Contemporary Native American Communities – serie

Duane Champagne has assembled a volume of top scholarship reflecting the complexity and diversity of Native American cultural life. Introductions to each topical section provide background and integrated analyses of the issues at hand. The informative and critical studies that follow offer experiences and perspectives from a variety of Native settings. Topics include identity, gender, the powwow, mass media, health and environmental issues. This book and its companion volume, Contemporary Native American Political Issues, edited by Troy R. Johnson, are ideal teaching tools for instructors in Native American studies, ethnic studies, and anthropology, and important resources for anyone working in or with Native communities.

Improving the dire health problems faced by many Native American communities is central to their cultural, political, and economic well being. However, it is still too often the case that both theoretical studies and applied programs fail to account for Native American perspectives on the range of factors that actually contribute to these problems in the first place. The authors in Medicine Ways examine the ways people from a multitude of indigenous communities think about and practice health care within historical and socio-cultural contexts. Cultural and physical survival are inseparable for Native Americans. Chapters explore biomedically-identified diseases, such as cancer and diabetes, as well as Native-identified problems, including historical and contemporary experiences such as forced evacuation, assimilation, boarding school, poverty and a slew of federal and state policies and initiatives. They also explore applied solutions that are based in community prerogatives and worldviews, whether they be indigenous, Christian, biomedical, or some combination of all three. Medicine Ways is an important volume for scholars and students in Native American studies, medical anthropology, and sociology as well as for health practitioners and professionals working in and for tribes. Visit the UCLA American Indian Studies Center web site

Modern American Indian life is urban, rural, and everything in-between. Lobo and Peters have compiled an unprecedented collection of innovative scholarship, stunning art, poetry, and prose that documents American Indian experiences of urban life. A pervasive rural/urban dichotomy still shapes the popular and scholarly perceptions of Native Americans, but this is a false expression of a complex and constantly changing reality. When viewed from the Native perspectives, our concepts of urbanity and approaches to American Indian studies are necessarily transformed. Courses in Native American studies, ethnic studies, anthropology, and urban studies must be in step with contemporary Indian realities, and American Indians and the Urban Experience will be an absolutely essential text for instructors. This powerful combination of path-breaking scholarship and visual and literary arts—from poetry and photography to rap and graffiti—will be enjoyed by students, scholars, and a general audience. A Choice Outstanding Academic Book.

First Nations people know that a tribe must have control over its resources and sustain its identity as a distinct civilization for economic development to make sense. With an integrated approach to tribal societies that defines development as a means to the end of sustaining tribal character, Dean Howard Smith offers both conceptual and practical tools for making self-determination and self-sufficiency a reality for Native American Nations. Through a century of changes in federal policy, tribal development has typically been viewed through mainstream society's goals and system, or according to some pan-Indian framework. Instead, Smith argues that any development prospectus must be created and evaluated within the dictums of the individual indigenous social structure. Otherwise, a tribe must choose between cultural integrity and economic development.Smith draws from his extensive experience as a consultant, teacher, and instructor to offer a wide variety of detailed case studies, and readers will learn from both successful and failed development initiatives. While focused on the United States, his work will be applicable for indigenous peoples in many parts of the world. In addition to tribal employees and communities, Modern Tribal Development will be important reading for scholars and students in Native American studies, development studies, community planning, and cross-cultural studies.

Through an in-depth study of Alaska and comparative material from other indigenous communities around the world, this book explores the relationship between land and education. While the colonial function of education is just beginning to be acknowledged, Jennings highlights, at international, national, and local levels, the extent to which Euro-American institutions continue in the contemporary period to define indigenous understandings of land and spirituality to conform to those embodied in the dominant society. He advances indigenous articulations of educational agendas as components of native sovereignty and distinctive spiritual, intellectual, and material relationships to land. This book will be of value to educational policymakers, those teaching multicultural and comparative education, and anthropologists and Native American studies instructors.

