Ten leading Native scholars examine the state of scholarly research and writing on Native Americans. Their distinctive perspectives and telling arguments lend clarity to the heated debate about the purpose and direction of Native American scholarship. All too frequently, Native Americans have little control over how they and their ancestors are researched and depicted in scholarly writings. The relationship between Native peoples and the academic community has become especially rocky in recent years. Both groups are grappling with troubling questions about research ethics, methodology, and theory in the field and in the classroom. In this timely and illuminating anthology, ten leading Native scholars examine the state of scholarly research and writing on Native Americans. They offer distinctive, frequently self-critical perspectives on several important issues: the representativeness of Native informants, the merits of various methods of data collection, the veracity and role of oral histories, the suitability of certain genres of scholarly writing for the study of Native Americans, the marketing of Native culture and history, and debates about cultural essentialism. Some contributors propose alternative forms of scholarship. Special attention is also given to the experiences, responsibilities, and challenges facing Native academics themselves. With lively prose and telling arguments, Natives and Academics lends clarity to the heated debate about the purpose and direction of Native American scholarship.
Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
American Indians: Stereotypes & Realities provides an informative and engaging Indian perspective on common misconceptions concerning American Indians which afflict public and even academic circles to this very day. Written in a highly accessible stereotype/reality format, it includes numerous illustrations and brief bibliographies on each topic PLUS these appendices: * Do's and Don'ts for those who teach American Indian history and culture * Suggested Guidelines for Institutions with Scholars who Conduct Research on American Indians * Course outline for American Indian history and culture survey with suggested projects * Outline for course "American Indian Women in History" with extensive bibliography An American Indian perspective on discrimination issues WIDELY ENDORSED BY AMERICAN INDIAN SCHOLARS "Professor Mihesuah goes beyond simply providing responses to common stereotypes. She provides the reader with assistance in efforts to improve understanding of her peoples. Each of the chapters provides solid information to challenge myths and stereotypes. Excellent photographs are interspersed throughout the book.... The implications of this book for social work practice are extensive... A valuable contribution" Journal of Multicultural Social Work "A precious primer on Native Americans for anyone who can handle the truth about how the West was won." Kam Williams, syndicated "This book should be read by every educator and included in the collections of every school and university library." Flagstaff Live "Mihesuah's work should be required reading for elemetary and upper level teachers, college instructors and parents. Let us hope it finds a wide readership in mainstream circles." Joel Monture, MultiCultural Review "Devon Mihesuah has provided precious insight into the racial identity and cultural struggles of American Indians as they strive to succeed in modern America. She has successfully challenged harmful stereotypes and racism in this significant book... If an accurate history is to be learned, then society must accept the truth of cultural pluralism and give equal and fair treatment to Native Americans and other minorities... As an American Indian and a university scholar of history, I applaud Devon Mihesuah for successfully confronting the literature of false portrayal and negative images of Indian people." Dr. Donald L. Fixico, Western Michigan University, Kalamazoo
In Race and Family: A Structural Approach, author Roberta L. Coles looks at ethnic minority families in a novel way— through a structural lens. Unlike many texts on race and family, this book offers an approach that illustrates overarching structural factors affecting all families as opposed to examining each ethnicity in isolation from one another. By focusing on various structural factors such as demographic, economic, and historical aspects, this book analyzes various family trends in a cross-cutting manner to exemplify the similarities and distinctions among all racial and ethnic groups.
This volume offers new perspectives from Indigenous leaders in academic affairs, student affairs and central administration to improve colleges and universities in service to Indigenous students and professionals. It discusses and illustrates ways that leadership norms, values, assumptions and behaviors can often find their origins in cultural identities, and how such assumptions can affect the evolvement of colleges and universities in serving Indigenous Peoples. It contributes to leadership development and reflection among novice, experienced, and emerging leaders in higher education and provides key recommendations for transforming higher education. This book introduces readers to relationships between Indigenous identities and leadership in diverse educational environments and institutions and will benefit policy makers in education, student affairs professionals, scholars, faculty and students.
Native Studies Keywords explores selected concepts in Native studies and the words commonly used to describe them, words whose meanings have been insufficiently examined. This edited volume focuses on the following eight concepts: sovereignty, land, indigeneity, nation, blood, tradition, colonialism, and indigenous knowledge. Each section includes three or four essays and provides definitions, meanings, and significance to the concept, lending a historical, social, and political context. Take sovereignty, for example. The word has served as the battle cry for social justice in Indian Country. But what is the meaning of sovereignty? Native peoples with diverse political beliefs all might say they support sovereignty—without understanding fully the meaning and implications packed in the word. The field of Native studies is filled with many such words whose meanings are presumed, rather than articulated or debated. Consequently, the foundational terms within Native studies always have multiple and conflicting meanings. These terms carry the colonial baggage that has accrued from centuries of contested words. Native Studies Keywords is a genealogical project that looks at the history of words that claim to have no history. It is the first book to examine the foundational concepts of Native American studies, offering multiple perspectives and opening a critical new conversation.
This book is a state-of-the-art reference work that defines and frames the state of thinking, research and practice in indigenous education. The book provides an authoritative overview of the subject in one text. The work sits within the context of The UN Declaration of the Rights of Indigenous Peoples that states “Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education” (Article 14.1). Twenty-five years ago a book of this nature would have been largely written by non-Indigenous researchers about Indigenous people and education. Today Indigenous researchers can write this work about and for themselves and others. The book is comprehensive in its coverage. Authors are drawn from various individual jurisdictions that have significant indigenous populations where the issues include language, culture and identity, and indigenous people’s participation in society. It brings together multiple streams of research by ‘new’ indigenous voices. The book also brings together a wide range of educational topics including early childhood education, educational governance, teacher education, curriculum, pedagogy, educational psychology, etc. The focus of one body of work on Indigenous education is a welcome enhancement to the pursuit of the field of Indigenous educational aspirations and development.
For the better part of two centuries, between 1720 and 1877, the Blackfoot (Niitsitapi) people controlled a vast region of what is now the U.S. and Canadian Great Plains. As one of the most expansive and powerful Indigenous groups on the continent, they dominated the northern imperial borderlands of North America. The Blackfoot maintained their control even as their homeland became the site of intense competition between white fur traders, frequent warfare between Indigenous nations, and profound ecological transformation. In an era of violent and wrenching change, Blackfoot people relied on their mastery of their homelands' unique geography to maintain their way of life. With extensive archival research from both the United States and Canada, Ryan Hall shows for the first time how the Blackfoot used their borderlands position to create one of North America's most vibrant and lasting Indigenous homelands. This book sheds light on a phase of Native and settler relations that is often elided in conventional interpretations of Western history, and demonstrates how the Blackfoot exercised significant power, resiliency, and persistence in the face of colonial change.
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
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.
