indian Conflicts Legislating Indian Country Indian education and cultural genocide Ex Parte Crow Dog & the Major Crimes Act Major Crimes Act – March 3, 1885 Court of No-Appeal Chapter 6. Reign of Cultural Extermination & Injustice -1890-1976 Allotment Policies The General Allotment Act Land Allotment – Disaster in the Making Indian Reorganization: Salvaging Indian Country from total destruction The Woes of Allotment and Cultural Genocide Indian Reorganization Act (IRA): the "Indian Jim Crow" model Termination and Relocation The Eisenhower Legacy The Indian Claims Commission Act Termination and Public Law 280 House Resolution 198 Public Law 280 Relocation PART II: CONTEMPORARY SCENE Chapter 7. Toward Self-Determination – the New Federalism Wounded Knee II Indian Civil Rights – the road to Self-Determination American Indian Policy Review Commission The Final Report Indian Self-Determination and Education Act Resolution of the American Indian Policy Review Commission Policing Indian Country Self-Determination & Indian Education New Federalism and Indian Chile Welfare Self-Determination & Indian Health Services Indian Health Care Improvement Act Indian Religious Freedom Archaeological Resources Protection Act Indian Gaming-the New Federalism funding scheme Indian Gaming Regulatory Act Wounded Knee II Aftermath Chapter 8. Indian Justice in the 21st Century Law & Order Issues DHS Tribal Consultation Policy Cobell v. Babbitt Other issues regarding resources in Indian Country Indian Gaming: the continuing controversy "Gimmie Five": Investigation of Tribal Lobbying Matters Violence in Indian Country Alcoholism & Substance Abuse in Indian Country Fetal Alcoholism (FAS) Violence against Indian Woman initiative Indian Education Tribal Colleges and Universities (TCUs) Indian Identity/Indian Status PART III: OTHER VOICESChapter 9. Native American Women’s IssuesThe Gendered Nature of ColonizationViolenceRisk Behaviors and Mental Health DisordersPhysical Health DisordersModerating EffectsInstitutionsTheoretical ExplanationsRecommendations for ChangeCultural CompetenceConclusionsChapter 10. Restoring the CircleContinued struggle for Native advancement in Higher EducationReasons for low American Indian school performanceExamples of how the reprogramming improves servicesTribal ConsultationIndianizing Indian EducationThe current case of the Cochiti Pueblo Learning CenterOur Methods addressing the Whole ChildNatural language use leading to bilingualism and biculturalismMontessori method and the Whole Pueblo ChilsThe BIA school programUnfolding the facilitation processThe truancy intervention programParents as the first and last teachersImproving student – parent relationsEstablishing interventions as integral parts of the regular processDeveloping appropriate Indian educationPolicies in public schoolsPrograms to boost student performance in public schoolsBuilding Native youth interests and pride in culture and history through archaeologyEducation beyond K-12 – tribal colleges and universitiesInnovations at tribal collegesLife-long education – preserving language and culturePreserving Indigenous traditional knowledgePreserving traditional knowledgeUsing contemporary media as vehicles for learning traditional values and knowledgeAdopting ceremony for current conditionsLearning about the huge impact of Indians on Western wayIndigenizing educationDevelop tribal educational institution collaborationIncreasing the number of Native American advanced degrees and supporting Native studiesEducation policy impacts and needsCompleting the Circle of RenewalChapter 11. Tribal PolicingIntroduction to tribal policingNative American social control prior to colonizationFormalized tribal policing post-colonizationDevelopment of tribal policingCriminal enforcement jurisdictionCherokee Nation v. GeorgiaFellows v. BlacksmithEx Parte Crow DogUnited States v. KagamaWorchester v. GeorgiaEnd of treaty making with tribesTribal self-governance and policingCriminal activity committed on Indian landsTribal Law and Order ActContemporary tribal policing effortsOffice of Justice ServicesUnited States Indian Policy AcademyCommunity-oriented policing servicesContemporary challengesConclusionsChapter 12. The Ralamuri LanguageIntroductionMinority languages and GlobalizationNative languages of MexicoNative languages of ChihuahuaRalamuli language: sociolinguistic conditionsLinguistic revitalization experiencesTowards the linguistic revitalization of national languagesProspects for maintenance and linguistic revitalization of the Ralamuli languageLinguistic normalization of the Ralamuli languageEducation for linguistic revitalizationMass media and communication in the Ralamuli languageCultural production in the Ralamuli languageConclusionsChapter 13. Emergence of Intercultural Universities in MexicoIntroductionAntecedents of the intercultural universities in MexicoThe start of intercultural universitiesThe first educational programsCreation and changes of government agencies for assistance to Indigenous people, 2001-2003First intercultural universities created by CGEIBIntercultural universities: analysis of their creationCriticism of Indigenous universitiesIntercultural universities as a Vasconcelista projectIntercultural universities as development projectsIntercultural universities as part of the ethnophasic processNon-Indigenous control of intercultural universitiesRelationship of intercultural universities with Indigenous communitiesIntercultural education as rhetoricEmergence of intercultural universities as a reaction to federal governmentInfluence of Rectors and local governmentPedagory of powerCriticism of interculturalityConclusionsChapter 14. Education issues facing Indian Children and Youth in Canada17th Century to ConfederationEducation from Confederation to "Indian control of Indian education"Indians formally advocate as a group regarding educationOngoing effects of the Residential School debacleEmergence of an educational literature concerned with First NationsSelected positive data trends about First Nations; education