Through an in-depth study of Alaska and comparative material from other indigenous communities around the world, this book explores the relationship between land and education. While the colonial function of education is just beginning to be acknowledged, Jennings highlights, at international, national, and local levels, the extent to which Euro-American institutions continue in the contemporary period to define indigenous understandings of land and spirituality to conform to those embodied in the dominant society. He advances indigenous articulations of educational agendas as components of native sovereignty and distinctive spiritual, intellectual, and material relationships to land. This book will be of value to educational policymakers, those teaching multicultural and comparative education, and anthropologists and Native American studies instructors.

In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas, institutional racism, and structural opposition by Western educational institutions, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. The contributors show how many departments grew significantly following the landmark 1969 Senate report, 'Indian Education: A National Tragedy, A National Challenge.' They evaluate the university efforts to offer Native students intellectual and technical skills, and the long battle to represent Native cultures and world views in the university curriculum. In twelve case studies, Indian and non-Indian teachers provide rich, contextual histories of their programs through three decades of growth. They frankly discuss successes and failures as innovative strategies and models are tested. Programs from University of California-Davis, Harvard, Saskatchewan, Arizona and others provide detailed analyses of academic battles over curriculum content, the marginalization of indigenous faculty and students, the pedagogical implications of integrating native instructors, the vagaries of administrative support and funding, Native student retention, the vulnerability of native language programs, and community collaborations. A vision of Indian education that emerges from these pages that reveals the university's potential as a vehicle for Indian nation-building, one in which the university curriculum also benefits from sustained contacts with tribal communities. As Native populations grow and the demand for university training increases, this book will be a valuable resource for Native American leaders, educators in Native American studies, race and ethnic studies, comparative education, minorities in education, anthropology, sociology, higher education administration and educational policy.

In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas, institutional racism, and structural opposition by Western educational institutions, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. The contributors show how many departments grew significantly following the landmark 1969 Senate report, 'Indian Education: A National Tragedy, A National Challenge.' They evaluate the university efforts to offer Native students intellectual and technical skills, and the long battle to represent Native cultures and world views in the university curriculum. In twelve case studies, Indian and non-Indian teachers provide rich, contextual histories of their programs through three decades of growth. They frankly discuss successes and failures as innovative strategies and models are tested. Programs from University of California-Davis, Harvard, Saskatchewan, Arizona and others provide detailed analyses of academic battles over curriculum content, the marginalization of indigenous faculty and students, the pedagogical implications of integrating native instructors, the vagaries of administrative support and funding, Native student retention, the vulnerability of native language programs, and community collaborations. A vision of Indian education that emerges from these pages that reveals the university's potential as a vehicle for Indian nation-building, one in which the university curriculum also benefits from sustained contacts with tribal communities. As Native populations grow and the demand for university training increases, this book will be a valuable resource for Native American leaders, educators in Native American studies, race and ethnic studies, comparative education, minorities in education, anthropology, sociology, higher education administration and educational policy.

Riley and her group of expert contributors supply a unique set of worldwide case studies and policy analyses as guidance for indigenous communities and their partners, in attempting to protect their intellectual property. Much of the existing literature already addresses the poor fit between western regimes of intellectual property rights and the requirements for safeguarding indigenous cultural resources. The manuscript gets beyond these negative claims in depicting positive efforts at protecting indigenous knowledge and cultures, notwithstanding these legal limitations. The reader is exposed to a wide array of legal, political, organizational, and contractual strategies deployed by indigenous groups to protect their intellectual property interests. It will be an important resource for social scientists, advocates for indigenous and human rights, bioprospecting, indigenous leaders, NGOs and law libraries.

Riley and her group of expert contributors supply a unique set of worldwide case studies and policy analyses as guidance for indigenous communities and their partners, in attempting to protect their intellectual property. Much of the existing literature already addresses the poor fit between western regimes of intellectual property rights and the requirements for safeguarding indigenous cultural resources. The manuscript gets beyond these negative claims in depicting positive efforts at protecting indigenous knowledge and cultures, notwithstanding these legal limitations. The reader is exposed to a wide array of legal, political, organizational, and contractual strategies deployed by indigenous groups to protect their intellectual property interests. It will be an important resource for social scientists, advocates for indigenous and human rights, bioprospecting, indigenous leaders, NGOs and law libraries.

