Blumenfeld.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

Blumenfeld.Pdf Warren J. Blumenfeld Associate Professor Department of Curriculum & Instruction Iowa State University [email protected] Assumptions The notion of “race” is discursively or socially constructed. The concept of “race” arose concurrently with the advent of European exploration as a justification and rationale for conquest and domination of the globe beginning in the 15th century of the Common Era. “Race” is an historical, “scientific,” and biological myth. It is an idea. Geneticists tell us that there is often more variability within a given so-called “race” than between “races,” and that there are no essential genetic markers linked specifically to “race.” 2010, Arizona: SB 1070 Mandates police officers stop and question people about immigration status if they suspect they may be in this country illegally Criminalizes undocumented workers who do not possess an “alien registration document” Allows U.S. citizens to file suits against government agencies that do not enforce the law Criminalizes employers who transport or hire undocumented workers Janet Murguia President CEO of civil rights organization, National Council of La Raza, “By signing it, this bill, Governor Brewer has thrown the door wide open for racial profiling.” “Racial Profiling” “Racial profiling occurs when race is used by law enforcement or private security officials, to any degree, as a basis for criminal suspicion in non-suspect specific investigations.” Racial profiling constitutes a form of discrimination, based on race, ethnicity, religion, nationality, and other identities “undermines the basic human rights and freedoms to which every person is entitled.” Amnesty International SB 1070 “law enforcement official or agency…may not consider race, color or national origin in implementing the requirements of this subsection except to the extent permitted by the United States or Arizona constitution.” But…how can this NOT be a major consideration? Federal Government & Racial Profiling 1975, U.S. Supreme Court case regarding the Border Patrol's power to stop vehicles near the U.S.-Mexico border & question occupants about citizenship & immigration status United States v. Brignoni-Ponce: the "likelihood that any given person of Mexican ancestry is an alien is high enough to make Mexican appearance a relevant factor." 1982, Arizona Supreme Court: State v. Graciano “enforcement of immigration laws often involves a relevant consideration of ethnic factors.” Chin Simon (Szymon) Mahler Maternal grandfather Krosno, Poland. 13 siblings Wolf & Basha Mahler Butcher shop Ashkenazi Jewish Tradition Child named in honor of a deceased relative. Wolf Mahler gave me my name, sense of history, sense of my identity. My Hebrew name is Ze'ev, means “wolf.” Identity 5 years old Family history Direct relationship to German Holocaust NAZI “RACIAL” PHILOSOPHY “Racial” arguments cornerstone of persecution of Jews (as well as most people of color and people with disabilities). Jews and others descendants from inferior “racial stands.” NAZI “RACIAL” PHILOSOPHY Nazis asserted Jews polluting “Aryan race.” Jews forced to wear Yellow Star of David patches, sign of “race pollution.” Mahler’s of Antwerp Lilian and Armand Mahler Bushel forced to wear yellow star. Cultural Genocide & Deculturalization Cultural Genocide: the attempt to destroy other cultures through forced acquiescence and assimilation to majority rules and standards Works through the process of “deculturalization”: the process of destroying a people’s culture and replacing it with a new culture Joel Spring, 2004 2010, Arizona: HB 2281 Signed into law by Governor Jan Brewer Targets public school districts’ ethnic studies programs Arizona School Superintendent, Tom Horne, primary supporter of the bill The law is necessary because, in particular, Tucson, Arizona’s Mexican American, African American, and Native American studies courses teach students that they are oppressed, encourages resentment toward white people, and promotes “ethnic chauvinism” and “ethnic solidarity” instead of treating people as individuals Immigration & Cultural Genocide in Historical Perspective Colonialism Exploitation Violence Kidnapping Genocide Christopher Columbus & Crew “Puritans” Left England to practice “Purer” form of Christianity Divinely chosen to form “a biblical commonwealth” No separation of “church & state” (religion & government) Intolerant of other religious beliefs Killed Quakers, Catholics, others Slavery Scriptural justifications used to support slavery Many slave ships had on board a Christian minister to help oversee