The relationship between experienced discrimination and pronociceptive processes in Native Americans: Results from the Oklahoma Study of Native American Pain Risk

2022 ◽  
Author(s):  
Yvette M. Güereca ◽  
Parker A. Kell ◽  
Bethany L. Kuhn ◽  
Natalie Hellman ◽  
Cassandra A. Sturycz ◽  
...  
2011 ◽  
Vol 33 (2) ◽  
pp. 45-48 ◽  
Author(s):  
Jeanne Simonelli

Every spring for the last three years the Museum of Anthropology (MOA) at Wake Forest University (WFU) has sponsored Boy Scout Day as one of several family oriented Saturday activity sessions. Most of the "Family Days" are exhibit related, providing active extensions to museum designed and community advised thematic presentations. Boy Scout Day is a different phenomenon, designed in part to add "authenticity" to the decades old practice of young boys dressing up as Indians in order to earn proficiency badges. With up to 200 Scouts and their leaders in attendance, the activity has had mixed reception among the principals involved. Boy Scouts love throwing atlatls, learning to flint knap and hearing Native American stories. Anthropology faculty members are skeptical, wondering about the implications of the continued Scout-Indian relationship. Local Native American groups have had an increasing presence, first as vendors, and then as advisors and participants. But has this taken us past a 1950s-era popular notion of what Native Americans are all about, and beyond this, the relationship between anthropology, museums and the indigenous? The following pages explore the ways in which a model of ethnographic collaboration can inform and expand the growing call for public engagement as a motivation for academic/community relationships.


2008 ◽  
Vol 89 (4) ◽  
pp. 615-622 ◽  
Author(s):  
Gordon E. Limb ◽  
David R. Hodge

Native Americans tend to hold culturally unique beliefs about the origin of problems and the ways in which those problems can be ameliorated. For most Native American tribal communities, spirituality is interconnected with health and well-being. Accordingly developing some degree of spiritual competency is essential for work with Native American clients. Consequently this paper discusses the relationship between spirituality and health, highlighting the roles that balance and harmony play in fostering health and well-being in many tribal cultures. Also discussed are common spiritual beliefs and practices, the American Indian Religious Freedom Act, areas of potential value conflict, and practice suggestions to enhance spiritual competency when working with Native Americans.


Author(s):  
Andrew Newman

Indigeneity is the abstract noun form of “indigenous,” defined by the Oxford English Dictionary as “Born or produced naturally in a land or region”; in conventional usage, it refers primarily to “aboriginal inhabitants or natural products.” Indigeneity has a conceptually complex relationship to American literary history before 1830, insofar as, for most of the history of the field, “early American literature” has predominately referred to works written in European languages, scripts, and genres, produced by peoples of European origin and their descendants. Within this framework, until Native Americans began adopting and adapting these languages, scripts, and genres for their own use, there were no literary works that might be simultaneously characterized as “indigenous” and “early American.” Four conceptualizations of the relationship between indigeneity and early American literature provide a basis for this history and its historiography. Three of these pertain to cultural works produced at least in part by Native Americans: these are (1) written representations of Native American spoken performances, or “oral literature”; (2) writings that register various degrees of participation in literacy practices by Native American converts to Christianity; and (3) cultural works that employ non-alphabetic indigenous sign-systems, or “indigenous literacies.” These formulations variously challenge conventional ideas about literature and related terms such as authorship and writing; in the case of the Christian Indians, they can also challenge notions of indigeneity. A fourth conceptualization of the relationship between indigeneity and early American literature is premised on narrow definitions of these seemingly antithetical terms: it pertains to the aesthetic project of some settler-colonial authors who hoped to connect their prose and verse works to the domestic landscape, to assert their cultural independence from England, and to enact the replacement of Native American cultural traditions with their own.


