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A Thesis Submitted for the Degree of PhD at the University of Warwick Permanent WRAP URL: http://wrap.warwick.ac.uk/ 84893 Copyright and reuse: This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications Culture is a Weapon: Popular Music, Protest and Opposition to Apartheid in Britain David Toulson A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in History University of Warwick Department of History January 2016 Table of Contents Acknowledgements………………………………………………………………...iv Declaration………………………………………………………………………….v Abstract…………………………………………………………………………….vi Introduction………………………………………………………………………..1 ‘A rock concert with a cause’……………………………………………………….1 Come Together……………………………………………………………………...7 Methodology………………………………………………………………………13 Research Questions and Structure…………………………………………………22 1)“Culture is a weapon that we can use against the apartheid regime”……...25 The Cultural Boycott and the Anti-Apartheid Movement…………………………25 ‘The Times They Are A Changing’………………………………………………..34 ‘Culture is a weapon of struggle’………………………………………………….47 Rock Against Racism……………………………………………………………...54 ‘We need less airy fairy freedom music and more action.’………………………..72 2) ‘The Myth -
Robert Rankin Recalls His Work with the Kaw People and Their Language Linda Cumberland
Chapter 6 In his own words: Robert Rankin recalls his work with the Kaw people and their language Linda Cumberland In this edited transcript of a 2011 interview, Robert Rankin discusses his early train- ing in linguistics, his first contacts with the Kaw people and language, andhis subsequent lifelong involvement with the Kaw Language Project. Robert Rankin was fundamental to the development of the Kaw Language Project, an office maintained by the Kaw Nation at its headquarters in KawCity, Oklahoma. Under Bob’s supervision and with his tireless assistance, the KLP has produced an array of language materials, including teaching materials, a volume of KanzaKaw language texts (Kaaⁿze Weyaje — Kanza Reader; Kanza Language Project 2010) and a dictionary (Kaaⁿze Ie Wayaje: An Annotated Dictionary of Kaw (Kanza); Cumberland & Rankin 2012). In the early 2000s, he and then Language Director Justin McBride worked together to assemble a comprehensive collection of all Kaw language data known to exist and archived it at tribal headquarters. His work with the Kaw people and their native language extended over four decades and produced the only available sound recordings of the language, col- lected in the 1970s, from the last native speakers of the language. In December 2011, I, as Language Director at that time, sat down with Bob to ask him to recall those early days of his work and the speakers he worked with. This is an edited version of that conversation. Linda: It’s December first, 2011. I’m in the Kaw Nation Language Office with Dr. Robert Rankin to talk about his field experience in the 1970s, recording the last first-language native speakers of the Kaw language. -
Tribal and House District Boundaries
! ! ! ! ! ! ! ! Tribal Boundaries and Oklahoma House Boundaries ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 22 ! 18 ! ! ! ! ! ! ! 13 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Cimarron ! ! ! ! 14 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11 ! ! Texas ! ! Harper ! ! 4 ! ! ! ! ! ! ! ! ! ! ! n ! ! Beaver ! ! ! ! Ottawa ! ! ! ! Kay 9 o ! Woods ! ! ! ! Grant t ! 61 ! ! ! ! ! Nowata ! ! ! ! ! 37 ! ! ! g ! ! ! ! 7 ! 2 ! ! ! ! Alfalfa ! n ! ! ! ! ! 10 ! ! 27 i ! ! ! ! ! Craig ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! h ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 26 s ! ! Osage 25 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! a ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! Tribes ! ! ! ! ! ! ! ! ! ! ! ! ! ! 16 ! ! ! ! ! ! ! ! ! W ! ! ! ! ! ! ! ! 21 ! ! ! ! ! ! ! ! 58 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38 ! ! ! ! ! ! ! ! ! ! ! ! Tribes by House District ! 11 ! ! ! ! ! ! ! ! ! 1 Absentee Shawnee* ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Woodward ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 2 ! 36 ! Apache* ! ! ! 40 ! 17 ! ! ! 5 8 ! ! ! Rogers ! ! ! ! ! Garfield ! ! ! ! ! ! ! ! 1 40 ! ! ! ! ! 3 Noble ! ! ! Caddo* ! ! Major ! ! Delaware ! ! ! ! ! 4 ! ! ! ! ! Mayes ! ! Pawnee ! ! ! 19 ! ! 2 41 ! ! ! ! ! 9 ! 4 ! 74 ! ! ! Cherokee ! ! ! ! ! ! ! Ellis ! ! ! ! ! ! ! ! 41 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 72 ! ! ! ! ! 35 4 8 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5 3 42 ! ! ! ! ! ! ! 77 -
Open Dissertation Draft Revised Final.Pdf