and bless the passage. Slave ship names included: “Jesus,” “Grace of God,” “Angel,” “Liberty,” & “Justice.” http://propagandapress.org/2006/09/20/the-first-slave-ship-to-land-in- america-was-called-jesus/ http://www.pleasecomeflying.com/2007/10/lucille-clifton- slaveship.html Jefferson Davis “[Slavery] was established by decree of Almighty God...it is sanctioned in the Bible, in both Testaments, from Genesis to Revelation...it has existed in all ages, has been found among the people of the highest civilization, and in nations of the highest proficiency in the arts.” “Manifest Destiny” The belief that the United States destined by Providence to expand from Atlantic to Pacific (from “sea to shining sea”), & led by so-called “Anglo-Saxon race.” Justified stealing Native American territories Justified war with Mexico “Manifest Destiny” “The doctrine of ‘manifest destiny’ embraced a belief in American Anglo-Saxon superiority…. ‘This continent,’ a congressman declared, ‘was intended by Providence as a vast theatre on which to work out the grand experiment of Republican government, under the auspices of the Anglo-Saxon race’.” Ronald Takaki, 1993, p. 176 “Race,” Immigration, & Citizenship 14th Amendment, U.S. Constitution Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Eugenics Movement “Eugenics” movement in science 18183, coined in England, by Sir Francis Galton, a cousin of Charles Darwin Greek word meaning “well born” or “of good origins or breeding” “Science” of improving qualities of a “race” by Sir Francis controlling human breeding Galton “Race,” Immigration, & Citizenship 1790, Naturalization Act Excluded “nonwhites” from citizenship Enslaved Africans Asians Native Americans (“domestic foreigners”) 1924, Native Americans rights of citizenship Asians continued denied naturalized citizenship status “Race,” Immigration, & Citizenship 1882, Chinese Exclusion Act Also illegal for Chinese to marry Whites or Blacks 1917, Immigration Act further prohibited immigration from Asian countries, the “Barred Zone.” China, India, Siam, Burma, Asiatic Russian, Polynesian Islands, Afghanistan. Takao Ozawa v United States Takao Ozawa, a Japanese man, filed for citizenship under Naturalization Act of 1906 Which allowed white persons and persons of African descent or African nativity to naturalize. Asians termed an “unassimilateable race” and not entitled to citizenship. Ozawa attempted to have Japanese classified as "white.“ Claimed his skin is “white” 1922, Supreme Court Denied natualized citizenship status. 1896, Plessy v. Ferguson Supreme Court Case Sustaining racial segregation & “Jim Crow” laws Setting precedent: “Separate but Equal” June 7, 1892, East Louisiana Railroad Homer Plessy forced off “whites-only” railroad car & onto “colored” car. Plessy “one-eights black,” “seven-eights white” Blacks Lynched A Jew Lynched President Theodore Roosevelt “In the first place, we should insist that if the immigrant who comes here in good faith becomes an American and assimilates himself to us, he shall be treated on an exact equality with everyone else….But this is predicated upon the person’s becoming in every facet an American, and nothing but an American….There can be no divided allegiance here. Any man who says he is an American, but something else also, isn’t an American at all. We have room for but one flag, the American flag….We have room for but one language here, and that is the English language…and we have room for but one sole loyalty and that is a loyalty to the American people.” 1907 MADISON GRANT 1865-1937 U.S. Lawyer, Eugenicist Co-founder, with Henry Fairfield Osborn, of the Galton Society for the Study of the Origin and Evolution of Man, 1918. Grant Influential in Immigration Restriction and Anti-Miscegenation Policies. Book: The Passing of the Great Race (1916) detailing the so-called “racial” history of Europe: in fact, a work of “scientific racism.” MADISON GRANT 1865-1937 “Racialization” of European “Races” The Passing of the Great Race (1916) European “Racial” Hierarchy: “Nordics” (Northwestern Europe—superior) “Alpines” (Central Europe—somewhat inferior) “Mediterraneans” (Southern and Eastern Europe—inferior) Jews (most inferior) 1924 Immigration Act 1924 Johnson-Reed Immigration Act: a.k.a. “National Origins Quota Act,” or “National Quota Act” Restrictive quotas: Eastern & Southern Europe Viewed as Europe’s lower “races” Jews (“Hebrew race”), Poles, Italians, Greeks, Slaves Prohibitions of “aliens ineligible
Recommended publications
  • From African to African American: the Creolization of African Culture
    From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness.
