DOCSLIB.ORG

UW/Native Nations Summit on Environment and Health MARCH 12-13, 2015 the FLUNO CENTER 601 UNIVERSITY AVENUE MADISON, WISCONSIN

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UW/Native Nations Summit on Environment and Health MARCH 12-13, 2015 the FLUNO CENTER 601 UNIVERSITY AVENUE MADISON, WISCONSIN UW/Native Nations Summit on Environment and Health MARCH 12-13, 2015 THE FLUNO CENTER 601 UNIVERSITY AVENUE MADISON, WISCONSIN nelson.wisc.edu/summit 1 Introduction Summit Agenda The University of Wisconsin/Native Nations Summit on Envi- FLUNO CENTER, 601 UNIVERSITY AVENUE, MADISON ronment and Health has been a number of years in the making. While planning for this specific event began nearly a year ago, UW-MADISON EXECUTIVE COMMITTEE UW-Madison has had a century-long relationship with the tribal Jessie Conaway, Nelson Institute for Environmental THURSDAY, MARCH 12 FRIDAY, MARCH 13 communities of Wisconsin in research, education and service. Studies We seek to honor, elevate and strengthen that relationship through this summit and efforts that will follow. Patty Loew, Department of Life Sciences 5:30 PM Reception 8:00 AM Continental Breakfast Communication ATRIUM ATRIUM This relationship began with a meeting of the Society of Amer- ican Indians that took place on the UW campus in 1914. As Larry Nesper, Department of Anthropology and 6:30 PM Wild Rice, a dance by Peggy Choy, Assistant 8:40 AM Drum HOWARD AUDITORIUM the 100th anniversary of that meeting was approaching, a group American Indian Studies Program Professor, UW-Madison Department of Dance HOWARD AUDITORIUM of faculty and staff began to plan an event that would highlight Steve Pomplun, Nelson Institute for Environmental 9:00 AM Welcome, Invocation and build upon university research partnerships with Wisconsin’s Studies 7:00 PM Keynote lecture: Jacqueline Pata, Executive HOWARD AUDITORIUM Native Nations, and explore opportunities for additional mutually Director, National Congress of American Indians Janice Rice, College Library 9:15 AM Leadership Roundtable: The Wisconsin Idea beneficial collaborations. We have been amazed and gratified HOWARD AUDITORIUM and Tribal Communities Paul Robbins, Director, Nelson Institute for by the overwhelming response from all twelve of Wisconsin’s Introduction by Jon Greendeer, President, HOWARD AUDITORIUM Native Nations and from faculty, staff and students from across Environmental Studies Ho-Chunk Nation 10:45 AM Break UW-Madison. Alyssa Brenner, student assistant Special remarks by Lawrence Roberts, Principal ATRIUM This booklet is intended to serve as a resource, including a list of Assistant Deputy Secretary for Indian Affairs, 11:00 AM Select Research Presentations by UW Faculty programs and research relationships between UW-Madison and U.S. Department of the Interior Members Native Nations. It also provides a glance back at the transforma- NATIVE NATIONS/UW PLANNING COMMITTEE HOWARD AUDITORIUM tional meeting that took place here just over a century ago. Gary Besaw, Menominee Indian Tribe of Wisconsin 12:30 PM Lunch EXECUTIVE DINING ROOM Brooks Big John, Lac du Flambeau Band of Lake FLUNO CENTER Superior Chippewa Indians LEVEL 1 1:30 PM Topical Breakout Sessions I Barbara Borns, UW-Madison •Water Quality and Fisheries Atrium ROOM 221 CONTENTS Gregory Bunker, Stockbridge-Munsee Band of Mohican Executive Dining Room Indians • Health 1: Healthy Living HOWARD AUDITORIUM Introduction 2 Crystal Chevalier, Menominee Indian Tribe of Wisconsin • Culturally Appropriate Economic Jessie Conaway, UW-Madison Summit Agenda 3 Howard Auditorium Development Daniel Einstein, UW-Madison ROOMS 212/214 Examples of Current UW-Madison 4 David Greendeer, Ho-Chunk Nation • Education and Culture Partnerships with the Native Nations ROOM 203 of Wisconsin Leah Horowitz, UW-Madison 2:45 PM Break Tim Kratz, UW-Madison ATRIUM Dissertations on Tribal Life in Wisconsin 8 Patty Loew, UW-Madison 3:00 PM Topical Breakout Sessions II Institutional Links between Wisconsin’s 10 Larry Nesper, UW-Madison • Native Nations and UW-Madison LEVEL 2 Climate Change, Forestry and Wildlife Steve Pomplun, UW-Madison ROOM 221 212/214 Native Nations in Wisconsin 13 Janice Rice, UW-Madison • Traditional Agriculture and Food Security Paul Robbins, UW-Madison ROOMS 212/214 The Society of American Indians, 14 • Health 2: In the Clinic Katie Stariha, St. Croix Chippewa Indians of Wisconsin 203 The Wisconsin Idea, and the State’s HOWARD AUDITORIUM Tribal