DOCSLIB.ORG

Trigger Points

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read 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 • The Research Team and Additional Authors 2 • Notes on Some Key Terms 2 • Literature Review Format 3 Foundational Information on the Boarding Schools 5 • A Brief Comparison of Canadian and American Residential Schools 22 Historical Literature on Boarding Schools 24 Recommended Histories of the Early Boarding Schools 26 General Histories of Indian Education 29 Nature of the Available Research Literature 30 Health-Related Literature 31 Language-Related Literature 31 Economics-Related Literature 32 Education-Related Literature 32 Family-Related Literature 32 History-Related Literature 32 Consequences for Communities and Native Nations 33 1. Boarding Schools Set a Precedent for What Constitutes School Success in American 33 Schools. 2. Boarding Schools may have Contributed to the Development of Native American 34 English. 3. Some Boarding School Alumni Used Their Boarding School-Developed Skills to 34 Advocate for and Work within Their Communities. 4. Some Boarding School Alumni Advocated for Native People through Newly-Formed 36 Indian Organizations like SAI, NIYC, and AIM. 5. Some Boarding School Alumni Became Advocates for Indian Education, Including 37 Survival Schools, Tribal Colleges, and Tribally Controlled Schools. Consequences for Families 39 1. Separation of Family Members Kept Children from Acquiring Traditionally Grounded 39 Parenting Techniques and Familial Roles. i 2. Some Native Grandparents Today are More Likely to Choose to Raise their 41 Grandchildren in an Effort to Stop the Cycle of Loss Initiated by Boarding Schools. 3. The Descendants of Students who Attended Boarding Schools May be Less Likely to 41 Speak an Indigenous Language. 4. Boarding School Experiences, Particularly Abuse and Neglect, are Associated with a 43 Constellation of Psychological Distress and Related Symptoms. Psychological Distress Makes One more Susceptible to Alcohol or Illicit Substance Use/Abuse, Suicidal Thoughts, and Suicide Attempts. These Experiences can Transfer to Later Generations. 5. Research Regarding other Family Impacts in a U.S. Setting have not been Well 48 Described. Canadian-based Research can Provide Additional Insights. Consequences for Individuals 52 1. Maintaining Strong Community Connections, Including Connections to Indigenous 52 Worldviews and Cultural Practices, can Support Resiliency. 2. Some Students Internalized Boarding School Messages that Told them to Feel 53 Ashamed of their Identities and Communities. 3. Additional Research is Needed to Understand the Educational Impacts of Boarding 53 Schools on Native Students Today. 4. Boarding Schools did not Prepare Native Students to Acquire Meaningful Employment 54 after Leaving School. Additional Research is Needed to Understand the Economic Impacts of Boarding Schools on Native People Today. 5. The Direct Emotional and Physical Abuse that Many Native Students Experienced 55 in the Boarding Schools can Lead to Psychological Distress and Alcohol or Illicit Substance Use and Abuse. Substance Abuse is Therefore Both a Result of Historical Trauma and a Means through which it is Perpetuated. 6. Subsequent Poor Conditions and Chronic Stress is Associated with Increased Risk of 57 Disease and Poor Self-Rated Physical Health. 7. Many Individuals Regularly Think About Historical Trauma, Including Losses Associated 58 with Boarding School Attendance. 8. Individuals may not Need Direct Personal Exposure to Boarding Schools to be 58 Impacted by the Policy. 9. Boarding School Experiences may Have a Negative Impact on the Ability of Alumni to 59 Maintain Healthy Interpersonal Relationships. 10. Some Individuals See Their Relatives’ and Communities’ Survival of the Boarding 59 School Era as a Source of Personal Strength. Promising Strategies for Healing 62 • The Canadian Government’s Response to Healing 63 • Healing through Language and Education 63 • Centering Native Languages in Schools 64 • Supporting Native Languages through Public Programming and Technology 65 • The Development of the Tribally Controlled School Movement 66 • The Importance of Culturally Relevant Curriculum 68 • Healing through Increased Economic Opportunities 70 • Healing through Research and Scholarship 71 • Case Study: Philanthropy Supporting Community-Driven Programs 73 • Healing through a Focus on Family Programs 74 • Healing through a Focus on Health and Well-Being 75 • Case Study: Qungasvik (Toolbox): A Yup’ik Intervention to Address Youth Suicide 77 and Alcohol Abuse • Case Study: Wikoskalaka Yuwita Pi (A Gathering of Young Women) 79 ii Summary of Knowledge Gaps & Suggestions for Future Research 80 • Approaches to Overcome Methodological Challenges 80 • Topical Areas for Future Research 82 Glossary 84 Appendix: School-Specific Resources 88 References 91 Table of Figures Figure 1: Summary of Key Themes & Findings 4 Figure 2: Living Conditions