Indigenous Education Commons^™

With Love, ; An Interdisciplinary And Intersectional Look At Why Creativity Is Essential, Theo Starr Gardner

Whittier Scholars Program

My Whittier Scholars Program self-designed major, Teaching Creativity, is a mixture of Art, Literature, and Education classes. My research and praxis classes have been focused on the ‘how?’s and 'why?’s of creativity, so it felt only right that my project should be a constructivist, generative project. The project I have been working on throughout my time at Whittier, and that has just fully come to fruition on April 11th, 2024, was a solo art gallery/open mic event entitled ‘With Love,’. With Love, was conceptually inspired by the research I’ve conducted on creativity and creative arts education over the past few …

The Regenarrative: How To Change The Story In Order To Change The Future, S. Rose Bigheart O'Leary

Dartmouth College Master’s Theses

Abstract

In the era of Climate Change, many are concerned that the end of the Anthropocene, or the end of the era of human life on Earth, is upon us. Western European colonialism and its subsequent systems (settler-colonialism, colonial-capitalism, and globalization - sometimes termed “neocolonialism”) have all been implicated in contributing to unsustainable behaviors linked to accelerating climate change. In searching for possible solutions, some have called for listening to Indigenous Peoples, citing ethics of sustainability found among many Indigenous cultures. However, the cultural products of settler-colonialism are still dominant in ways that do not allow for Indigenous worldviews to …

I’Ll Be Goldenrod And You’Ll Be Aster: The Case For Revolutionizing Western Methods Of Teaching Using Indigenous Ontologies, Joanna Logerfo

Master's Theses

An interesting facet of living as a human in the 21st century is contending with the end of the world. It’s been imagined in a thousand ways over the past twenty years. Will it be zombies? Aliens? An AI revolution? Or will it perhaps be something more mundane, more “down-to-Earth”? The floods, the droughts, the famines, and all the rest of the cataclysmic global events that occur every year have taken center stage in the world-ending debate, parading under a name as threatening and expansive as the Boogeyman: climate change. A recent article from NPR covered the United Nations’ 2022 …

Becoming The Imperfect Friend: Sḵwx̱Wú7mesh And Contemplative Pathways To Healing And Reconciliation In Higher Education, Denise Marie Findlay

Journal of Contemplative and Holistic Education

Throughout this reflective essay I explore Sḵwx̱wú7mesh Indigenous philosophy and contemplative education as ethical pathways to healing and reconciliation in higher education. I put forth the idea of becoming the imperfect friend in a world ethos of death by a thousand cuts as a response to the violence of colonialism perpetuated in academia. I reflect on the Sḵwx̱wú7mesh values of eslhélha7kwhiws and stélmexw as contemplative dispositions that lend themselves to the process of becoming the imperfect friend. I conclude by describing a Sḵwx̱wú7mesh -led program hosted by Simon Fraser University (SFU) in 2022-2023, named Moving Together In The Ways …

Perceptions Of Disabilities Among Native Americans Within The State Of Utah, Erica Ficklin, Melissa Tehee, Sherry Marx, Eduardo Ortiz, Megan E. Golson, Tyus Roanhorse

Psychology Student Research

Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and amplify the voices of the Native communities. Participants shared how they conceptualize "disability," what they thought of current services, and how they thought the needs of Native persons with disabilities should be addressed. Four major themes emerged in …

Reshaping The Narrative, Crystal Little Owl

Graduate Student Portfolios, Professional Papers, and Capstone Projects

No abstract provided.

Anishinaabe Values And Servant Leadership: A Two-Eyed Seeing Approach, Tori Mcmillan

The Journal of Values-Based Leadership

This meta-synthesis explores the connections between the Mishomis Teachings (also known as the Seven Grandfather Teachings within the Anishinaabe culture) and the principles of Servant Leadership. Through a systematic literature review of methodology and the theoretical frameworks of Two-Eyed Seeing and Ethical Space, The Mishomis Teachings and their connections to Servant Leadership are researched to answer: How is a Two-Eyed Seeing approach to Servant Leadership informed by Anishinaabe Values? The literature reveals significant connections between the Mishomis Teachings and Servant Leadership that provide an Indigenized perspective on values-based leadership practices. The implications of this study highlight a growing need …

Education Administration In Federal Indian Law: Learning From A Colonial Project Turned Tool Of Liberation, Ariel Liberman, Douglas L. Waters Jr.

