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Tribal Self-Determination in Higher Education: The Role of Legal Education in Nation Building 高等教育中的部落自决:法律教育在国家建设中的作用
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851812
Rebecca A. Tsosie
{"title":"Tribal Self-Determination in Higher Education: The Role of Legal Education in Nation Building","authors":"Rebecca A. Tsosie","doi":"10.1353/jaie.2021.a851812","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851812","url":null,"abstract":"Abstract:This article explores the role of legal education in building tribal sovereignty, which is a core feature of self-determination for tribal governments within the United States. The author examines the historical and contemporary experience of Indigenous attorneys within the legal profession to see how their advocacy furthered tribal rights. By situating the discussion of “nation building” within the broader human rights construct of “self-determination,” which involves the territory, law, and political/cultural identity of an Indigenous nation, it becomes clearer to see that for much of U.S. history, education has been an instrument of assimilation. Today, legal education can and must be an instrument of self-determination. The article first assesses the standard model of legal education as well as the contributions of Indian law and Indigenous law programs, faculty, and curricula and then proposes alternative models of collaborative legal education that can enrich the educational opportunities for Indigenous students and other students, while also securing the participation of tribal governments and other Indigenous Peoples in the governance of the infrastructure for higher education.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"44 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41736092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A New Day Must Begin: Tribal Nation Building and Higher Education 新的一天必须开始：部落国家建设与高等教育
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851806
B. Brayboy
{"title":"A New Day Must Begin: Tribal Nation Building and Higher Education","authors":"B. Brayboy","doi":"10.1353/jaie.2021.a851806","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851806","url":null,"abstract":"Abstract:The childhood memory remains vivid. Floyd Westerman’s political anthem “Custer Died for Your Sins” blared on the family 8-track, imploring that a new day must begin, as the author’s parents unwound from a long but impactful week. This report is a reflection on past, present, and future, as Bryan Brayboy recounts how his parents worked to bring about that new day. His father helped their tribal nation access quality health care. His mother worked with Native nations and non-Native institutions of higher learning in the name of self-determination through education. “It was quiet. Active. Subtle. Effective. Nation building,” Brayboy writes. “I am a product of my parents. In so many ways. I am my parents.” Nation building is the active fulfillment of the belief that we are responsible to our ancestors and responsible for our descendants. It answers the question: How can I be of service and what can I build? It begins a new day. Bryan Brayboy has spent 25 years researching and writing about the role of higher education as it relates to Indigenous Peoples and shares “principles and ideas crucial to engaging in nation building work from within institutions that have traditionally been antithetical to how we think about knowledge and the ways we do our work.”","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"113 - 95"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41947745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tribal Sovereignty Is Bestowed Upon Us by the Creator 部落主权是造物主赋予我们的
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851808
P. Stevens, L. Lorenzo, M. Ahumada
{"title":"Tribal Sovereignty Is Bestowed Upon Us by the Creator","authors":"P. Stevens, L. Lorenzo, M. Ahumada","doi":"10.1353/jaie.2021.a851808","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851808","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"123 - 132"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48278227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Everyday Acts of Nation Building: A Conversation 国家建设的日常行为:一次对话
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851807
D. Baumann, K. Eitel, Cody Artis, Dory Goldberg, Abdean Smith
{"title":"Everyday Acts of Nation Building: A Conversation","authors":"D. Baumann, K. Eitel, Cody Artis, Dory Goldberg, Abdean Smith","doi":"10.1353/jaie.2021.a851807","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851807","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"114 - 122"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47108999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Nation Building in STEM Through Relationships, Education, and Research 通过关系、教育和研究进行STEM国家建设
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851805
Aaron Thomas, Shanny Spang Gion
{"title":"Nation Building in STEM Through Relationships, Education, and Research","authors":"Aaron Thomas, Shanny Spang Gion","doi":"10.1353/jaie.2021.a851805","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851805","url":null,"abstract":"Abstract:Higher education has a role in the nation building of Indigenous People and their associated communities, particularly in STEM areas. Two Native STEM scholars offer their reflections working in academia in research, education, and relationships with Indigenous People. Efforts are being made to support Indigenous students in higher education, both undergraduate and graduate students; supporting Indigenous faculty in STEM disciplines; building relationships with tribal communities; and promoting collaborative, meaningful research within Indian country. The framework of these efforts is centered on the five Rs of respect, relationships, reciprocity, responsibility, and relevance.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"72 - 94"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Oneida People's Original Indigenous Instructions as the Basis for Curriculum 奥奈达人作为课程基础的原始土著指示
Journal of American Indian education Pub Date : 2021-03-01 DOI: 10.5749/jamerindieduc.60.1-2.0187
