Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty

2014 ◽  
Vol 84 (1) ◽  
pp. 101-124 ◽  
Author(s):  
Teresa McCarty ◽  
Tiffany Lee
Keyword(s):  
Native American ◽  
Culturally Responsive ◽  
Indigenous Education ◽  
Tribal Sovereignty ◽  
Language And Culture ◽  
Culturally Sustaining Pedagogy ◽  
Crucial Component ◽  
Culturally Based ◽  
Culturally Responsive Schooling

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and extend lessons from Indigenous culturally based, culturally relevant, and culturally responsive schooling. Drawing on Paris's (2012) and Paris and Alim's (2014) notion of culturally sustaining pedagogy (CSP), McCarty and Lee argue that given the current linguistic, cultural, and educational realities of Native American communities, CSP in these settings must also be understood as culturally revitalizing pedagogy. Using two ethnographic cases as their foundation, they explore what culturally sustaining/revitalizing pedagogy (CSRP) looks like in these settings and consider its possibilities, tensions, and constraints. They highlight the ways in which implementing CSRP necessitates an “inward gaze” (Paris & Alim, 2014), whereby colonizing influences are confronted as a crucial component of language and culture reclamation. Based on this analysis, they advocate for community-based educational accountability that is rooted in Indigenous education sovereignty.

scholarly journals Reclaiming Emotions: Re-Unlearning and Re-Learning Discourses of Healing in a Tribally Placed Doctoral Cohort

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 24
Author(s):  
Robin Zape-tah-hol-ah Minthorn ◽  
Michelle Montgomery ◽  
Denise Bill
Keyword(s):  
New Mexico ◽  
Indigenous Education ◽  
Washington State ◽  
Faculty Members ◽  
Indigenous Women ◽  
Tribal Sovereignty ◽  
Place And Space ◽  
Talk Story ◽  
Doctoral Cohort

This article is a “talk story” among three Indigenous women who are connected in various ways but most recently through the heartwork of a tribal–university partnership for a tribally based doctoral cohort program. The first tribally based cohort includes representation of tribal nations from Washington State, Utah and New Mexico and all women. The contributors of this talk story include voices of a Muckleshoot partner who is an Indigenous education advocate and two Indigenous faculty members. We share our talk story in identifying the powerful connection of reclaiming emotions through the ability of centering Indigenous narratives, honoring culture and community, and the powerful role of place and space in honoring tribal sovereignty through its existence.

scholarly journals Rejecting Racism in Any Form: Latter-day Saint Rhetoric, Religion, and Repatriation

Open Theology ◽  
2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Thomas W Murphy ◽  
Angelo Baca
Keyword(s):  
Native American ◽  
White Men ◽  
Church Leaders ◽  
Native People ◽  
Latter Day Saints ◽  
Tribal Sovereignty ◽  
Trade Networks ◽  
Everyday Practices ◽  
Lds Church

AbstractThe Church of Jesus Christ of Latter-day Saints issued an online statement in February 2012 rejecting all racism, in any form. The statement followed nearly two centuries of tortured struggles with racism promulgated by church leaders, instituted in everyday practices, and integrated into Latter-day Saint scriptures. While rhetoric renouncing racism from the LDS Church is a welcome step, religions need to compliment language undoing racism with concrete actions. This article examines ways that the LDS Church may work towards actually ending various forms of racism. It focuses attention on the role of settler colonial grave robbery, the loot from which was used in the production of Mormon scriptures advocating white privilege. These acts of violence against Native people continue into the present, as illustrated by the recent occupation of the Malheur Wildlife Refuge by Mormon militiamen, extensive trade networks in antiquities in Mormon communities, unethical uses of Native American DNA, and ongoing efforts by Utah legislators to undermine tribal sovereignty. Current rhetoric condemning racism appears to serve as a mask for the continued imbalance of power in a land-rich institution in which the highest positions of authority remain exclusively in the hands of white men. Reciprocal acts of repatriation, initiated but never finished by early LDS Church leaders, need to be re-activated if Mormons are to effectively repudiate racism in its many forms.

The role of language and culture in marketing communication

2005 ◽  
Vol 15 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Yue Yuan Huang ◽  
Allan K.K. Chan
Keyword(s):  
Brand Names ◽  
Marketing Communication ◽  
Language And Culture ◽  
Product Categories ◽  
Cultural Aspects ◽  
Semantic Fields ◽  
Crucial Component ◽  
Positive Meaning ◽  
Selection Of

Brand naming is a crucial component in marketing communication. Chinese brand naming differs greatly from naming in Western communities. Both linguistic and cultural aspects play an important role in Chinese brand naming. This paper reports our analysis of 5,089 Chinese brand names from 21 product categories. We analyzed these brand names from six aspects: the syllable pattern, the tone pattern, the compounding pattern, the semantic pattern, the semantic field which consists of semantically associated words to indicate the functions or features of products, and the most frequently used words in branding. We found that Chinese brand naming has a consistent tendency for two-syllable names with a modifier-noun compounding structure. High tones and positive meaning are also the preferred features. The cultural influence is reflected in the selection of the semantic fields and the choice of words for brand names.