American Indian Law Journal

While statistics tend to focus on the difficulties facing tribal education, this article endeavors to look at the matter with fresh eyes. The federal administrative paradigm governing tribal schools has gone from a tool of cultural genocide to a mechanism for empowerment. A survey of recent governmental reforms demonstrates an embrace of the diversity of Indigenous communities, an interest in empowering students through learning, and an acknowledgement of a history of active disenfranchisement. This is ever-evolving federal-tribal relationship shows the administrative state’s capacity for dealing with greatly nuanced community needs and for tailor-making reforms to achieve concrete goals, even if …

2022-2023 Impact Series - Native American Indian / Alaskan Native Heritage Awareness Resource Guide, Amy An

Impact Series Study Guides

Native American Indian / Alaskan Native Heritage Impact Series Resource Guide: A guide to Impact Series events and the topics of Native American Indian/ Alaskan Native Heritage Awareness.

Colonial Education: Puerto Ricans And The Carlisle Indian School, Progenitors Of The Mythic Identity, Melissa Swinea

Dissertations, Theses, and Capstone Projects

‘GOD HELPS THOSE WHO HELP THEMSELVES’ reads a subheading of The Red Man –a historic periodical memorializing the tune of 19th century Americana with references to Godliness and its connection to Indianness and ostentatious capitalism in a canon of school newspapers. The Red Man was the staple periodical of the Carlisle Indian Industrial Institute published monthly and declared “in the interest of Indian education and civilization” for the annual price of 50 cents[1] The subject and recipients of The Red Man would also include 193 Puerto Rican students sent to Carlisle through the U.S.’s campaign to Americanize the Caribbean …

Art As Contextualization: Using Visual Communication As Christian Missions In Native American And Alaskan Cultures, Hali Gehring

Senior Honors Theses

Contextualization is an important aspect of Christian ministries and cross-cultural missions to create sustaining churches around the world. There are many forms of communication that use contextualization for religious purposes, such as theatre, story, art, and dance. These important forms of communication can be used with cultural practices to contextualize the Gospel to different people groups. For Native Americans and Alaskans, artistic works that promote cultural heritage are highly regarded. A beadwork piece that explains the Gospel could be a creative way to contextualize to Native American and Alaskans.

Wabanaki Youth In Science (Ways) Wskitkamikw "Earth" Camp Application, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Website Capture: Native American Programs, University Of Maine, Native American Studies Program

General University of Maine Publications

Through the Native American programs website, you can access information about Native American Studies, the Wabanaki Center, the Native American Tuition Waiver and Scholarship Program, and information about University of Maine programs that promote, support and provide educational opportunities for and about Wabanaki peoples across the State of Maine and beyond.

Nolan Alvater Receives Honorable Mention For The Udall Scholarship In Native American Policy, Margaret Nagle

General University of Maine Publications

Nolan Altvater of Milford, a University of Maine rising senior majoring in secondary education and minoring in English, was selected as one of 55 students nationwide to receive Honorable Mention for the Udall Scholarship in the Native American policy category.

Wabanaki Youth Science (Ways) Newsletter, Spring 2020, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Undergraduate Minor In Native American Studies, University Of Maine, Native American Studies Program

General University of Maine Publications

The Native American Studies (NAS) minor is open to all undergraduate, degree-seeking University of Maine students. To declare a minor, obtain a Change of Program/Plan/Sub-Plan form from The Native American Programs office located at Corbett Hall, room 208, or online at https://studentrecords.umaine.edu/forms/. For more information, please contact Darren Ranco, Chair of Native American Programs at darren.ranco at maine.edu or 207-581-1417.