Communities Tina VanZile, Sokaogon Chippewa Community • Mining Steve Ventura, UW-Madison ROOM 203 The 1914 Society of American Indians 18 4:20 PM Next steps Fourth Annual Meeting 221 HOWARD AUDITORIUM 5:00 PM Adjourn 2 3 Examples of Current UW-Madison Partnerships with the Native Nations The Junior Health Awareness Messenger (JHAM) program is ENVIRONMENT AND NATURAL RESOURCES an innovative culturally grounded health promotion model being of Wisconsin implemented with American Indian youth in the Milwaukee com- Agricultural research with the Ho-Chunk Nation. Two munity. JHAM trains youth as health messengers to raise breast projects; one involves reviving a large block of agricultural land, Faculty members across the UW-Madison campus are engaged with Native Nations through a wide range of research on human health, cancer awareness in the American Indian community by lever- Whirling Thunder, to produce organic row crops, vegetables and the environment and natural resources, and other fields. The following list represents an attempt to provide the first comprehensive list aging the strong intergenerational relationships central to Native livestock. A second project involves the creation of a community of these projects. While we have done our best to be inclusive, there may be projects and partnerships of which we are not yet aware. communities. garden in a subsidized housing unit. We will place this list on the summit website (nelson.wisc.edu/summit.php) and build upon it as additional information and new projects Shannon Sparks, Assistant Professor, Department of Civil Society Erin Silva, UW Plant Pathology, [email protected] emerge. and Community Studies/American Indian Studies Program, UW-Madison, [email protected] Chronic wasting disease investigation through the detection of the disease agents (prions) from soil and tissues of infected project sites: Lac du Flambeau reservation, Bad River reservation, HEALTH Spirit of EAGLES works in a multi-state region (Wisconsin, animals. This project includes investigation of an oxidant for use St. Croix tribal community, and Milwaukee. Participating in the Minnesota, North Dakota, South Dakota and Iowa) to: as a potential remediation tool for prion-contaminated soils. talking circles were nurses, tribal elders and patients from the The Collaborative Center for Health Equity (CCHE) is part tribal community. Members of the talking circles were encouraged Strengthen existing partnerships with Native and non-Native Alexandra Chesney, Ph.D. Student, Department of Soil Science, of the NIH-funded UW Institute for Clinical and Translational to share their beliefs, views, concerns, experiences, and stories organizations to reduce cancer burden and increase access to [email protected] Research. CCHE works to promote underserved, minority, and about the health care system in an atmosphere of open communi- beneficial interventions among American Indian/Alaska Native immigrant health; to increase health equity and improve health cation. The second objective is to attract middle school and high urban and rural communities. outcomes; and to assist in the development of health-care pro- Documenting the history of Menominee Indian agriculture school students to careers in health care, most especially nursing. • Assess needs of AIAN communities and develop effective viders’ and researchers’ skills in intercultural communication. and land-use in northeastern Wisconsin. In partnership with strategies, including engaged research projects, to help The center has relationships with tribal, urban, and rural partners AHEC.WISC.EDU/ADVANCING-CULTURAL-CONGRUENCY-AMONG-NURSES David Overstreet (College of the Menominee Nation), this project reduce the burden of cancer. throughout the state of Wisconsin, in addition to state and local Audrey Tluczek, UW-Madison School of Nursing, [email protected] engages Menominee high school students and college students government collaborations. Our staged partnership approach • Conduct health promotion and educational activities to Kara Schurman, Great Lakes Inter-tribal Council, Inc., on a project documenting the history of Menominee Indian allows us to create and nourish long-term, mutually respectful, support behavioral change and to increase knowledge, the [email protected] agriculture and land-use in northeastern Wisconsin. The size and and trusting partnerships with members of underserved commu- use of beneficial biomedical procedures, and