Object Lessons in Race and Citizenship

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Native American ◽  
Native Americans ◽  
Civil Rights ◽  
Young Children ◽  
Historical Sources ◽  
Native American Students ◽  
Political Citizenship ◽  
Object Based ◽  
American Students ◽  
Object Lessons

This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.

5. Native American literary studies

2018 ◽  
pp. 68-84
Author(s):  
Sean Teuton
Keyword(s):  
Native American ◽  
Native Americans ◽  
American Studies ◽  
Native American Studies ◽  
Student Body ◽  
Red Power ◽  
Native American Students ◽  
Diverse Student Body ◽  
American Students ◽  
1960S And 1970S

During the time of the Red Power movement in the late 1960s and 1970s, Native American students brought their visions of justice to college campuses to create what they began to describe as “Native American Studies.” Pressuring universities to accept a more diverse student body, Native scholars demanded that universities allow the production of knowledge by and for Native Americans. To succeed Native American Studies had to tear free of the “salvage anthropology” that shaped the European study of indigenous people from the first moments of contact. Native scholars accomplished an imaginative shift in self-conception: Native Americans are not helpless victims of colonial devastation, but instead the shrewd protectors of indigenous thought.

Intergenerational Trauma and Other Unique Challenges as Barriers to Native American Educational Success

2021 ◽  
pp. 180-199
Author(s):  
Thomas Reed
Keyword(s):  
Native American ◽  
Native Americans ◽  
Role Models ◽  
Intergenerational Trauma ◽  
American People ◽  
Educational Success ◽  
Native American Languages ◽  
Educational Barriers ◽  
Native American Students ◽  
American Students

This chapter examines unique challenges in the way of Native American educational success as well as solutions to overcoming. The chapter addresses why intergenerational trauma matters, the impacts of public policy on Native American people such as the Native American Languages Act of 1990, and the importance of Native American people being connected to the land, protecting traditions, language, and their ancestors. The purpose of this literature review is to shed light on Native American educational barriers and to critique existing literature. Areas analyzed include the trend of low rates of educational attainment among Native Americans, the history of abuse towards Indigenous people and other minorities, the impact on individuals, and solutions for the future. There is a need for Native American students to stay connected to cultural tradition, cultural relevancy in education, role models for Native American people, and an importance of Native American students staying connected to family.

Hiding in the Ivy: American Indian Students and Visibility in Elite Educational Settings

2004 ◽  
Vol 74 (2) ◽  
pp. 125-152 ◽  
Author(s):  
BRYAN McKINLEY JONES BRAYBOY
Keyword(s):  
Higher Education ◽  
Native American ◽  
Native Americans ◽  
Campus Community ◽  
Ivy League ◽  
Native American Students ◽  
Cultural Integrity ◽  
American Indian Students ◽  
American Students ◽  
Indian Students

In this article, Bryan McKinley Jones Brayboy explores how the experiences of Tom, Debbie, and Heather, three Native American students attending Ivy League universities in the 1990s, reflect larger societal beliefs and statements about the perceived place of Native Americans in higher education and U.S. society. Brayboy posits that Native Americans are visible in these institutions in ways that contribute to their marginalization, surveillance, and oppression. In response, the three Native American students exercise strategies that make them invisible to the largely White communities in which they attend school. These strategies help to preserve the students' sense of cultural integrity, but further serve to marginalize them on campus. At times, the students in the study make themselves visible to emphasize that they are a voice in the campus community. Brayboy argues that these strategies, while possibly confusing to the layperson, make sense if viewed from the perspective of the students preserving their cultural integrity.

scholarly journals Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

2018 ◽  
Author(s):  
Sydney Freeman ◽  
Gracie Forthun ◽  
Valer Mapendo
Keyword(s):  
Higher Education ◽  
Native American ◽  
Native Americans ◽  
First Generation ◽  
Indigenous Research ◽  
Key Factors ◽  
Native American Students ◽  
American Higher Education ◽  
American Students ◽  
Education Today

Native Americans are the single most underrepresented racial group in American higher education today; those enrolled in college are also disproportionately first-generation students. In order to help universities attract and retain Native American students, this study utilizes the four R’s of indigenous research to document the motivations of first-generation Native American students to attend and remain at a mid-sized public university in the northwest. Student participants report that social and cultural support were key factors in their decisions to attend and remain at their institution. Implications of these findings are discussed, and recommendations are made to higher education institutions seeking to attract and retain Native American students.

scholarly journals Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education

2021 ◽  
Vol 7 (1) ◽  
pp. 122-139
Author(s):  
Gregory Cajete
Keyword(s):  
Science Education ◽  
Native American ◽  
Native Americans ◽  
Culturally Responsive ◽  
Science And Technology ◽  
Santa Fe ◽  
Native American Students ◽  
Cultural Orientations ◽  
American Students

 A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science. 

scholarly journals Development of a Genetics Education Workshop Curriculum for Native American College and University Students

Genetics ◽  
2001 ◽  
Vol 158 (3) ◽  
pp. 941-948
Author(s):  
Linda Burhansstipanov ◽  
Lynne Bemis ◽  
Mark Dignan ◽  
Frank Dukepoo
Keyword(s):  
Native American ◽  
Native Americans ◽  
University Students ◽  
Health Care Professionals ◽  
Genetic Research ◽  
Native American Students ◽  
College And University ◽  
Career Opportunities ◽  
National Human ◽  
Education Workshop

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.

scholarly journals Evaluation of a health sciences internship for Latino and Native American library students

2017 ◽  
Vol 104 (4) ◽  
Author(s):  
Alla Keselman, PhD, MA ◽  
Sanjana Quasem, BS ◽  
Janice E. Kelly, MLS ◽  
Gale A. Dutcher, MS, MLS, AHIP
Keyword(s):  
Native American ◽  
Qualitative Evaluation ◽  
Health Sciences ◽  
Library Science ◽  
Graduate Level ◽  
Structured Interviews ◽  
Native American Students ◽  
American Library ◽  
Career Opportunities ◽  
American Students

Purpose: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations.Methods: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants.Results: The analysis suggests that the program increased participants’ interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship.Conclusions: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns’ interests in both health sciences librarianship and service to these communities.

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