    [Show full text]
  • BTS' A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker a Dissertation
    BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Anis Bawarshi, Chair Nancy Bou Ayash Juan C. Guerra Program Authorized to Offer Degree: English ©Copyright 2019 Judy-Gail Baker University of Washington Abstract BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker Chair of the Supervisory Committee: Anis Bawarshi English As a transcultural K-Pop fandom, 아미 [A.R.M.Y.] perform out-of-school, Web 2.0 English[es] composing to cooperatively translate, exchange and broker content for parasocially relating to/with members of the supergroup 방탄소년단 [BTS] and to/with each other. Using critical linguistic ethnography, this study traces how 아미 microbloggers’ digital conversations embody Jenkins’ principles of participatory fandom and Wenger’s characteristics of communities of learning practice. By creating Wei’s multilingual translanguaging spaces, 아미 assemble interest-based collectives Pérez González calls translation adhocracies, who collaboratively access resources, produce content and distribute fan compositions within and beyond fandom members. In-school K-12 and secondary learning writing Composition and Literacy Studies’ theory, research and pedagogy imagine learners as underdeveloped novices undergoing socialization to existing “native” discourses and genres and acquiring through “expert” instruction competencies for formal academic and professional “lived” composing. Critical discourse analysis of 아미 texts documents diverse learners’ initiating, mediating, translating and remixing transmodal, plurilingual compositions with agency, scope and sophistication that challenge the fields’ structural assumptions and deficit framing of students.
    [Show full text]
  • Change, Including Border and Boundary Crossing Experienced by Students from Non-Dominant Communities
    */(5., PUBLICATIONS AND RESOURCES FOR TRANSFORMING PUBLIC SCHOOLS Re-mediating Literacy: Culture, Difference, and Learning for Students from Non-dominant Communities (\[OVYZ!2YPZ.\[PtYYLa7AP[SHSP4VYHSLZHUK+HUU`*4HY[PULa +H[L! :LYPLZ5\TILY!77)7? ;OPZWHWLY^HZVYPNPUHSS`W\ISPZOLKPU9L]PL^VM9LZLHYJOPU,K\JH[PVU;OL THU\ZJYPW[]LYZPVUPZYLWYPU[LKOLYL^P[O[OLWLYTPZZPVUVM[OLH\[OVYZ;OLVYPNPUHSW\ISPJH [PVUPZH]HPSHISLH[O[[W!^^^HLYHUL[ .\[PtYYLa2+4VYHSLZ7A 4HY[PULa+* 9LTLKPH[PUNSP[LYHJ`!J\S[\YL KPMMLYLUJLHUKSLHYUPUNMVYZ[\KLU[ZMYVTUVUKVTPUHU[JVTT\UP[PLZ9L]PL^VM9LZLHYJOPU ,K\JH[PVU ;OL*,5;,9?*/(5.,PZHYLWVZP[VY`VMKVJ\TLU[ZWYVK\JLKI`HUKHIV\[<*3(Z[\KLU[ZHS\TUP HUKMHJ\S[`VU[OL^VYRVM[YHUZMVYTPUNW\ISPJZJOVVSZ;OL*,5;,9?*/(5.,PZTHUHNLKI`HU LKP[VYPHSIVHYK[OH[TLL[ZTVU[OS`[VYL]PL^Z\ITPZZPVUZHUKKL]LSVWUL^JVU[LU[(JJLZZ[V[OLZL YLZV\YJLZ]HY`^P[OJVW`YPNO[YLZ[YPJ[PVUZOV^L]LY*LU[LY?Z[YP]LZ[VWYV]PKLVWLUHUKMYLLHJJLZZ ^OLUL]LYWVZZPISL *VU[LU[VM[OL(Y[PJSLZHYLHJJLZZI`]HYPV\ZJVW`YPNO[Z" ;OL?*OHUNL(YJOP]LPZ<*9LNLU[Z *LU[LY?PZHWHY[VM[OL.YHK\H[L:JOVVS VM,K\JH[PVUHUK0UMVYTH[PVU:[\KPLZH[<*3( 4VVYL/HSS)V_ 3VZ(UNLSLZ*( ^^^JLU[LY_NZLPZ\JSHLK\ Abstract In this chapter, we examine notions of educational risk in the context of literacy theories and research. Deficit notions about the cognitive potential of individuals from nondominant1 communities have persisted in social science inquiry, particu- larly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide theories of literacy, sustained by a view of culture as social evolution and progress (Cole, 2005), attributed significant differences to the cognitive and cultural development of literate and nonliterate people and their communities (Goody, 1977, 1986, 1987; Goody and Watt, 1963; Havelock, 1963; Ong, 1982).2 This literacy thesis held that there were “categorical differences in cognition and language as consequences of literacy” (Reder and Davila, 2005, p.
    [Show full text]
  • Overcoming Linguistic and Cultural Genocide in South Texas: Some
    Journal of Modern Education Review, ISSN 2155-7993, USA February 2016, Volume 6, No. 2, pp. 79–91 Doi: 10.15341/jmer(2155-7993)/02.06.2016/001 © Academic Star Publishing Company, 2016 http://www.academicstar.us Overcoming Linguistic and Cultural Genocide in South Texas: Some Advice for Parents Julien Ekiaka-Oblazamengo1, Mónica Rosalina Medina-Jiménez1, Valentin Ekiaka Nzai2 (1. Department of Teacher and Bilingual Education, Texas A&M University-Kingsville, USA; 2. Mexican American Catholic College, San Antonio, USA) Abstract: As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo’s bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas’ public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies. Key words: linguistic genocide, cultural genocide, linguistic/cultural assimilation, bilingualism 1.