Contributing to Disease Development and Transmission at 11 Boarding Schools, Meriam Report, 1928 Figure 3: Percent of Eligible American Indian Students Enrolled in Government- 14 Sponsored Schools Figure 4: Tribal and Bureau of Indian Education Operated Elementary, Secondary, and 18 Residential Schools, 2018 Figure 5: American Indian Boarding Schools by State 19 Figure 6: "My Parents Had No Parenting" 40 Figure 7: Intergenerational Transmission of Trauma and Substance Abuse from 47 Survivor to Next Generation Figure 8: Simplified Illustration of Epigenetic Mechanisms 84 iii Letter from John E. Echohawk For nearly 50 years, the Native American Rights Fund has been providing legal advice and representation to Indian tribes, organizations, and individuals on the most important Indian law issues facing them. As the research compiled here has now shown, but as our tribal leaders and healers have known for a long time, the unique federal Indian Industrial (or Boarding) School policy, though instituted long ago, continues to have significant impacts today among our tribal communities and citizens. We repeatedly see some of those impacts in our legal work across many different fields of Indian law. Only in recent years, however, has the direct connection between the policy of decades ago and issues experienced today become so clear. Taking it one step further, the way tribal communities have developed legal and other systems to redress the more harmful impacts, has made it increasingly clear the preservation of tribal existence, one of the Five Priorities established for NARF by its founding Board of Directors, is as important as it has ever been. We hope that by pulling together the research showing the links between the federal policy and modern impacts, as well as promising approaches to mitigate those impacts that are negative, we have provided a resource for use in many contexts, legal and perhaps beyond. We hope this work speaks authoritatively, because of the qualifications and talents employed by so many who helped put it together. Most of all, we hope that it can be used nationwide to meet all of NARF’s Five Priorities: • Preserve Tribal Existence • Protect Tribal Natural Resources • Promote Native American Human Rights • Hold Governments Accountable to Native Americans • Develop Indian Law and Educate the Public about Indian Rights, Laws, and Issues In closing, I want to thank all of our funders for their partnership in defending Indian Country, and specifically the TzÓ-Nah Fund for supporting this project and NARF over the years. It only through our strong partnerships and shared values that this long-needed document has been possible. We only hope that, with continued public support, we will be able to provide even more of the legal tools needed for all those helping Native Americans. Sincerely John E. Echohawk Executive Director, Native American Rights Fund iv Acknowledgments The authors would like to thank the following: the Native An Important Message to the Reader American Rights Fund for its continued commitment to raise awareness and understanding of this critical issue, and NOTE ON SELF CARE: Many of the topics discussed
Load more

Recommended publications
  • Indians (2)” of the John G
    The original documents are located in Box 4, folder “Indians (2)” of the John G. Carlson Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 4 of the John G. Carlson Files at the Gerald R. Ford Presidential Library THE WHITE HOUSE WASHINGTON January 8, 1974 Dear Chief Fools Crow and Matthew Kirig: On behalf of the President, I want to thank you for your letter of November 19 to him, and for the specific questions you enclosed in the Bill of Particulars which Vine DeLoria delivered to Brad Patterson. We promised to have a detailed response to the specific questions, and the enclosure to this letter, prepared principally by the Department of Justice, constitutes that response. As you asked, the response avoids rhetoric and" soothing words" in its answers and confines itself to facts of history and law, with citations of statutes and Court decisions. By way of preface, however, I would like to add a personal word.
    [Show 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.
    [Show full text]
  • One Hamburger at a Time
    “One Hamburger at a Time”: Revisiting the State-Society Divide with the Seminole Tribe of Florida and Hard Rock international: with CA comments by Thabo Mokgatlha and Kgosi Leruo Molotlegi Author(s): Jessica R. Cattelino Source: Current Anthropology, Vol. 52, No. S3, Corporate Lives: New Perspectives on the Social Life of the Corporate Form: Edited by Damani J. Partridge, Marina Welker, and Rebecca Hardin (Supplement to April 2011), pp. S137-S149 Published by: The University of Chicago Press on behalf of Wenner-Gren Foundation for Anthropological Research Stable URL: http://www.jstor.org/stable/10.1086/656556 . Accessed: 22/04/2011 15:01 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.
