Relevant bibliographies by topics / Native American Visual Culture Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Native American Visual Culture Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Native American Visual Culture Education"

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Evans, Charlotte J., and Kelvin L. Seifert. "Fostering the Development of ESL/ASL Bilinguals." TESL Canada Journal 18, no. 1 (October 31, 2000): 01. http://dx.doi.org/10.18806/tesl.v18i1.896.

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This article provides a bilingual perspective about literacy development in deaf students and uses the bilingual perspective to recommend effective teaching strategies for this group of students with special needs. In the case of deaf students, however, the bilingualism is not between two oral languages, but between American Sign Language (ASU and written English. The analogy of Deaf education to bilingual education is imperfect, as the article shows, but nonetheless helpful in suggesting educational strategies. One difference from classic bilingual education is the difference in mode of the two languages, with ASL using a haptic mode (signing) and written English using a visual mode. Another difference is the nontraditional nature of Deaf communities. Although ASL communities certainly have histories and traditions, Deaf individuals rarely learn these from family ties or immersion in a kinship-based culture that "speaks" ASL. Despite these differences in language mode and cultural transmission, teaching deaf students benefits from many strategies usually associated with the teaching of second languages, including fostering motivation, developing self concepts, understanding language development, knowing elements of a student's first language, allowing judicious translation,focusing on comprehension rather than syntax, and incorporating cultural values and native speakers-signers as role models.
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Oxendine, Symphony D., Deborah J. Taub, and Elise J. Cain. "Factors Related to Native American Students' Perceptions of Campus Culture." Journal of College Student Development 61, no. 3 (2020): 267–80. http://dx.doi.org/10.1353/csd.2020.0027.

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Caple, Gerald, and Andrew G. Sykes. "Bridging Native American Culture and Chemistry: Gas Chromatography Experiments That Examine Native Foods." Journal of Chemical Education 76, no. 3 (March 1999): 392. http://dx.doi.org/10.1021/ed076p392.

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Lowe,, John, and Karine Crow,. "Utilization of a Native American Nursing Conceptual Framework to Transform Nursing Education." International Journal of Human Caring 13, no. 3 (April 2009): 56–64. http://dx.doi.org/10.20467/1091-5710.13.3.56.

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The purpose of this qualitative study was to discover how the Nursing in the Native American Culture conceptual framework is utilized in nursing education. The conceptual framework describes how Native American nurses practice the profession of nursing. Using a focus group method, data were collected from 14 focus groups that were formed among 56 nurses and nursing student participants to discuss the experience and meaning of utilizing the Nursing in the Native American Culture conceptual framework in guiding nursing education. The findings revealed multifaceted and expansive aspects of how the conceptual framework is and can be used in relation to nursing education.
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Glenister Roberts, Kathleen. "Speech, Gender, and the Performance of Culture: Native American “Princesses”." Text and Performance Quarterly 22, no. 4 (October 2002): 261–79. http://dx.doi.org/10.1080/10462930208616173.

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Zorn,, CeCelia R., Mary Ellen Stolder,, and Marina J. Majeski,. "Expanding the Circle: Connecting Native American Learners with Distance Education." International Journal of Human Caring 8, no. 1 (February 2004): 56–60. http://dx.doi.org/10.20467/1091-5710.8.1.56.

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There appears to be a lack of bridging between Native American students and their culture, and the dominant Anglo system of higher education. This gap widens when the student participates in distance education (DE) and is separated from the teachers by space and time. This article calls for meeting the challenge of caring in academe by addressing cultural aspects of Native American students and provides suggestions for facilitating their learning through DE. After the Native American-Anglo relationship is briefly examined, characteristics and experiences of the Native American student are highlighted, followed by an examination of DE concerns pertinent to this population. Situated learning and a caring pedagogy are used as a framework to provide strategies that enhance success of the Native American student in DE.
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Cunningham, Keith, Kathyrn Cunningham, and Joanne Curry O'connell. "Impact of differing cultural perceptions on special education service delivery." Rural Special Education Quarterly 8, no. 1 (March 1987): 2–8. http://dx.doi.org/10.1177/875687058700800101.

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This article summarizes research concerning the nature of culture and cultural change; reviews Anglo-American treatment of Native Americans; demonstrates the direct influences of cultural perceptions and historical treatment upon special educators and Native Americans; and suggests a method for studying cultural perceptions in order to better serve the needs of Native American special students, families, and communities.
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Schulhoff, Anastacia M. "More than Native American narratives." Narrative Inquiry 25, no. 1 (December 31, 2015): 166–83. http://dx.doi.org/10.1075/ni.25.1.10sch.