The Pennsylvania State University The Graduate School ICT AND STEM EDUCATION AT THE COLONIAL BORDER: A POSTCOLONIAL COMPUTING PERSPECTIVE OF INDIGENOUS CULTURAL INTEGRATION INTO ICT AND STEM OUTREACH IN BRITISH COLUMBIA A Dissertation in Information Sciences and Technology by Richard Canevez © 2020 Richard Canevez Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2020 ii The dissertation of Richard Canevez was reviewed and approved by the following: Carleen Maitland Associate Professor of Information Sciences and Technology Dissertation Advisor Chair of Committee Daniel Susser Assistant Professor of Information Sciences and Technology and Philosophy Lynette (Kvasny) Yarger Associate Professor of Information Sciences and Technology Craig Campbell Assistant Teaching Professor of Education (Lifelong Learning and Adult Education) Mary Beth Rosson Professor of Information Sciences and Technology Director of Graduate Programs iii ABSTRACT Information and communication technologies (ICTs) have achieved a global reach, particularly in social groups within the ‘Global North,’ such as those within the province of British Columbia (BC), Canada. It has produced the need for a computing workforce, and increasingly, diversity is becoming an integral aspect of that workforce. Today, educational outreach programs with ICT components that are extending education to Indigenous communities in BC are charting a new direction in crossing the cultural barrier in education by tailoring their curricula to distinct Indigenous cultures, commonly within broader science, technology, engineering, and mathematics (STEM) initiatives. These efforts require examination, as they integrate Indigenous cultural material and guidance into what has been a largely Euro-Western-centric domain of education. Postcolonial computing theory provides a lens through which this integration can be investigated, connecting technological development and education disciplines within the parallel goals of cross-cultural, cross-colonial humanitarian development. -
Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE)
Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE) Tribe:_____Miami Tribe of Oklahoma___________________________ Tribal website(s): http//www.miamination.com_____________________ 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and2the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” Original Homeland - the Great Lakes region where their homelands lie within the boundaries of the states of Indiana, Ohio, Illinois, lower Michigan and lower Wisconsin. Location in Oklahoma – Far northeastern Oklahoma in an area which includes the Eastern Shawnee, Seneca-Cayuga, Ottawa, Modoc, Peoria, Quapaw, and Wyandotte Tribes of Oklahoma In the Miami language they are myaamia – the downstream people. Today you will hear the name pronounced Miami, a derivation of their traditional name. They originate from the Great Lakes region where their homelands lie within the boundaries of the states of Indiana, Ohio, Illinois, lower Michigan and lower Wisconsin. They were among the nations exposed to early European contact, first through the Jesuit mission in the late 1600s, followed soon after by the French and British invasion and struggle for control of the Great Lakes region. -
Social Policies and Indigenous Peoples in Taiwan
Faculty of Social Sciences University of Helsinki Finland SOCIAL POLICIES AND INDIGENOUS PEOPLES IN TAIWAN ELDERLY CARE AMONG THE TAYAL I-An Gao (Wasiq Silan) DOCTORAL THESIS To be presented, with the permission of the Faculty of Social Sciences of the University of Helsinki, for public examination in lecture room 302, Athena, on 18 May 2021, at 8 R¶FORFN. Helsinki 2021 Publications of the Faculty of Social Sciences 186 (2021) ISSN 2343-273X (print) ISSN 2343-2748 (online) © I-An Gao (Wasiq Silan) Cover design and visualization: Pei-Yu Lin Distribution and Sales: Unigrafia Bookstore http://kirjakauppa.unigrafia.fi/ [email protected] ISBN 978-951-51-7005-7 (paperback) ISBN 978-951-51-7006-4 (PDF) Unigrafia Helsinki 2021 ABSTRACT This dissertation explores how Taiwanese social policy deals with Indigenous peoples in caring for Tayal elderly. By delineating care for the elderly both in policy and practice, the study examines how relationships between indigeneity and coloniality are realized in today’s multicultural Taiwan. Decolonial scholars have argued that greater recognition of Indigenous rights is not the end of Indigenous peoples’ struggles. Social policy has much to learn from encountering its colonial past, in particular its links to colonization and assimilation. Meanwhile, coloniality continues to make the Indigenous perspective invisible, and imperialism continues to frame Indigenous peoples’ contemporary experience in how policies are constructed. This research focuses on tensions between state recognition and Indigenous peoples’ -
