Native American Tribal Gaming as Crime against Nature

Indian gaming, also called Native American casino gaming or tribal gaming, is tribal government gaming. It is government gaming built on sovereignty and consequently is a corollary to state gambling such as lotteries rather than a corollary to corporate gaming. While the types of games offered in casinos might differ in format from ancestral indigenous games, gaming itself is a cultural tradition in many tribes, including those who operate casino gambling. Native American casino gaming is a $33.7 billion industry operated by nearly 250 distinct tribes in twenty-nine states in the United States. The Indian Gaming Regulatory Act (IGRA) of 1988 provides the framework for tribal gaming and the most important case law in Indian gaming remains Seminole Tribe of Florida v. Butterworth, in the US Fifth Circuit Court of Appeals, and the US Supreme Court decision over California v. Cabazon Band of Mission Indians.

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Skull Wars: Kennewick Man, Archaeology, and the Battle for Native American Identity. By David Hurst Thomas. Pp. 326. (Basic Books, New York, 2000.) £17.99, ISBN 0-465-09224-1, hardback.

Journal of Biosocial Science ◽

10.1017/s0021932003255504 ◽

2003 ◽

Vol 35 (4) ◽

pp. 625-626

Author(s):

Laura Peers

Keyword(s):

New York ◽

Native American ◽

American Identity ◽

Native American Identity

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Fostering the Literacy of indigenous Elementary School-Age Children

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.1.5 ◽

2008 ◽

Vol 15 (1) ◽

pp. 5-11 ◽

Cited By ~ 2

Author(s):

Diane Frome Loeb ◽

Kathy Redbird

Keyword(s):

Native American ◽

Indigenous People ◽

Culturally Sensitive ◽

Literacy Skills ◽

School Age Children ◽

School Age ◽

Reading Curriculum ◽

Authentic Materials ◽

Elementary School Age ◽

Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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