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The goal of this research is to understand how Native American storytellers challenge stereotypes and reclaim ‘authentic identities’ for themselves and their listeners with the stories that they tell. Employing qualitative methodology — thematic analysis, grounded theory, and narrative analysis — I examine one hundred and three stories featured on two affiliated websites that have recorded stories told by Native American elders, historians, storytellers, and song carriers. I find that the storytellers construct subversive narratives that challenge “the Native American” stereotypes, mythologies, and formula stories that circulate through the dominant culture. Temporal shifting, a new concept I develop in this paper, facilitates in the construction of what the storytellers believe to be an “authentic” identity. Temporal shifting, as I define it, is the past/present division in the double-consciousness of a marginalized person — it is a tool used to construct subversive stories. This research expands sociological understanding of Native Americans in general and Native American storytellers, in particular. I also introduce a new concept, temporal shifting, to the fields of critical race theory, cognitive sociology, and symbolic interactionism as an analytical device to use when looking at marginalized peoples’ narrative identities.
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Bank, Rosemarie K. "Staging the "Native": Making History in American Theatre Culture, 1828-1838." Theatre Journal 45, no. 4 (December 1993): 461. http://dx.doi.org/10.2307/3209016.

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Ponchillia, S. V. "The Effect of Cultural Beliefs on the Treatment of Native Peoples with Diabetes and Visual Impairment." Journal of Visual Impairment & Blindness 87, no. 9 (November 1993): 333–35. http://dx.doi.org/10.1177/0145482x9308700906.

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An increase in the incidence of diabetes among Native Americans, Mexican Americans, and Pacific Islanders is leading to a modern epidemic of diabetes and its complications. Traditional cultural beliefs can affect the success of services to native peoples who are experiencing vision loss. This article discusses these cultural beliefs, with illustrations from Native American culture, and the implications for the provision of services.
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Dissertations / Theses on the topic "Native American Visual Culture Education"

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Badoni, Georgina. "Native American art and visual culture education through skateboards." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/305338.

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In this thesis, contemporary Native American images on skateboards that extend Native American art beyond such traditional crafts as beadworks and pottery are explored. The study reveals that Native American skateboard graphics express history, culture, and myths. Native American curriculum, Native American art, and Native American stereotyping in visual culture are critically examined. The purpose of the study is to provide additional Native American art and visual culture examples and methods for the development of Native American art curricula.
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Badoni, Georgina, and Georgina Badoni. "Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625628.

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This dissertation explores the artistic expressions of Native womanhood by Native women artists. The intention is to offer further examples of creative acts of resistance that strengthen Native identities, reinforce female empowerment, and reclaim voice, and art. This qualitative study utilized the narratives and the artwork of six Native women artists from diverse artistic practices and tribe/nation affiliations. Visual arts examples included in this study are digital images, muralism, Ledger art, beadworks, Navajo rugs, and Navajo jewelry. Through Kim Anderson's theoretical Native womanhood identity formation model adopted as framework for this study, the results revealed three emergent themes: cultural connections, motherhood, and nurturing the future. Native women artists lived experiences shaped their visual expressions, influencing their materials, approach, subject matter, intentions, motivation and state of mind. This dissertation discloses Native womanhood framework is supportive of visual expressions created by Native women.
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Joseph, Darel. "The Adversity Pop Culture Has Posed." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1877.

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I am a collage artist working with multiple mediums such as paint, photography, video, audio, and performance. As a New Orleans’ native, I have a unique history that is unflattering, for my history echoes that of America’s historical misdeeds. I make sociopolitical art because I am of a historically oppressed people. I make art that celebrates my diverse culture that is a collage of Native American, African, and New Orleans’ French Creole.
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Mishina, Christy Lokelani. "Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.

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American colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.

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Littlebear, Janice DeVore. "Teaching Through Culture in the K-12 Classroom." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784147.

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This study explores how quality experienced teachers use culture to successfully deliver K-12 classroom instruction. Additionally, it develops and tests the effectiveness of a resource designed to instruct early career teachers on the use of culture to deliver classroom instruction.

Research was conducted in two phases over a four-year time frame (2014-2017). The study followed a mixed methods exploratory sequential design, using a participatory action research approach. Phase 1 gathered qualitative data from 20 experienced teachers located in two states, which were analyzed using constructed grounded theory. The results of this analysis, accompanied by a literature review, resulted in the development of a Chapter about Culture (CAC), an instructional resource on teaching through culture for early career teachers.