    [Show full text]
  • Developing a Voice the Evolution of Self-Determination in an Urban Indian Community David R
    Developing a Voice The Evolution of Self-Determination in an Urban Indian Community David R. M. Beck ore American Indians live in urban areas than anywhere Melse in the United States, a fact that the larger American population has been slow to comprehend. Over the past half century this demograph- ic shift from reservation to city has been a factor of steadily increasing significance in shaping the modern Indian experience in America. The implications have been broad-ranging at the community level on reser- vations and in urban centers, and on the individual level for tribal members in both reservation and nonreservation communities. The American Indian population, despite a significant growth spurt,1 has remained below 1 percent of the total U.S. population. Not- withstanding these small numbers, tribes that are federally or state- recognized have been able to advocate with some success for their own needs. They do this based on the semisovereign status accorded to them under the law. Tribes’ ability to do this improved markedly in the era of self-determination, which encompasses the last quarter to third of the twentieth century, although gaps still exist among tribes and in terms of definitions of sovereign rights. WICAZO SA REVIEW 117 “Self-determination” is in the narrow sense a term with legal im- plications in which the federal government recognizes the authority of tribes to govern themselves under the political and judicial definitions of limited sovereignty. In a larger sense, self-determination means the 2002 FALL ability of a people to determine the direction of their own society and community in political, economic, social, and spiritual arenas.
    [Show full text]
  • Prevention & Recovery
    Living Proud & Culturally Strong IN THIS ISSUE - TABLE OF CONTENTS FALL2012 BACK TO 1 - Young Leaders Shaping Communities SCHOOL 3 - The Tribal Law & Order Act 4 - The Bureau of Indian Education Prevention - Youth Council 5 - Family & Child Education 6 - U.S. Cabinet Member Visits Reservation &A Multi-Agency Recovery Alcohol and Substance Abuse 7 - Events/Resources & Services Prevention Collaboration 8 - Sam Uley, Strengthening Our Nation - Announcements “To the Creator: Give us the strength, the courage, the compassion, and the confidence to do the 9 right thing.” --Pete Conway, Billings IHS Director [At the Billings Child Protection Conference 4/20/10] - Violence Against Women Act AND 12 Helpful Links A Quarterly Newsletter Volume 2, Number 1 Fall 2012 Enrich Young Leaders Shaping Their Communities Penobscot to Qagan Tayagungin—to en- gage in a weeklong program under a theme inspired by Native youth from previous summits, 2010 and 2011, Young Leaders Shaping Their Communities. The 2012 National Intertribal Youth Summit, hosted by the Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, was planned by a team of Federal partners, including more than 25 offices from within 11 Federal agencies, including the Executive Office of the President, the U.S. Departments of Agriculture, Education, Health and Human Services, Housing and Urban Development, Interior, Justice, U.S. Census Bureau, the Office of National Drug Control Policy, the Environment and Natural Resources Division, the U.S. Small Business Administration’s Office of Indian Affairs, and the Corporation for National and Community Service. Two Group photo in front of the 4-H Youth Conference Center non-Federal partners, the Casey Family Programs and the Center for Native Photo courtesy of Sarah Pearson American Youth at the Aspen Institute also participated in Summit planning.
    [Show full text]
  • Win Awenen Nisitotung Free Healthy Moms Moving ? Participate in Surveys Aanii, My Name Is Barb Sault Tribe, Which Means Your Smutek
    Win eaders please note: In the 10th paragraph of Denise Chase’s unit report on page 23, there has been a change to the text that differs from Awenen theR print edition of this month’s newspaper, with a line drawn through the text, “six (6) months prior to.” Nisitotung Ode’imin Giizis• Strawberry Moon Official newspaper of the Sault Ste. Marie Tribe of Chippewa Indians June 10 • Vol. 32 No. 6 Sault Tribe selects John Wernet as general counsel BY MICHELLE BOUSCHOR officially starts the job on June for the state of Michigan John Wernet, former deputy 13. “The Sault Tribe is the and served as counsel to the legal counsel to Gov. Jennifer state’s largest sovereign Native Michigan Commission on M. Granholm and a recognized community and is vitally Indian Affairs from 1980 expert in Native American important as a job provider. I through 1988, as First Assistant law, will be the new general am proud to be a member of in the Indian Law Unit from counsel to the Sault Ste. Marie their team.” 1992-1995, and as Assistant in Tribe of Chippewa Indians. Wernet earned his B.A. Charge of the Native American Wernet will become the lead from the University of Affairs Division from 1998 attorney for the Sault Tribe, Michigan’s Residential College through 2003. In 2003, he the largest federally recog- in 1972 and his J.D. from became Deputy Legal Counsel nized Indian tribe east of the Antioch School of Law in to Michigan Gov. Granholm Mississippi with nearly 39,000 Washington, D.C.