participation in spatial organization of the native agricultural communities have nities. clinical trials. major implications for the cultural and ecological history of the ICTR.WISC.EDU/HEALTHEQUITYCENTER The Native American Center for Health Professions (NACHP) • Disseminate NCI-related information and research region. Alexandra Adams, M.D., UW School of Medicine and Public Health, seeks to improve the health and wellness of American Indian opportunities to help improve cancer control and reduce William Gartner, Senior Lecturer, Department of Geography [email protected] people by: cancer burden. [email protected] • Enhancing recruitment of Native students to UW health CHDI.WISC.EDU/SPIRIT-EAGLES professional schools and programs. Healthy Children, Strong Families (HCSF) is a commu- Rick Strickland, UW SOE Program Director, 608-262-0072 or Forest regeneration resurveys and surveys of long-term nity-based, multimodal, early childhood
Load more

Recommended publications
  • Native America's Pastime
    Native America’s Pastime How Football at an Indian Boarding School Empowered Native American Men and Revitalized their Culture, 1880-1920 David Gaetano Candidate for Senior Honors in History, Oberlin College Thesis advisor: Professor Matthew Bahar Spring 2019 Table of Contents Acknowledgements ……………………………………………………………. 3 Introduction ……………………………………………………………………… 5 Part I: Pratt and the Euro-American Perspective …………………. 15 Part II: Carlisle Football and the Indian Perspective ……………. 33 Conclusion .............................................................................. 58 Bibliography ............................................................................ 61 2 Acknowledgments First and foremost, I want to thank Professor Matthew Bahar for his guidance, support, and enthusiasm throughout not only the duration of this project, but my time here at Oberlin College. I was taught by Professor Bahar on four separate occasions, beginning with the first class I ever took at Oberlin in “American History to 1877” and ending with “Indians and Empires in Early America” my junior spring. He also led a private reading on the American Revolution and served as my advisor since I declared for a history major as a freshman. Most importantly, Professor Bahar has been a thoughtful mentor and someone I will always consider a friend. I am fortunate to have had the privilege of learning from him, both as an academic and as a person of tremendous character. I am extremely grateful of his impact on my life and look forward to staying in contact over the years. I would also like to thank the many history and economics professors whose classes I have had the privilege of taking. Professor Leonard Smith has been an absolute joy to get to know both in and out of the classroom.
    [Show full text]
  • September 11, 2003 Official Newspaper of the Oneida Tribe of Indians of Wisconsin
    KalihwisaksKalihwisaks “She Looks For News” September 11, 2003 Official Newspaper of the Oneida Tribe of Indians of Wisconsin www.oneidanation.org Stockbridge Munsee reach Oneida to receive EPA new gaming compact with WasteWise award By Phil Wisneski Community. Oneida is one of ognized just for doing my Governor Kalihwisaks only twelve recipients of the job,” she said. MADISON, Wis. (AP) - On October 16, 2003 the award this year. Last year Jourdan also said that the Gov. Jim Doyle and the Oneida Nation will be pre- Oneida was selected as a hon- award was the result of many Stockbridge-Munsee Band of sented with a WasteWise orable mention winner. people working together and Mohican Indians have agreed Partner of the Year award Diane Jourdan, Oneida that it was a collective effort. on a new gambling compact from the U.S. Environmental Recycling Coordinator was Departments she pointed out that will pay the state $3.65 Protection Agency (EPA) for happy to receive the award, were the Environmental million over the next two Photo courtesy of Oneida Environmental Health Board having an environmental ethic but she still thought it was See Page 2 years in exchange for expand- Paul “Sugar Bear” Smith watches as students put and promoting waste reduc- kind of odd. ed games at the tribe’s casino, food waste onto the compost pile. tion in the Oneida “It’s so strange to get rec- WasteWise state officials said Wednesday. Teresinski The compact is the 10th OPD assists Doyle has reached with the 11 Wisconsin tribes that run casi- Packers with defeated in nos in the state.