Multilingual interactions in clinical dental education: A focus on mediated interpreting

2012 ◽  
Vol 8 (3) ◽  
pp. 197-210
Author(s):  
Susan M. Bridges ◽  
Cynthia K.Y. Yiu ◽  
Colman P. McGrath
Keyword(s):  
Staff Development ◽  
Healthcare Team ◽  
Clinical Settings ◽  
Clinical Communication ◽  
Dental Surgery ◽  
Language And Culture ◽  
Medical Interpreting ◽  
Essential Resource ◽  
Intercultural Mediators

In clinical dental consultations in multilingual contexts, medical interpreting is often performed by the supporting staff as part of routine triadic formulations. As academic dentistry becomes increasingly internationalised, issues of language and culture add to the interactional complexity of clinical communication and education. A multivariate approach was adopted to investigate one case of multilingualism in dentistry in Asia. Collection of both survey (n=86) and interactional data provided empirical evidence regarding language use and language demands across integrated Polyclinics. Descriptive statistics of Dental Surgery Assistant (DSA) perception data and conversation analysis (CA) of mediated interpretation indicate that, as members of the oral healthcare team, DSAs in Hong Kong are an essential resource in their role of intercultural mediators between patients and clinicians, both staff and students. Discussion of sociolinguistic notions of place-as-location and place-as-meaning supports a wider conceptualisation of the role of support staff as interpreters in clinical settings. Implications are drawn for policy, curriculum and staff development.

The Music Therapist: Creative Arts Therapist and Contemporary Shaman

2016 ◽  
Vol 2 ◽  
Author(s):  
Joseph Moreno
Keyword(s):  
Native American ◽  
Creative Arts ◽  
Indian Culture ◽  
Music Therapist ◽  
Psychotherapy Practice ◽  
The Arts ◽  
Contemporary Psychotherapy ◽  
The World ◽  
Traditional Healing Practices

While much of contemporary psychotherapy practice often focuses primarily on verbal exchange between therapists and clients, it is important to recognize that verbal expression is just one mode of expression, and not necessarily the deepest or most profound. Many clients in therapy may be more comfortable in expressing themselves in other ways through the modes of music, art, dance and psychodrama. The sources of the arts in healing extend back for many thousands of years and their modern expression through the creative arts therapies are now widely utilized in the mainstream of modern psychotherapy. Traditional healing practices are still widely practiced in many indigenous cultures around the world today and an appreciation of these practices can deeply enrich our understanding of the essential role of the arts in human expression. The aim of this paper is to consider the roots of the arts therapies and really all of psychotherapy, going as far back as pre-historic evidence, followed by an overview of living indigenous healing practices in such settings as Bushman culture in Namibia, Native American Indian culture, as well as in Kenya, Bali, Malaysia, Mongolia and more.

Refugees in Resettlement: Processes, Policies, and Mental Health in the United States

2021 ◽  
Vol 49 (2) ◽  
pp. 178-195
Author(s):  
Johanna E. Nilsson ◽  
Katherine C. Jorgenson
Keyword(s):  
United States ◽  
Asylum Seekers ◽  
Culturally Responsive ◽  
The United States ◽  
Refugee Crisis ◽  
Intervention Model ◽  
Humanitarian Crisis ◽  
American Psychological ◽  
Introductory Article

According to 2019 data, there are 26 million refugees and 3.5 million asylum seekers around the globe, representing a major humanitarian crisis. This Major Contribution provides information on the experiences of refugees resettled in the United States via the presentation of five manuscripts. In this introductory article, we address the current refugee crisis, refugee policies, and resettlement processes in the United States, as well as the American Psychological Association’s response to the crisis and the role of counseling psychology in serving refugees. Next follows three empirical articles, addressing aspects of the resettlement experiences of three groups of refugees: Somali, Burmese, and Syrian. The final article provides an overview of a culturally responsive intervention model to use when working with refugees.

The Quaker, the Primitivist, and the Progressive: Three Cultural Brokers in New Mexico's Quest for Multicultural Harmony

2010 ◽  
Vol 9 (2) ◽  
pp. 243-256 ◽  
Author(s):  
Lynne M. Getz
Keyword(s):  
Native American ◽  
New Mexico ◽  
Common Ground ◽  
Cultural Background ◽  
Cultural Brokers ◽  
Fertile Ground ◽  
Good Will

New Mexicans pride themselves on their ability to bridge multicultural divides. Part of what we are urged to understand as “enchanting” about the Land of Enchantment is its diverse cultural background. Native American, Hispano, and Anglo have existed side by side, at times with remarkable harmony and good will, for nearly two centuries. The Land of Enchantment is not altogether a fantasy. Many New Mexicans have shown an uncanny ability to bridge ethnic divides and find common ground in the interstices between cultures. The soil of New Mexico seems to be fertile ground indeed for producing cultural brokers. Margaret Connell Szasz admits that living in New Mexico makes her particularly attuned to the role of the cultural broker.

scholarly journals Indigenous Education and Human Rights

2007 ◽  
Vol 14 (4) ◽  
pp. 425-453 ◽  
Author(s):  
Noam Schimmel
Keyword(s):  
Human Rights ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Cultural Continuity ◽  
Human Right ◽  
Language And Culture ◽  
The Social ◽  
Majority Culture ◽  
Educational Programmes ◽  
The Right

AbstractThe right to an education that is consonant with and draws upon the culture and language of indigenous peoples is a human right which is too often overlooked by governments when they develop and implement programmes whose purported goals are to improve the social, economic and political status of these peoples. Educational programmes for indigenous peoples must fully respect and integrate human rights protections, particularly rights to cultural continuity and integrity. Racist attitudes dominate many government development programmes aimed at indigenous peoples. Educational programmes for indigenous peoples are often designed to forcibly assimilate them and destroy the uniqueness of their language, values, culture and relationship with their native lands. Until indigenous peoples are empowered to develop educational programmes for their own communities that reflect and promote their values and culture, their human rights are likely to remain threatened by governments that use education as a political mechanism for coercing indigenous peoples to adapt to a majority culture that does not recognize their rights, and that seeks to destroy their ability to sustain and pass on to future generations their language and culture.

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