Phase 2 gathered quantitative data using a Checklist of Classroom Inventory (CCI) from eight Alaska early career teachers and one Montana experienced teacher, and were analyzed by averaging the pre/post CAC scores and comparing the differences. In addition, one open-ended question after use of CAC provided additional qualitative data about the resourcefulness of CAC, as well as the process for implementing the lessons.

Phase 1 results revealed five common themes when teaching through culture: Relationships, Communication, Connections, Respect, and Multicultural Resources. These themes contributed to the construction of a value-added theory of practice for teaching through culture, and served as the basis of the CAC. Phase 2 results demonstrated growth by early career teachers after using the newly created CAC in all five themes of teaching through culture.

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Badoni, Georgina. "Visual Expressions of Native Womanhood| Acknowledging the Past, Present, and Future." Thesis, The University of Arizona, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619605.

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This dissertation explores the artistic expressions of Native womanhood by Native women artists. The intention is to offer further examples of creative acts of resistance that strengthen Native identities, reinforce female empowerment, and reclaim voice, and art. This qualitative study utilized the narratives and the artwork of six Native women artists from diverse artistic practices and tribe/nation affiliations. Visual arts examples included in this study are digital images, muralism, Ledger art, beadworks, Navajo rugs, and Navajo jewelry. Through Kim Anderson’s theoretical Native womanhood identity formation model adopted as framework for this study, the results revealed three emergent themes: cultural connections, motherhood, and nurturing the future. Native women artists lived experiences shaped their visual expressions, influencing their materials, approach, subject matter, intentions, motivation and state of mind. This dissertation discloses Native womanhood framework is supportive of visual expressions created by Native women.

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Teemant, Marie Elizabeth, and Marie Elizabeth Teemant. "The North American Indian Reframed: The Photography of Edward S. Curtis in Context with American Art and Visual Culture." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621850.

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The purpose of this thesis is to examine the photographer Edward Sheriff Curtis and his primary photographic body of work, The North American Indian, within the context of the art and visual culture that informed and influenced Curtis in his image making process. Within the history of photography, an understanding of who Curtis was is complex. Depictions of Curtis have included various roles including photographer, businessman, philanthropist, artist, ethnologist, capitalist, and profiteer. Until the last twenty years, much of the scholarship surrounding Curtis was focused on his biography, without consideration to the similarities Curtis's work had to contemporary photographers or to American art depicting Native Americans prior to him. My research will examine this prior scholarship and focus on two different frameworks The North American Indian fits into in terms of how the Native subjects are depicted. The first framework is within the influential artwork of American painters and the Native American as incorporated into American art. I will compare Curtis's depiction of Native Americans to those by Benjamin West, Thomas Cole, and George Catlin. All three of these painters included Native Americans in their work at varying levels and for various purposes. While Curtis was working in a different medium, the ways in which he framed and posed his subjects exhibits his awareness in continuing the expected Native American image. The second framework considers The American Indian and its parallels to missionary albums (used to promote missionary work among non-Christian people) as well as a Carlisle School yearbook (used to promote the school's mission in educating and acclimating its students from tribes across the country). In addition to the three types of objects being created in the first two decades of the twentieth century, they also share a relationship through the use of photographs and words to convey a meaning the images alone could not accomplish. Native Americans have been used to symbolize the American continent since the first Europeans laid claim to the land. Curtis is only one of many artists who turned their attention to native subjects and attempted to create an understanding of who they were. A more nuanced understanding of Curtis and his work surfaces through acknowledging the ways in which The North American Indian functions similarly to other works depicting Native Americans.
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Shah, Minoo Gunwant 1964. "Verbal and visual learning in a sample of Native American children: A study of the effects of practice on memory." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288875.