    [Show full text]
  • May 29, 2014 Supreme Court Refuses to Hear Hobart’S Storm Water Fees Appeal
    A Section 1B/Oneida Life 2-5A/Local 2B/Environmental Code Talker’s Oneida’s Code 6A/Health 3B/Classified 4B/ 7A/Education Good News What’s Inside medals returned. Talkers honored. 5B/THT 8A/Local 6B/ Local/5A Code Talker 9A/ OBC Forum OCIFS 7B/Minutes Ceremony/8B & 9B 10/Culture 8-9B/Code Talkers 11A/Drums 10B/OTJS 12A-13A/Local 11B-14/Local 14A/State 15B/Sports 15A/National 16B/Events B Section May 29, 2014 Supreme Court refuses to hear Hobart’s storm water fees appeal The Oneida Tribe received notice today the United States Supreme Court denied the Village of Hobart’s Petition seeking review of a Court of Appeals’ decision which determined that the Village lacks authority to assess storm water charges against the Tribe’s trust properties. In February 2010 the Tribe filed a lawsuit in federal district court chal- lenging the Village’s authority to impose storm water charges on tribal trust properties. The Tribe contended the Village lacked jurisdiction to assess the charges, and that the charges constituted illegal taxes. The Village filed a counterclaim against the Tribe, and a claim against the United States alleging that the federal government was responsible for pay- ment of the charges. The district court ruled in favor of the Tribe and the United States, and the Village appealed to the United States Court of Appeals for the Seventh Circuit. In October of 2013, the Seventh Circuit upheld the district court’s ruling. The Village of Hobart then sought review by the United States Supreme Court.
    [Show full text]
  • 1 Native American Intellectuals in the 20Th Century
    Native American Intellectuals in the 20th Century Ethnic Studies 158 Professor Mattie Harper Spring 2015 email: [email protected] MWF noon‐12:50 office: SSB 249 HSS 2150 office hours: Wed 1:30‐3:00 & by apt. Course Description: This course examines in three chronological sections how Native American intellectuals in the last century have contributed to political projects that are rooted in resistance to colonialism. Beginning with Pan‐Indian organizing in the early 1900s, we look at how Indian intellectuals sought to create a political identity defined by their shared colonial experience that conveys their right to U.S. citizenship. Turning to the middle of the twentieth century, we examine the rise of tribal nationalism as Indian intellectuals articulated the importance of specific national, tribal identities within the political project of asserting tribal sovereignty. Finally, looking at the end of the 20th century, this course considers Native intellectuals’ turn to an Indigenous framework that emerges in a globalized setting, as a way to highlight Native Americans’ persistence and survival despite colonialism and a shared experience with other colonized peoples’ in the world. By examining these three periods of intellectual work, this course will consider changing Native American intellectual discourse and how it reflects transformations in Native political identity. It will look at how each group of thinkers articulates their own perspectives as Native Americans on being Native American that is engaged in their contemporary social and political contexts. The course provides a broad historical perspective on the development of Native political thinking and discusses the recurring issues, problems, and themes inherent to Indian‐white relations, as seen from the Indian perspective.