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Substance abuse, mental illness, and violence are a self-perpetuating vicious cycle in many Native American communities. In this book, the authors highlight the importance of eliminating health disparities and increasing the access of Native Americans to critical substance abuse and mental health services. Dedicated educators, researchers, and clinicians in the Native community demonstrate how practitioners can work within both the walls of western medicine and the circles of traditional healers, and promote healing through changes in the way we treat our sick_spiritually, traditionally, ceremonially, and scientifically_whether in rural areas, on reservations, or in cities. They emphasize the importance of non-profit community-based health organizations as nodes for community interaction and sources of mental health services for Native Americans in multi-tribal, multi-ethnic, and multi-racial urban areas. This excellent collection will be invaluable for medical and mental health professionals and the Native health community.

Substance abuse, mental illness, and violence are a self-perpetuating vicious cycle in many Native American communities. In this book, the authors highlight the importance of eliminating health disparities and increasing the access of Native Americans to critical substance abuse and mental health services. Dedicated educators, researchers, and clinicians in the Native community demonstrate how practitioners can work within both the walls of western medicine and the circles of traditional healers, and promote healing through changes in the way we treat our sick_spiritually, traditionally, ceremonially, and scientifically_whether in rural areas, on reservations, or in cities. They emphasize the importance of non-profit community-based health organizations as nodes for community interaction and sources of mental health services for Native Americans in multi-tribal, multi-ethnic, and multi-racial urban areas. This excellent collection will be invaluable for medical and mental health professionals and the Native health community.

Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she evaluates historical, ethnographic, and quantitative data to determine the causes of these educational failures, and places this data in an economic, political, and cultural context. She shows that the rate of failure in this community is the result of conflicting approaches to socializing youth, the struggle between 'native capital' and 'human capital' development systems. With high rates of unemployment, poverty, and school dropouts, the Northern Cheyenne reservation provides some important lessons as Native Americans pursue greater educational success. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology and anthropology.

Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she evaluates historical, ethnographic, and quantitative data to determine the causes of these educational failures, and places this data in an economic, political, and cultural context. She shows that the rate of failure in this community is the result of conflicting approaches to socializing youth, the struggle between 'native capital' and 'human capital' development systems. With high rates of unemployment, poverty, and school dropouts, the Northern Cheyenne reservation provides some important lessons as Native Americans pursue greater educational success. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology and anthropology.

Rachel's Children is a true story, based on real events. It is an engaging and humorous account of a contemporary Ojibwa household and the woman and her children who are at its core. As their lives unfold, we understand how traditional beliefs and oral history help Rachel and her family cope as they encounter racism and educational discrimination in rural northern Michigan. When a white educator arrives in RachelOs household to learn about 'Indians,' she discovers the harsh reality of backwoods life. Beardslee is the queen of sucker punches—she writes in an unexpected combination of ethnography, theatrical script, and novel, echoing the Ojibwa style of storytelling. Her absorbing story about survival of the Native American family encourages a greater understanding of cultural diversity, and will be valuable for instructors in Native studies, multicultural education, womenOs studies, and anthropology.

A Broken Flute: The Native Experience in Books for Children is a companion to its predecessor published by Oyate, Through Indian Eyes: The Native Experience in Books for Children. A compilation of work by Native parents, children, educators, poets and writers, A Broken Flute contains, from a Native perspective, 'living stories,' essays, poetry, and hundreds of reviews of 'children's books about Indians.' It's an indispensable volume for anyone interested in presenting honest materials by and about indigenous peoples to children.

Champagne and his distinguished coauthors reveal how the structure of a multinational state has the potential to create more equal and just national communities for Native peoples around the globe. Many countries still face extreme differences among ethnic groups and submerged nations, leading to marginalization and violence. Examining these inherent instabilities in multicultural nations such as the U.S., Canada, Mexico, and Guatemala, the authors confront problems of coerced assimilation for indigenous communities whose identities predate the formation of the nation states, often by thousands of years. The contributors show how indigenous people seek to preserve their territory, their rights to self-government, and their culture. This book is a valuable resource for Native American, Canadian and Latin American studies; comparative indigenous governments; constitutional law; and international relations.

Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.

Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.