Kizh Not Tongva, E. Gary Stickel, Ph.D (UCLA)
WHY THE ORIGINAL INDIAN TRIBE OF THE GREATER LOS ANGELES AREA IS CALLED KIZH NOT TONGVA by E. Gary Stickel, Ph.D (UCLA) Tribal Archaeologist Gabrieleno Band of Mission Indians/ Kizh Nation 2016 1 WHY THE ORIGINAL INDIAN TRIBE OF THE GREATER LOS ANGELES AREA IS CALLED KIZH NOT TONGVA by E. Gary Stickel, Ph.D (UCLA) Tribal Archaeologist Gabrieleno Band of Mission Indians/ Kizh Nation The original Indian Tribe of the greater Los Angeles and Orange County areas, has been referred to variously which has lead to much confusion. This article is intended to clarify what they were called, what they want to be called today (Kizh), and what they do not want to be called (i.e. “tongva”). Prior to the invasion of foreign nations into California (the Spanish Empire and the Russian Empire) in the 1700s, California Indian Tribes did not have pan-tribal names for themselves such as Americans are used to (for example, the “Cherokee” or “Navajo” [Dine]). The local Kizh Indian People identified themselves with their associated resident village (such as Topanga, Cahuenga, Tujunga, Cucamonga, etc.). This concept can be understood if one considers ancient Greece where, before the time of Alexander the Great, the people there did not consider themselves “Greeks” but identified with their city states. So one was an Athenian from Athens or a Spartan from Sparta. Similarly the Kizh identified with their associated villages. Anthropologists, such as renowned A.L. Kroeber, a professor at the University of California at Berkeley, who wrote the first “bible” of California Indians (1925), inappropriately referred to the subject tribe as the “Gabrielinos” (Kroeber 1925). -
Council Grove Santa Fe National Historic Trail National Park Service City of Council Grove Kansas State Historical Society
Council Grove Santa Fe National Historic Trail National Park Service City of Council Grove Kansas State Historical Society Conn became a community Conn Store leader, eventually serving as county clerk and treasurer For traders on the Santa Fe Trail after 1858, the Conn of the Town Company, a corporation that platted and Store was a welcome sight. At the store, traders heading sold town lots. In 1866, Conn east from Santa Fe to “the States” could purchase a meal sold his store to Shamleffer & James, who took the store or sleep in a bed for the first time after crossing 625 photo between 1867 and 1871. miles of prairie. For those heading southwest, Council These 1859 advertisements from the Kansas Grove was one of the last major stops for supplies and Press illustrate the rivalry between Council amenities before travelers trekked to New Mexico. Grove’s two most prominent merchants. Malcolm Conn’s stone store, built in 1858, rivaled the outfitting firm already run by Seth Hays on the opposite side of the street. Business was brisk, with Conn selling $24,000 in merchandise in one month in 1864. He traded with freighters, the government, locals, and Kaw (Kansa) Indians, on whose reservation Council Grove was located. In his stock were found every known One of the oldest buildings still standing in Council variety of goods for use on the frontier, Grove, the Conn Store provided accommodations, from ox yokes and repairs to cambric meals, and stables for freighters, in addition to retail operations. needles, from small boxes of pills to barrels of whiskey. -
Annual Progress and Services Report 2015
ANNUAL PROGRESS AND SERVICES REPORT Office of Families and Children June 30, 2015 Table of Contents I. General Information 1 II. Update on Assessment of Performance 14 III. Update to the Plan for Improvement and Progress Made to Improve Outcomes 139 IV. Update on Service Description 245 V. Program Support 260 VI. Consultation and Coordination between States and Tribes 261 VII. Monthly Caseworker Visit Formula Grants 267 VIII. Adoption and Legal Guardianship Incentive Payments 271 IX. Child Welfare Waiver Demonstration Activities 272 X. Quality Assurance System 276 XI. Child Abuse Prevention and Treatment Act (CAPTA) State Plan Requirements and 281 Update XII. Chaffee Foster Care Independence Program (CFCIP) 282 XIII. Updates to Targeted Plans 303 XIV. Statistical and Supporting Information 304 XV. Financial Information 311 Appendices Appendix A: CFSP Workgroup & Subcommittee Membership Appendix B: Health Care Oversight and Coordination Plan Update Appendix B1: Key Driver Diagram – Minds Matter Appendix B2: Psychotropic Medication Toolkit for Public Children Services Agencies Appendix C: Foster and Adoptive Diligent Recruitment Plan Update Appendix D: Update to Ohio’s 2015-2019 Staff Development and Training Plan Appendix E: Child Abuse Prevention and Treatment Act (CAPTA) State Plan Requirements and Update Appendix E1: CAPTA State Plan Supporting Documentation Appendix F: Payment Limitations Appendix G: CFS-101 Forms Appendix H: Updated Goals, Objectives, Benchmarks & Measures of Progress Matrix Appendix I: Safe Schools, Healthy Students -