    [Show full text]
  • How Football at an Indian Boarding School Empowered Native American Men and Revitalized Their Culture, 1880-1920
    Oberlin Digital Commons at Oberlin Honors Papers Student Work 2019 Native America's Pastime: How Football at an Indian Boarding School Empowered Native American Men and Revitalized their Culture, 1880-1920 David Gaetano Oberlin College Follow this and additional works at: https://digitalcommons.oberlin.edu/honors Part of the History Commons Repository Citation Gaetano, David, "Native America's Pastime: How Football at an Indian Boarding School Empowered Native American Men and Revitalized their Culture, 1880-1920" (2019). Honors Papers. 123. https://digitalcommons.oberlin.edu/honors/123 This Thesis is brought to you for free and open access by the Student Work at Digital Commons at Oberlin. It has been accepted for inclusion in Honors Papers by an authorized administrator of Digital Commons at Oberlin. For more information, please contact [email protected]. Native America’s Pastime How Football at an Indian Boarding School Empowered Native American Men and Revitalized their Culture, 1880-1920 David Gaetano Candidate for Senior Honors in History, Oberlin College Thesis advisor: Professor Matthew Bahar Spring 2019 Table of Contents Acknowledgements ……………………………………………………………. 3 Introduction ……………………………………………………………………… 5 Part I: Pratt and the Euro-American Perspective …………………. 15 Part II: Carlisle Football and the Indian Perspective ……………. 33 Conclusion .............................................................................. 58 Bibliography ............................................................................ 61 2 Acknowledgments First and foremost, I want to thank Professor Matthew Bahar for his guidance, support, and enthusiasm throughout not only the duration of this project, but my time here at Oberlin College. I was taught by Professor Bahar on four separate occasions, beginning with the first class I ever took at Oberlin in “American History to 1877” and ending with “Indians and Empires in Early America” my junior spring.
    [Show full text]
  • Course Description Required Readings Requirements and Grading
    Professor Mattie M. Harper Office Hours: Thursday, Noon-2pm and by appointment Office: SSB 249 Email: [email protected] Ethnic Studies – ETHN 158 Native American Intellectuals in the 20th Century Tuesdays and Thursdays, 2pm-3:20pm York 4060B, Winter 2016 Course Description This course examines how Native American intellectuals in the last century have contributed to political projects that are rooted in resistance to settler colonialism. Beginning with Pan-Indian organizing in the early 1900s, we look at how Indian intellectuals sought to create a political identity defined by their shared colonial experience that conveys their right to U.S. citizenship. Turning to the middle of the twentieth century, we examine the rise of tribal nationalism as Indian intellectuals articulated the importance of specific national, tribal identities within the political project of asserting tribal sovereignty. Finally, looking at the end of the 20th century, this course considers Native intellectuals’ turn to an Indigenous framework that emerges in a globalized setting, as a way to highlight Native Americans’ persistence and survival despite settler colonialism and a shared experience with other colonized peoples’ in the world. This course provides a broad historical perspective on the development of Native political thinking and discusses the recurring issues, problems, and themes inherent to Indian- white relations, as seen from the Indian perspective. Readings will include both primary materials written by Indian intellectuals, as well as secondary sources that frame, analyze, and contextualize the intellectuals’ work. Required Readings Books The following books have been ordered through the campus bookstore: 1. Frederick Hoxie, ed. 2001. Talking Back to Civilization: Indian Voices From the Progressive Era.
    [Show full text]
  • Copyright by John William Troutman 2004
    Copyright by John William Troutman 2004 The Dissertation Committee for John William Troutman Certifies that this is the approved version of the following dissertation: ‘Indian Blues’: American Indians and the Politics of Music, 1890-1935 Committee: Neil Foley, Supervisor Erika Bsumek Rayna Green Karl Hagstrom Miller Pauline Turner Strong ‘Indian Blues’: American Indians and the Politics of Music, 1890-1935 by John William Troutman, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2004 Dedication To Rebekah and Malisa Troutman Acknowledgements There are two things that history graduate students and musicians typically share: a vow of poverty, though relatively short-lived for students, and the privilege to spend exorbitant amounts of time, whether in the archives or in a van en route to the next show, pondering and crafting an explanation of the world before them. Over the past nine years, I have been lucky enough to consider the intersection of music and history from the perspective of both a graduate student and a touring musician. More importantly, however, I have met some remarkably generous people along the way. The American Indian Studies Program at the University of Arizona has boasted an incredible faculty over the years, but I am particularly indebted to Tsianina Lomawaima and Nancy Parezo. As a young and uncertain Masters student, they not only gave me a chance, but also provided me with more confidence through their enduring support than they will ever know.