College Of Liberal Arts And Sciences Native American Studies Program, University Of Maine, Native American Studies Program

General University of Maine Publications

Native American Studies is an interdisciplinary minor committed to the study of the cultures, values, history and contemporary life of the American Indian nations and people of North America with a focus on the Wabanaki Nations of Maine and the Maritimes. The importance and significance of the indigenous people are critical in understanding the settler nation-states in which we live. The Native American Studies minor creates an understanding of the unique legacy of American Indians and their continuing relationship to the development of the United States and Canada. Specific emphasis is placed on the Wabanaki peoples of Maine and Canada, …

Worksheet For Native American Studies Guidelines For Independent Course Work, University Of Maine, Native American Studies Program

General University of Maine Publications

The Native American Studies (NAS) minor is open to all undergraduate, degree-seeking University of Maine students. To declare a minor, obtain a Change of Program/Plan/Sub-Plan form from The Native American Programs office located at Corbett Hall, room 208, or online at https://studentrecords.umaine.edu/forms/. For more information, please contact Darren Ranco, Chair of Native American Programs at darren.ranco at maine.edu or 207-581-1417.

Wabanaki Youth Science (Ways) Newsletter, Spring 2016, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Wabanaki Youth Science (Ways) Mini-Earth Camp Flyer, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Wabanaki Youth Science (Ways) Newsletter, Apr. 2015, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Wabanaki Youth Science (Ways) Newsletter, Jan. 2015, Wabanaki Center, University Of Maine

General University of Maine Publications

WaYS is a long-term program to engage Wabanaki students (grades 6-12) through their cultural heritage and environmental legacy to encourage and promote persistence in sciences through college and into a career. Innovative and unique, WaYS engages students in a year-long multi pronged program through a one-week summer Earth Camp, year-long internships/mentorships for high school students; and year-long Traditional Ecological Knowledge programs through Teen Centers or tribal Boys/Girls Clubs. Critical for success, it provides each student with mentoring from both cultural knowledge-keepers and natural resource professionals.

Gabrielino/Tongva Bibliography, Brianne Gillen, G. Edward Evans

LMU Librarian Publications & Presentations

This bibliography brings together publications about the Gabrielino/Tongva Nation of Southern California. It includes books, periodical and newspaper articles, dissertations, and government documents, and covers the Nation’s rich history, from prehistoric times to the present. The bibliography is inspired by Mary La Lone’s Gabrielino Indians of Southern California: An Annotated Ethnohistoric Bibliography, and continues where she left off in 1976. Her bibliography contained 182 items, all of which are included in this volume as well as 374 items post 1976.

One of the goals of the project was to acquire as many of the items for the Loyola Marymount University …

Oklahoma, Sacred Heart (Konawa), St. Mary's Academy, 1929, William M. Hughes, Bureau Of Catholic Indian Missions

Oklahoma

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …

Early Days At Santee, Mary B. Riggs

Special Collections

History of the first 13 years of the Santee Normal Training School, written by one of the founders of the school. The Riggs family lived with and interacted with members of several indigenous groups while setting up and operating the school; the book records the traditions and customs of this with whom the Riggs' interacted.

Contains numerous images and drawings. Drawings were made by Reuben Dorian, a Santee student.

The book was printed by students at the Santee Normal Training School.

Content Warning: Contains period typical racism, violence, mentions of disease.

Statement on Harmful Material

Materials in UNK Archives and …

Kansas, Potawatomi Reservation, St. Mary Of The Snows Mission, 1926, William M. Hughes, Bureau Of Catholic Indian Missions

Kansas

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …

Wisconsin, Bad River Reservation, St. Mary's School, 1926, William M. Hughes, Bureau Of Catholic Indian Missions

Wisconsin

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …

Wisconsin, Bayfield, Holy Family School And Red Cliff Reservation, St. Francis School, 1926, William M. Hughes, Bureau Of Catholic Indian Missions

Wisconsin

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …

Wisconsin, Lac Court Oreille Reservation, St. Francis Solanus Mission, 1926, William M. Hughes, Bureau Of Catholic Indian Missions

Wisconsin

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …

Wisconsin, Oneida Reservation, Immaculate Conception Mission, 1926, William M. Hughes, Bureau Of Catholic Indian Missions

Wisconsin

The Bureau of Catholic Indian Missions (BCIM) was created in 1874 as the Office of the Commissioner for Catholic Indian Missions to protect, promote, and administer the Native American mission interests of the Catholic Church in the United States. Records in this group are organized by record group and then state or territory and year. Collection organization varies very little throughout the collection, however, prior to 1921, general correspondence was organized by location. Starting with Director Hughes, general correspondence was placed as its own subgroup within the collection and is organized alphabetically. Please go to Ask An Archivist if you …