    [Show full text]
  • Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1979 Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America. J. Jairo Gomez-angel Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Gomez-angel, J. Jairo, "Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America." (1979). LSU Historical Dissertations and Theses. 3394. https://digitalcommons.lsu.edu/gradschool_disstheses/3394 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand marking? or notations which may appear on this reproduction. 1.The sign or “target** for pages apparently lacking from the document photographed is “Missing Page(s)’*. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity.
    [Show full text]
  • Multiculturalism Or Transculturalism: Towards a Cosmopolitan Citizenship. Donald Cuccioletta Ph.D
    LONDON JOURNAL OF CANADIAN STUDIES 2001/2002 VOLUME 17 Multiculturalism or Transculturalism: Towards a Cosmopolitan Citizenship. Donald Cuccioletta Ph.D. Plattsburgh State University of New York Coordinator of the Interdisciplinary Research Group on the Americas Abstract The public policy of multiculturalism, passed by the Trudeau Government in 1972, was according to the theory behind it, to establish an eventual cosmopolitan identity of Canadian citizenship. More political than social, this policy, has led to many discussions vis -a-vis the Ghetto nature that has evolved from it. The Mosaic has remained divided. The pluralistic idea of transculturalism (seeing oneself in the other), basically relying on the forces of society (not politicians), has a more interactive (for citizens) and egalitarian approach. With the break down of numerous borders (both physical and psychological), which position is the more harmonious with a true citizenship for the world? Introduction The difficulty of being in contact and understanding the culture of otherness “alterité” is not new. Human history and recent events in Bosnia, Rwanda, Oldham, to name just a few, are outstanding examples that human understanding and respect of the other, based on a religious, racial and cultural perspective, despite numerous legislation, still remains to this day very elusive. The persistent barriers of racism, fear, ignorance and imaginative stereotypes remain constant obstacles to fruitful human relations and need to be addressed and destroyed in order for the human experience to progress. We have all had the experience of reading historical travel accounts that on the surface present exciting detail descriptions of exotic civilizations and cultures which inhabited our world.
    [Show full text]
  • Multicultural Education from Theory to Practice
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/284446148 Multicultural Education From Theory to Practice Book · November 2015 CITATIONS READS 6 17,621 1 author: Georgeta Raţă Banat University of Agronomical Sciences and Veterinary Medicine 18 PUBLICATIONS 13 CITATIONS SEE PROFILE All content following this page was uploaded by Georgeta Raţă on 23 November 2015. The user has requested enhancement of the downloaded file. Multicultural Education Multicultural Education: From Theory to Practice Edited by Hasan Arslan and Georgeta Raţă Multicultural Education: From Theory to Practice, Edited by Hasan Arslan and Georgeta Raţă This book first published 2013 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2013 by Hasan Arslan and Georgeta Raţă and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-4740-2, ISBN (13): 978-1-4438-4740-7 TABLE OF CONTENTS List of Tables .............................................................................................. ix List of Illustrations ..................................................................................... xi Foreword
    [Show full text]
  • The Deculturalization of Hissuh and Her Children
    VANESSA ALLEN-BROWN, PAMELA TWYMAN HOFF, & FAWZEYAH ALAWADHI THE DECULTURALIZATION OF HISSUH AND HER CHILDREN The Portrait of a Muslim Mother’s Struggle to Participate in the Education Decision-Making of her Children in American Schools INTRODUCTION Theories and ideologies that characterize the objectives of American schooling shift from conservative views to liberal views and varying degrees in between. Yet, the basic ideology of modern schooling in America is reminiscent of the 19th century common school movement. Early school reformers believed that children from diverse religions, social class, and ethnic backgrounds could be educated together to create a common culture that would reduce social class conflict. The reformers proposed an education plan to assimilate immigrants and acculturate America’s enslaved population, ensuring the stability of Protestant Anglo- American culture. Advocates of the common school movement believed that intentionally structured schools could prevent social ills like crime and poverty, while providing equal opportunity for upward mobility. Current school reformers, like their predecessors, advocate for a system of schooling designed to eradicate social problems and create a common culture amidst challenges of a pluralistic society. They too perceive education and schooling as a panacea for social, economic, and political concerns and developed similar programs as the common school to acculturate recent immigrants. Uniformity and conformity are certainly two critical features of a common culture; however, its most insidious feature is its ability to define and dictate processes, by which people participate in the creation and re-creation of meaning and values (Apple, 1990). The act of creating a common culture is reliant upon the everyday ways of knowing and understanding one’s self and the world.