    [Show full text]
  • Trigger Points
    TRIGGER POINTS Current State of Research on History, Impacts, and Healing Related to the United States’ Indian Industrial/Boarding School Policy © 2019 Native American Rights Fund, 1506 Broadway, Boulder, Colorado 80302. First Printing November 2019. This review is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Native American Rights Fund, “Trigger Points: Current State of Research on History, Impacts, and Healing Related to the United States’ Indian Industrial/Boarding School Policy”, Boulder, Colorado, U.S.A. 2019. To order copies of this review, please visit www. narf.org. Native American Rights Fund 1506 Broadway Boulder, CO 80302 www.narf.org Sincerest thanks are due to The Tzó-Nah Fund for its generous support. Trigger Points Current State of Research on History, Impacts, and Healing Related to the United States’ Indian Industrial/Boarding School Policy Presented by the Native American Rights Fund Contributors: Native American Rights Fund • Brett Lee Shelton, J.D., M.A, (Oglala Sioux Tribe) • Michael Johnson (Arikara, Hidatsa, Ojibwe) Research Team • Danielle R. Gartner, PhD Candidate, University of North Carolina, (Sault Ste. Marie Chippewa) • Meredith L. McCoy, PhD Candidate, University of North Carolina, (Turtle Mountain Chippewa descent) • Rachel E. Wilbur, PhD Student, University of North Carolina, (Tolowa descent and Chetco descent) Table of Contents Table of Figures iii Acknowledgements v Overview 1
    [Show full text]
  • Magazin^^ History
    WINTER 2018 WISCONSIN magazin^^ history •\V/« CAWC VinO/ ON GIFT MEMBERSHIPS oAVt 4U /O THROUGH DEC. 31 FREE admission to 12 historic sites and museums during regular operating hours 5-issue subscription to the Wisconsin Magazine of History—also available as an e-publication (Not included with History Explorer level) » 2 historic site one-time use guest passes to bring a friend or family member along for FREE • 10% off all purchases and Society ticketed programs and events ••<• • And much more! O Visit us online af 0 In person at the Wisconsin Historical Society wihist.org/whsholiday18 816 State St., Madison, Wl, Room 107 © Call by phone at 888.748.7479 Hours: Monday-Friday, 8 am-5 pm ORDER BY DECEMBER 17 TO ENSURE DELIVERY FOR THE HOLIDAYS. WISCONSIN Your gift provides vital support to the HISTORICAL Wisconsin Historical Society. Thank you! SOCIETY Letter from the WISCONSIN HISTORICAL Editor SOCIETY Director, Wisconsin Historical Society Press heir resemblance is uncanny. On this issue's cover, a World War I Kate Thompson munitions worker from a United War Work Campaign poster; below, a Editor real-life auto worker standing outside the Four Wheel Drive Company Sara E. Phillips T Image Researcher in Clintonville, Wisconsin. Both wear coveralls with rolled cuffs and over­ John H. Nondorf sized pockets, their forearms bare Research and Editorial Assistants as if they are ready to return to the Molly Biskupk, Rachel Cordasco, Kelli Wozniakowski, Elizabeth Wyckoff, factory floor. Their gazes are direct \ and John Zimm and their stances confident, at ease. Design Both the poster and photograph JingerSchroeder date from 1918, when women filled THE WISCONSIN MAGAZINE OF HISTORY 20 percent of all manufacturingjobs (ISSN 0043-6534), published quarterly, is a benefit of membership in the Wisconsin Historical Society.
    [Show full text]
  • The Indigenous Experience in Twentieth-Century Musical Indianism
    The Indigenous Experience in Twentieth-Century Musical Indianism Victoria Clark Millsboro, Delaware M.A.T., Museum Education, George Washington University, 2015 B.A., Music and Spanish, Moravian College, 2013 A Dissertation presented to the Graduate Faculty of the University of Virginia for Candidacy for the Degree of Doctor of Philosophy Department of Music University of Virginia May 2021 ii Abstract This dissertation reconsiders the American Indian experiences of and reactions to musical Indianism. Indianism was a non-Native intellectual ideology in the early twentieth century that capitalized on the spirituality, primitivity, and authenticity of American Indians as America’s “folk” people for philosophical and aesthetic desires. Some Indianist composers wrote original music inspired by the new influx of American Indian music published by music ethnographers like Alice Fletcher and Frances Densmore at the turn of the century. Others borrowed transcribed melodies verbatim and composed a piece around what they assumed was an authentic American Indian melody. While the composers were White, American Indians were involved in every aspect of musical Indianism. They engaged in and resisted music ethnography, performed and popularized Indianist songs, outwardly supported and critiqued Indianist composers, and participated in Indianist concerts in boarding and reservation schools. American Indian lives are inextricably woven into the history of musical Indianism. Framing Indianism with their stories offers more profound insights into the complexities of Indianist music and its impact on the broader American Indian community in the early twentieth century. iii Dedication To my grandfather, Chief Red Deer, who passed on before I started this work. And to my family, my ancestors, whose strength and courage gave me the chance to write this dissertation.