    [Show full text]
  • PERFECT RECIPES for HAVING PEOPLE OVER Sharing a Meal the Greater End of Table Fellowship Was Brought Home to Me Forcefully a Few Years Back
    Perfect Recipes PERFECT RECIPES F 0 R HAVING PEOPLE OVER PAM ANDERSON PHOTOGRAPHS BY RITA MAAS HOUGHTON MIFFLIN COMPANY Boston New York CONTENTS Acknowledgments ix Introduction x T H E B I G STUFF A L L T H E Main Courses REST 2 Kitchen Gatherings Appetizers and 54 Outdoor Affairs First Courses 114 70 In the Dining Room First-Course Soups 154 95 Breakfasts for Company Salads 165 Side Dishes 194 Breads 223 Really Simple Desserts 233 Drinks 281 Index 294 INTRODUCTION hen I first started cooking, back in the late 1970s, entertaining was a production. I starched and ironed the tablecloth and napkins, polished each glass, and set the table at least a day before the big event. I slavishly followed menus, trekking from store to store to find the exact ingredients. No recipe was too long, no meal too elaborate. In fact, I thrived on multistep dishes that required days of attention and care: puff pastry, layered pates and vegetable terrines, miniature sweet and savory tarts. I still love to have friends over, but something happened along the way. First one daughter was born, then a second. Part-time work evolved into a full-time job. Casual hobbies became passionate avocations. With all these activities fighting for my time, I had to change the way I cooked. My menus are simple and flexible now, and my parties mostly spur-of-the- moment. I love potlucks and shared suppers, and kids are always welcome. The food's fun, the atmosphere's casual, and family and friends always gravitate to the kitchen.
    [Show full text]
  • 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]
  • Intrinsic Motivation
    Reading and the Native American Learner Research Report Dr. Terry Bergeson State Superintendent of Public Instruction Andrew Griffin, Ed.D. Director Higher Education, Community Outreach, and Staff Development Denny Hurtado, Program Supervisor Indian Education/Title I Program This material available in alternative format upon request. Contact Curriculum and Assessment, 360/753-3449, TTY 360/664-3631. The Office of Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age, or marital status. June 2000 ii This report was prepared by: Joe St. Charles, M.P.A. Magda Costantino, Ph.D. The Evergreen Center for Educational Improvement The Evergreen State College In collaboration with the Office of Superintendent of Public Instruction Office of Indian Education With special thanks to the following reviewers: Diane Brewer Sally Brownfield William Demmert Roy DeBoer R. Joseph Hoptowit Mike Jetty Acknowledgement to Lynne Adair for her assistance with the project. iii Table of Contents INTRODUCTION......................................................................................................................................... 1 EXECUTIVE SUMMARY ..............................................................................................................................3 THE HISTORY OF AMERICAN INDIAN EDUCATION ................................................................... 9 SOURCES OF EDUCATIONAL DIFFICULTIES
    [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]
  • Falun Gong in the United States: an Ethnographic Study Noah Porter University of South Florida
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 7-18-2003 Falun Gong in the United States: An Ethnographic Study Noah Porter University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Porter, Noah, "Falun Gong in the United States: An Ethnographic Study" (2003). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/1451 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. FALUN GONG IN THE UNITED STATES: AN ETHNOGRAPHIC STUDY by NOAH PORTER A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Anthropology College of Arts and Sciences University of South Florida Major Professor: S. Elizabeth Bird, Ph.D. Michael Angrosino, Ph.D. Kevin Yelvington, Ph.D. Date of Approval: July 18, 2003 Keywords: falungong, human rights, media, religion, China © Copyright 2003, Noah Porter TABLE OF CONTENTS LIST OF TABLES...................................................................................................................................iii LIST OF FIGURES................................................................................................................................. iv ABSTRACT...........................................................................................................................................
    [Show full text]
  • Outline of United States Federal Indian Law and Policy
    Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v.
    [Show full text]