    [Show full text]
  • Decolonial Multiculturalism and Local-Global Contexts: a Postcritical Feminist Bricolage for Developing New Praxes in Education
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2011 Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education Katharine Matthaei Sprecher [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Psychology Commons, Educational Sociology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Inequality and Stratification Commons, Other Social and Behavioral Sciences Commons, Other Teacher Education and Professional Development Commons, School Psychology Commons, Social and Philosophical Foundations of Education Commons, Student Counseling and Personnel Services Commons, and the Urban Education Commons Recommended Citation Sprecher, Katharine Matthaei, "Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education. " PhD diss., University of Tennessee, 2011. https://trace.tennessee.edu/utk_graddiss/1129 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Katharine Matthaei Sprecher entitled "Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education.
    [Show full text]
  • American Indian Perspectives on Healing from Historical Trauma: an Indigenous Inquiry
    St. Catherine University SOPHIA Master of Arts in Holistic Health Studies Research Papers Holistic Health Studies 5-2018 American Indian Perspectives on Healing from Historical Trauma: An Indigenous Inquiry Renee Beaulieu-Banks St. Catherine University Kim Sundeen St. Catherine University Kyra Christopherson St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/ma_hhs Part of the Alternative and Complementary Medicine Commons Recommended Citation Beaulieu-Banks, Renee; Sundeen, Kim; and Christopherson, Kyra. (2018). American Indian Perspectives on Healing from Historical Trauma: An Indigenous Inquiry. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ma_hhs/19 This Thesis is brought to you for free and open access by the Holistic Health Studies at SOPHIA. It has been accepted for inclusion in Master of Arts in Holistic Health Studies Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Running head: AMERICAN INDIAN PERSPECTIVES ON HEAL American Indian Perspectives on Healing from Historical Trauma: An Indigenous Inquiry Renee Beaulieu-Banks, Kim Sundeen, Kyra Christopherson St. Catherine University May 16, 2018 HEALING FROM HISTORICAL TRAUMA ii Acknowledgment We acknowledge our seven generations: our great grandparents, grandparents, parents, and our children, grandchildren, and great grandchildren. We acknowledge the land of Minnesota, home of the Anishinaabe (Ojibwe), and Dakota (Sioux). We acknowledge the native creatures of this land, the prairie plains, and wooded forest. We acknowledge the lifegiving elements of air, earth, fire, and water, and see the pollution in our waterways like the toxins in our lungs. We can only rightfully acknowledge who has supported and informed this project, when we acknowledge those who have come before, and our children from whom we borrow the earth.
    [Show full text]
  • Cross-Cultural Narrative Inquiry Into Language, Culture, and Identity Development of Three High School Female Immigrant Students
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Georgia Southern University: Digital Commons@Georgia Southern Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2006 Cross-Cultural Narrative Inquiry into Language, Culture, and Identity Development of Three High School Female Immigrant Students and Their Mainstream Schooling Experience in Atlanta, Georgia Joanna Stoughton Cavan Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Cavan, Joanna Stoughton, "Cross-Cultural Narrative Inquiry into Language, Culture, and Identity Development of Three High School Female Immigrant Students and Their Mainstream Schooling Experience in Atlanta, Georgia" (2006). Electronic Theses and Dissertations. 480. https://digitalcommons.georgiasouthern.edu/etd/480 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A CROSS-CULTURAL NARRATIVE INQUIRY INTO LANGUAGE, CULTURE, AND IDENTITY DEVELOPMENT OF THREE HIGH SCHOOL FEMALE IMMIGRANT STUDENTS AND THEIR MAINSTREAM SCHOOLING EXPERIENCE IN ATLANTA, GEORGIA by JOANNA STOUGHTON CAVAN (Under the Direction of Ming Fang He) ABSTRACT This inquiry explored the experience of three female immigrant students as they acculturated (learned a new language and culture) and enculturated (maintained the heritage language and culture) while developing new identities in an English speaking public high school in Atlanta, Georgia, U.
    [Show full text]
  • Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity Lasana D
    Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity Lasana D. Kazembe, Indiana University Purdue University at Indianapolis https://doi.org/10.1093/acrefore/9780190264093.013.1591 Published online: 23 February 2021 Summary For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation.
    [Show full text]