Urban Aquaculture
Urban Aquaculture Water-sensitive transformation of cityscapes via blue-green infrastructures vorgelegt von Dipl.-Ing. Grit Bürgow geb. in Berlin von der Fakultät VI Planen Bauen Umwelt der Technischen Universität Berlin zur Erlangung des akademischen Grades Doktor der Ingenieurwissenschaften - Dr.-Ing. - genehmigte Dissertation Promotionsausschuss: Vorsitzende: Prof. Undine Gisecke Gutachter: Prof. Dr.-Ing. Stefan Heiland Gutachterin: Prof. Dr.-Ing. Angela Million (Uttke) Gutachterin: Prof. Dr. Ranka Junge Tag der wissenschaftlichen Aussprache: 25. November 2013 Berlin 2014 Schriftenreihe der Reiner Lemoine-Stiftung Grit Bürgow Urban Aquaculture Water-sensitive transformation of cityscapes via blue-green infrastructures D 83 (Diss. TU Berlin) Shaker Verlag Aachen 2014 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de. Zugl.: Berlin, Techn. Univ., Diss., 2013 Titelfoto: (c) Rayko Huß Copyright Shaker Verlag 2014 All rights reserved. No part of this publication 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 publishers. Printed in Germany. ISBN 978-3-8440-3262-8 ISSN 2193-7575 Shaker Verlag GmbH • P.O. BOX 101818 • D-52018 Aachen Phone: 0049/2407/9596-0 • Telefax: 0049/2407/9596-9 Internet: www.shaker.de -
Navigating Indigenous Identity Dwanna Lynn Robertson University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 9-2013 Navigating Indigenous Identity Dwanna Lynn Robertson University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Sociology Commons Recommended Citation Robertson, Dwanna Lynn, "Navigating Indigenous Identity" (2013). Open Access Dissertations. 840. https://doi.org/10.7275/ejgx-5m43 https://scholarworks.umass.edu/open_access_dissertations/840 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NAVIGATING INDIGENOUS IDENTITY A Dissertation Presented by DWANNA LYNN ROBERTSON Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2013 Sociology © Copyright by Dwanna Lynn Robertson 2013 All Rights Reserved NAVIGATING INDIGENOUS IDENTITY A Dissertation Presented by DWANNA LYNN ROBERTSON Approved as to style and content by: _________________________________________ Joya Misra, Chair _________________________________________ Enobong H. Branch, Member _________________________________________ David A. Cort, Member _________________________________________ Sonya Atalay, Member ______________________________________ Janice Irvine, Department Head Sociology DEDICATION For every little NDN girl who is told that she is too smart for her own good, every teen- aged mother told that she can no longer pursue her dreams, every middle-aged woman told that it is too late and she has made too many mistakes, and for every child or adult told that she is too talkative, too loud, too serious, too arrogant, too stubborn, too passionate, or too sensitive, I dedicate this work to you. -
Implementing Montana's Indian Education For
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2012 Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development Anna E. Baldwin The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Baldwin, Anna E., "Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development" (2012). Graduate Student Theses, Dissertations, & Professional Papers. 555. https://scholarworks.umt.edu/etd/555 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. IMPLEMENTING MONTANA’S INDIAN EDUCATION FOR ALL: A PHENOMENOLOGICAL STUDY ON THE EXPERIENCES, BELIEFS, AND PRACTICES OF OUTSTANDING PROVIDERS OF PROFESSIONAL DEVELOPMENT by Anna E. Baldwin B.A., Georgetown University, Washington, DC, 1994 M.A.T., University of Montana, Missoula, MT, 1999 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education University of Montana Missoula, MT April 18, 2012 Submitted to: Dr. Marian McKenna, Co-Chair Department of Curriculum and Instruction Dr. Beverly Ann Chin, Co-Chair Department of English Dr. Darrell Stolle Department of Curriculum and Instruction Dr. Lisa Blank Department of Curriculum and Instruction Dr.