Today as in the past there are many cultural and commercial representations of American Indians that, thoughtlessly or otherwise, negatively shape the images of indigenous people. Jolivétte and his co-authors challenge and contest these images, demonstrating how Native representation and identity are at the heart of Native politics and Native activism. In portrayals of a Native Barbie Doll or a racist mascot, disrespect of Native women, misconceptions of mixed race identities, or the commodification of all things "Indian", the authors reveal how the very existence of Native people continues to be challenged, with harmful repercussions in social and legal policy, not just in popular culture. The authors re-articulate Native history, religion, identity, and oral and literary traditions in ways that allow the true identity and persona of the Native person to be recognized and respected. It is a project that is fundamental to ethnic revitalization and the recognition of indigenous rights in North America. This book is a provocative and essential introduction for students and Native and non-Native people who wish to understand the images and realities of American Indian lifeways in American society.

This book defines the broad parameters of social change for Native American nations in the twenty-first century, as well as their prospects for cultural continuity. Many of the themes Champagne tackles are of general interest in the study of social change including governmental, economic, religious, and environmental perspectives. This book is an excellent resource for use in anthropology, sociology, ethnic studies, or Native American studies classes.

This book defines the broad parameters of social change for Native American nations in the twenty-first century, as well as their prospects for cultural continuity. Many of the themes Champagne tackles are of general interest in the study of social change including governmental, economic, religious, and environmental perspectives. This book is an excellent resource for use in anthropology, sociology, ethnic studies, or Native American studies classes.

American Indian Nations takes stock of Indian history, policy, and culture over the past 30 years. A distinctive contribution to the understanding and interpretation of current Indian affairs, policies, and community development, this dynamic commentary of contemporary issues brings together a Who's Who of tribal leaders, scholars, and activists. No other collection offers such a thought-provoking and utterly current series of essays on the problems and achievements of modern Native peoples.

American Indian Nations takes stock of Indian history, policy, and culture over the past 30 years. A distinctive contribution to the understanding and interpretation of current Indian affairs, policies, and community development, this dynamic commentary of contemporary issues brings together a Who's Who of tribal leaders, scholars, and activists. No other collection offers such a thought-provoking and utterly current series of essays on the problems and achievements of modern Native peoples.

In Not Far Away, a semi-fictional memoir, Lois Beardslee gives a chilling acount of racism, particularly that leveled against Native women, in language that is supple, evocative, often comical, and always incisive. Her fictional heroine, the teacher Ima Pipiig (pronounced "buh-BEEG"), endures humiliating insults from school administrators, fellow teachers, students, and callous neighbors. For years, she suffers in silence, believing that opposing bigotry would only fuel its caustic flames—but then she begins to speak out. Scattered among the chapters chronicling Ima's experiences are essays and speeches written by the author herself, blurring the line between fiction and fact and creating a kind of resounding echo of resistance that is the author's response to racism.

In Not Far Away, a semi-fictional memoir, Lois Beardslee gives a chilling acount of racism, particularly that leveled against Native women, in language that is supple, evocative, often comical, and always incisive. Her fictional heroine, the teacher Ima Pipiig (pronounced "buh-BEEG"), endures humiliating insults from school administrators, fellow teachers, students, and callous neighbors. For years, she suffers in silence, believing that opposing bigotry would only fuel its caustic flames—but then she begins to speak out. Scattered among the chapters chronicling Ima's experiences are essays and speeches written by the author herself, blurring the line between fiction and fact and creating a kind of resounding echo of resistance that is the author's response to racism.

In Not Far Away, a semi-fictional memoir, Lois Beardslee gives a chilling acount of racism, particularly that leveled against Native women, in language that is supple, evocative, often comical, and always incisive. Her fictional heroine, the teacher Ima Pipiig (pronounced "buh-BEEG"), endures humiliating insults from school administrators, fellow teachers, students, and callous neighbors. For years, she suffers in silence, believing that opposing bigotry would only fuel its caustic flames-but then she begins to speak out. Scattered among the chapters chronicling Ima''s experiences are essays and speeches written by the author herself, blurring the line between fiction and fact and creating a kind of resounding echo of resistance that is the author''s response to racism.