Toni M. House, R. Webster
{"title":"Oneida People's Original Indigenous Instructions as the Basis for Curriculum","authors":"Toni M. House, R. Webster","doi":"10.5749/jamerindieduc.60.1-2.0187","DOIUrl":"https://doi.org/10.5749/jamerindieduc.60.1-2.0187","url":null,"abstract":"Abstract:The Oneida people's original instructions tell us to give thanks for all of creation. One way to give thanks is through the recital of the Kanehelatúksla? (Thanksgiving Address). Using a first-person narrative approach, two Oneida women explain how they used the Kanehelatúksla? to serve as a comprehensive, scaffolded, homeschool curriculum that exceeds state educational standards. Doing so moves away from indoctrinated Western educational standards and stewards children to expand their worldview in sync with the universe. To demonstrate, this article pulls out a single example of planting our Indigenous heirloom corn and discusses designing lessons around corn. Employing the example of corn and the larger framework of the Kanehelatúksla? can help heal historical trauma by reuniting the people with our language and culture as it was meant to be—in the garden, in the woods, in the creeks, and in the community.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"187 - 210"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47907980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Mi'kmaw Women Principals' Leadership as Pathways for Cultural Revitalization 米克族女校长的领导力:文化振兴之路
Journal of American Indian education Pub Date : 2021-03-01 DOI: 10.5749/jamerindieduc.60.1-2.0100
Ingrid M. Robinson, Denise Toney
{"title":"Mi'kmaw Women Principals' Leadership as Pathways for Cultural Revitalization","authors":"Ingrid M. Robinson, Denise Toney","doi":"10.5749/jamerindieduc.60.1-2.0100","DOIUrl":"https://doi.org/10.5749/jamerindieduc.60.1-2.0100","url":null,"abstract":"Abstract:This article examines the leadership practices of five Mi'kmaw women school principals and their ability to revitalize Mi'kmaw culture within their school communities in Mi'kmaw Kina'matnewey (MK), an Aboriginal educational authority. Data were collected through one-on-one sharing circle conversations with the participants. The use of Archibald's (2008) storywork, a decolonizing methodology, positioned the participants to work collaboratively during data collection and analysis. The findings identify that the principals' leadership approach consists of Mi'kmawcentric education, collaboration, and student-centered leadership. These decolonizing leadership practices have supported the revitalization of the Mi'kmaw language, culture, and worldview.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"100 - 122"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Why Is the Total Enrollment of American Indian and Alaska Native Precollegiates Such a Difficult Number to Find? 为什么美国印第安人和阿拉斯加原住民预科生的总入学人数如此难以找到？
Journal of American Indian education Pub Date : 2021-03-01 DOI: 10.5749/jamerindieduc.60.1-2.0162
J. Burnette
{"title":"Why Is the Total Enrollment of American Indian and Alaska Native Precollegiates Such a Difficult Number to Find?","authors":"J. Burnette","doi":"10.5749/jamerindieduc.60.1-2.0162","DOIUrl":"https://doi.org/10.5749/jamerindieduc.60.1-2.0162","url":null,"abstract":"Abstract:This article details the challenges and issues of using race and ethnicity data to measure American Indian and Alaska Native (AI/AN) identity. In 2019, the Bureau of Indian Education prepared a preliminary report that considered an array of estimates of the AI/AN precollegiate population to proxy for the number of students eligible to participate in the Johnson O'Malley program, a federally funded program driven by community involvement and student needs assessments to design services that meet the specific academic and cultural needs of AI/AN precollegiate students. The data sets included in that report are analyzed to illustrate that estimating the total number of AIs/ANs is complicated by many factors, the current approach for processing and reporting AI/AN identity in federal data sets needs revision, and the current state of data collection does not meet the needs of policymakers, researchers, or community organizations. Finally, an algorithm is developed to improve on currently published estimates of the AI/AN precollegiate population by using the strengths of existing data sets to compensate for their weaknesses.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"162 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44311595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Academic Stress and Persistence Decisions Among Din� Students Attending Din� College 丁的学业压力与坚持决策� 参加晚宴的学生� 学院
Journal of American Indian education Pub Date : 2021-03-01 DOI: 10.1353/jaie.2021.a840608
Gerald Shorty, S. Kurpius
{"title":"Academic Stress and Persistence Decisions Among Din� Students\u0000 Attending Din� College","authors":"Gerald Shorty, S. Kurpius","doi":"10.1353/jaie.2021.a840608","DOIUrl":"https://doi.org/10.1353/jaie.2021.a840608","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46675696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Invisible Me: Three Northern Arapaho Early School Leavers 看不见的我：三名北阿拉帕霍早期离校生
Journal of American Indian education Pub Date : 2021-03-01 DOI: 10.5749/jamerindieduc.60.1-2.0029
Aldora White Eagle
{"title":"Invisible Me: Three Northern Arapaho Early School Leavers","authors":"Aldora White Eagle","doi":"10.5749/jamerindieduc.60.1-2.0029","DOIUrl":"https://doi.org/10.5749/jamerindieduc.60.1-2.0029","url":null,"abstract":"Abstract:This two-year study examines the factors that lead Northern Arapaho youth to leave public school before completion of high school. Interviews of these Arapaho youth who dropped out of school provide evidence of similarities and differences among Northern Arapaho, other American Indians, and marginalized people who left school early. Based on the findings, recommendations for interventions to improve retention of Northern Arapaho students in school are presented.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"29 - 50"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42445678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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