What Was My Crime? Being an American Indian Woman

2020 ◽  
pp. 173-191
Author(s):  
Stormy Ogden
Keyword(s):  
American Indian ◽  
Indian Woman ◽  
American Indian Woman

“Equal Communion”: Racial Hierarchy and Gender Identity in Ann Stephens'sMalaeska

Prospects ◽  
2002 ◽  
Vol 27 ◽  
pp. 121-135
Author(s):  
Theresa Strouth Gaul
Keyword(s):  
Gender Identity ◽  
American Indian ◽  
Young Woman ◽  
19Th Century ◽  
Indian Woman ◽  
Racial Hierarchy ◽  
American Indian Woman ◽  
Modern Reader ◽  
And Gender

Near the end of Ann Sophia Stephens'sMalaeska(1839), a young woman argues with her fiancé, William, about whether he will agree to meet an American Indian woman whom she has befriended. He proclaims with “a smile of haughty contempt” that he has “never held equal communion with a colored race” (263). Sarah heatedly responds, “I have no predilection for savages as a race…may I not be allowed a favorite: especially as she is a white in education, feeling, everything but color?” (264). In this significant exchange, William and Sarah's statements encapsulate two 19th-century responses to the possibility of cross-racial contact. Although the characters perceive themselves to be arguing with each other — William rejects the possibility of such relationships outright even as Sarah forcefully argues for her right to have a friendship with the racial “other” — the modern reader must be struck by the fact that both characters are enmeshed in the same hierarchy of race that premises whiteness as a superior identity. While Sarah argues for a logic of identification based in culture and affect, her desire to be allowed a “favorite” is no less rooted in racialist discourses than is William's. Stephens's gendering of these apparently contrary but essentially similar responses is the topic of this essay.

American Indian Legal History and the American Indian Woman

1997 ◽  
Vol 21 (1) ◽  
pp. 205
Author(s):  
Richard J. Ansson ◽  
Karen Anderson
Keyword(s):  
American Indian ◽  
Legal History ◽  
Indian Woman ◽  
American Indian Woman

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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