1979 ◽  
Vol 11 (1) ◽  
pp. 41-66 ◽  
Author(s):  
Glyn Williams

One of the geographical areas most neglected by historians of Latin America is Patagonia. This is particularly true of the second half of the nineteenth century, a period during which the area began to be opened up to European settlement. While it is true that some attention has been given to early European settlement on the one hand, and to the fate of the native Americans during the ‘Conquest of the Desert’ on the other, no one has thus far attempted to outline the nature of the relationships between the two populations. In this article I would like to initiate such an enquiry by focusing upon the relationship between the Welsh settlers in Chubut, who were the first Europen settlers successfully to occupy Argentinian Patagonia, and the nomadic populations which occupied the region at the time of arrival of these settlers. As is the case with most frontier histories, such a study should throw new light upon the ethnohistory of the native American population, especially as it focuses upon their relationship with the Argentine Government. Events such as the ‘Conquest of the Desert‘ are often viewed as a direct confrontation between the central government and the native Americans rather than as a phenomenon which must inevitably involve the frontier settlements as well.


2011 ◽  
Author(s):  
Elizabeth Focella ◽  
Jessica Whitehead ◽  
Jeff Stone ◽  
Stephanie Fryberg ◽  
Rebecca Covarrubias

2017 ◽  
Vol 10 (2) ◽  
pp. 197-216
Author(s):  
Sarah Irving-Stonebraker

Through an examination of the extensive papers, manuscripts and correspondence of American physician Benjamin Rush and his friends, this article argues that it is possible to map a network of Scottish-trained physicians in the late eighteenth and early nineteenth-century Atlantic world. These physicians, whose members included Benjamin Rush, John Redman, John Morgan, Adam Kuhn, and others, not only brought the Edinburgh model for medical pedagogy across the Atlantic, but also disseminated Scottish stadial theories of development, which they applied to their study of the natural history and medical practices of Native Americans and slaves. In doing so, these physicians developed theories about the relationship between civilization, historical progress and the practice of medicine. Exploring this network deepens our understanding of the transnational intellectual geography of the eighteenth and early nineteenth century British World. This article develops, in relation to Scotland, a current strand of scholarship that maps the colonial and global contexts of Enlightenment thought.


2019 ◽  
Vol 42 (2) ◽  
pp. 32-39
Author(s):  
LaNada War Jack

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.


2018 ◽  
Vol 6 (9) ◽  
pp. 5
Author(s):  
Poonam Chourey

The research expounded the turmoil, uproar, anguish, pain, and agony faced by native Indians and Native Americans in the South Dakota region.  To explain the grief, pain and lamentation, this research studies the works of Elizabeth Cook-Lyn.  She laments for the people who died and also survived in the Wounded Knee Massacre.  The people at that time went through huge exploitation and tolerated the cruelty of American Federal government. This research brings out the unchangeable scenario of the Native Americans and Native Indians.  Mr. Padmanaban shed light on the works of Elizabeth Cook-Lynn who was activist.  Mr. Padmanaban is very influenced with Elizabeth Cook-Lynn’s thoughts and works. She hails from Sioux Community, a Native American.  She was an outstanding and exceptional scholar.  She experienced the agony and pain faced by the native people.  The researcher, Mr. Padmanaban is concerned the sufferings, agony, pain faced by the South Dakota people at that time.  The researcher also is acknowledging the Indian freedom fighters who got India independence after over 200 years of sufferings.  The foreign nationals entered our country with the sole purpose of business.  Slowly and steadily the took over the reign of the country and ruled us for years, made all of us suffer a lot.


Genetics ◽  
2001 ◽  
Vol 158 (3) ◽  
pp. 941-948
Author(s):  
Linda Burhansstipanov ◽  
Lynne Bemis ◽  
Mark Dignan ◽  
Frank Dukepoo

Abstract The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career opportunities in genetics. Special attention was focused on genetic research to identify key concepts, instructional methods, and issues that are potentially troublesome or sensitive for Native Americans. Content on genetic research and careers in genetics was adapted from a wide variety of sources for use in the curriculum. The resulting GENA curriculum is based on 24 objectives arranged into modules customized for selected science-related conference participants. The curriculum was pretested with Native American students, medical and general university, health care professionals, and basic scientists. Implementation of the curriculum is ongoing. This article describes the development and pretesting of the genetics curriculum for the project with the expectation that the curriculum will be useful for genetics educators working in diverse settings.


Sign in / Sign up

Export Citation Format

Share Document