Native American Off-Reservation Gaming

2012 ◽  
Vol 16 (6) ◽  
pp. 338-347
Author(s):  
Heidi McNeil Staudenmaier ◽  
Kathryn R.L. Rand ◽  
Gabriel S. Galanda ◽  
D. Michael McBride ◽  
Steven J. Zweig
Keyword(s):  
Native American ◽  
Off Reservation

Profit and Loss: ‘Indian’ Art at Sherman Institute, a Native American Off-Reservation Boarding School

2020 ◽  
Vol 68 (2) ◽  
pp. 177-190
Author(s):  
Amanda K. Wixon
Keyword(s):  
Native American ◽  
Indigenous Knowledge ◽  
Local Community ◽  
Cultural Practices ◽  
School Administrators ◽  
Native American Art ◽  
Federal Policies ◽  
Sherman Institute ◽  
Extensive Body ◽  
Off Reservation

AbstractIn the early twentieth century, the US’s federal policies regarding the production of Native American art in off-reservation Indian boarding schools shifted from suppression to active encouragement. Seen as a path to economic stability, school administrators pushed their students to capitalize on the artistic traditions of Native cultures, without acknowledging or valuing these traditions as part of an extensive body of Indigenous knowledge. Although this push contributed to the retention of some cultural practices, administrators, teachers, and other members of the local community often exploited the students’ talents to make a profit. At Sherman Institute (now Sherman Indian High School) in Riverside, California, Native students of today are free to creatively express their own cultures in ways that strengthen their communities and promote tribal sovereignty. In this article, I will argue that the art program at Sherman Institute served to extinguish Indigenous knowledge and expertise as expressed through culturally specific weaving practices.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
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.

Postpartum Depression Among Native American Teen Mothers

2002 ◽  
Author(s):  
Golda S. Ginsburg ◽  
John Walkup ◽  
Allison Barlow ◽  
Kristen Speakman
Keyword(s):  
Native American ◽  
Postpartum Depression ◽  
Teen Mothers
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