    [Show full text]
  • AUTHOR Wilson, Janet Goulet Wisconsin Indian Opinions
    DOCUMENT RES ED 237 274 RC 014 445 AUTHOR Wilson, Janet Goulet TITLE Wisconsin Indian Opinions of Factors Which Contribute to the Completion of College Degrees. Program Report 83-13. INSTITUTION Wisconsin Center for ducation Research, Madison. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Jun 83 GRANT NIE-G-81-0009 NOTE 151p.; Report from the Postdoctoral Fellowship Program. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Academic Achievement; *American Indian Education; American Indians; *College Graduates; College role; *College Students; Family Role; Financial Support; Higher Education; *Performance Factors; Questionnaires; Social Discrimination; Student Attitudes; *Student Characteristics; Student Role; Student School Relationship; Success; Tribes IDENTIFIERS *Wisconsin ABSTRACT Opinionnaires were mailed to 860 Wisconsin Indian college students and graduates, 189 of whom were also interviewed,_ to identify positive factors contributing to Completion of college degrees by Wisconsin Indian people. The opinionnaire used for current students and those graduated from 1977 to 19'2 differed from that used with pre-1977 graduates; the latter provided more open-enead questions. Usable opinionnaires (214) were 27.8% of those distributed. Financial aid ranked first as a factor contributing to college completion, followed' by family support,-having a personal goal, determination, and intelligence. Seven 'composite profiles of Wisconsin Indians who completed college degrees, derived from the opinionnaires and interviews, Showed a number of commonalities: a parent.or parents who understood the value of a college education, no perception of discrimination before .the high school level, discovery that college was more difficult than high school and less personal,, ,pride in being Indian, and sense of purpose.
    [Show full text]
  • NEWS from SCHOOL: LANGUAGE, TIME, and PLACE in the NEWSPAPERS of 1890S INDIAN BOARDING SCHOOLS in CANADA JANE GRIFFITH a DISSE
    NEWS FROM SCHOOL: LANGUAGE, TIME, AND PLACE IN THE NEWSPAPERS OF 1890s INDIAN BOARDING SCHOOLS IN CANADA JANE GRIFFITH A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN THE FACULTY OF EDUCATION YORK UNIVERSITY TORONTO, ONTARIO October 2015 © Jane Griffith, 2015 ii ABSTRACT Though few documents remain showing exactly how English was taught at Indian boarding schools (a term that includes both residential schools in Canada as well as their counterpart in the U.S.), some schools produced newspapers. Newspaper production at boarding schools occurred for almost 100 years and in diverse regions across both Canada and the U.S. In this dissertation, I focus on five newspapers produced at four nineteenth-century Indian boarding schools in Canada, arguing that these documents and the printing programs that produced them afford a rare glimpse into language instruction in situ. They feature writing by teachers and students as well as audiences that included community members, governing bodies, and parents. These newspapers participated in an assimilative agenda but, I argue, also feature ways in which students resisted as well as resignified and repurposed English for their own needs. Despite the schools’ agenda to erase Indigenous languages, promoting what Andrea Bear Nicholas calls “linguicide,” students demonstrated in school newspapers their ability to maintain Indigenous languages and learn English. And while much research suggests a separation between boarding schools in Canada and boarding schools in the U.S., these newspapers reveal evidence of both commonalities and communication across the border, particularly as the two systems began.
    [Show full text]