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The purpose of this study was to investigate the effect of learning and rehearsal on verbal and visual memory in 15 Native American students ranging in age from 9 to 16 years. Subjects were administered the Verbal Learning (VL) and Visual Learning (VIL) subtests of the WRAML. These subtests assess the ability to retain verbal (list of words) and visual (location of designs) information presented over 4 trials. A 5th trial assesses retention after a short delay. The study additionally aimed to relate scores on these tasks with overall scores on the WRAML, the WISC-III and the DAS. A description of mean standard/scaled scores for each of these measures is provided. Concurrent with previous research, mean Verbal IQ on the WISC-III was significantly below the normative mean while the Performance IQ was in the average range. Mean Verbal and Visual Memory Indexes on the WRAML reflected this pattern. Performance on all three subtests of the DAS (Arithmetic, Spelling, Word Reading) were significantly below average. Results of one-way repeated measures ANOVAs based on z scores indicate no significant difference from the norm in overall performance on both learning subtests. However, z scores on the VL subtest showed a significant difference across trials. While performance on the VL subtest was slightly below the normative average on trial 1, this difference appears to have been erased by trial 2. Performance on delayed recall trials for both subtests were comparable to the norm group. Correlation coefficients show a significant relation between the learning subtests and the Visual, Learning and General-Memory Index scores on the WRAML. They also show a significant relation between the VL subtest and the Verbal and Full Scale IQs on the WISC-III. Neither of the learning subtests shows a significant correlation with subtests on the DAS. Results argue against a verbal learning "weakness" in Native American children. Findings also suggest that instead of focusing on teaching to the Native Americans' "visual strength," the use of a multi-trial approach when presenting Native American children with verbal material in English would enhance learning and retention.
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Mayer, Eve. "Troublesome Children: Mormon Families, Race, and United States Westward Expansion, 1848-1893." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10711.

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Debates over Mormons in the nineteenth century United States were rarely solely about Mormonism. This dissertation examines the ways in which Utah-oriented discourses of outsider groups influenced political debates at the local, regional, and national levels between 1848 and 1893. As recent studies by Sarah Barringer Gordon and Terryl Givens have shown, the conflicts around which these discourses developed pertained to Mormons and polygamy specifically, but also to broader questions of religious freedom, racial diversity, and the extent to which a community might operate autonomously within the United States. The dissertation expands on decades-old analyses of visual and literary representations of Mormons, considering intertextual dynamics and drawing on a broad source base including non-traditional artifacts such as government reports, objects, maps, and personal writing. My analysis of the changing attitudes towards and representations of Mormon settlement is informed by the growing historiographies of anti-polygamy, anti-Mormonism, and the relationship between gender, family and empire. Examining anti-polygamy discourse through the lens of settler colonialism offers a fresh perspective on the motives, anxieties, and priorities of United States policymakers seeking control of the resources and people of the Great Basin. I will argue that this analytical viewpoint, which has been used primarily in indigenous and subaltern studies, can also be meaningfully applied to a religious sect that was part of the racial majority. Exploring objections to Mormon settlement over time reveals the extent to which Mormon self-fashioning was seen as potentially destabilizing to Anglo-American categories of race and gender—and the profound implications of those categories in political and economic terms. Overall, my analysis reinforces the significance of monogamy as a means of maintaining political control and enforcing racial order. The resolution of the “Mormon Question” in favor of the prevailing kinship model contributed to gendered imperial practices of the United States in the subsequent period of overseas expansion. As a site of confrontation between United States expansionism and distinct social and cultural configurations, the Great Basin was a principal laboratory for the development and testing of issues of United States colonial policy prior to the Spanish-American War.
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Means, Michael M. "Adaptive Acts: Queer Voices and Radical Adaptation in Multi-Ethnic American Literary and Visual Culture." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5773.

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Adaptation Studies suffers from a deficiency in the study of black, brown, yellow, and red adaptive texts, adaptive actors, and their practices. Adaptive Acts intervenes in this Eurocentric discourse as a study of adaptation with a (queer) POC perspective. My dissertation reveals that artists of color (re)create texts via dynamic modes of adaptation such as hyper-literary allusion, the use of meta-narratives as framing devices, and on-site collaborative re-writes that speak to/from specific cultural discourses that Eurocentric models alone cannot account for. I examine multi-ethnic American adaptations to delineate the role of adaptation in the continuance of stories that contest dominant culture from marginalized perspectives. And I offer deep adaptive readings of multi-ethnic adaptations in order to answer questions such as: what happens when adaptations are created to remember, to heal, and to disrupt? How does adaptation, as a centuries-old mode of cultural production, bring to the center the voices of the doubly marginalized, particularly queers of color? The texts I examine as “adaptive acts” are radical, queer, push the boundaries of adaptation, and have not, up to this point, been given the adaptive attention I believe they merit. David Henry Hwang’s 1988 Tony award-winning play, M. Butterfly, is an adaptive critique of the textual history of Butterfly and questions the assumptions of the Orientalism that underpins the story, which causes his play to intersect with Pierre Loti’s 1887 novella, Madame Chrysanthéme, at a point of imperial queerness. Rodney Evans, whose 2004 film, Brother to Brother, is the first full-length film to tell the story of the black queer roots at the genesis of the Harlem Renaissance, uses adaptation as a story(re)telling mode that focalizes the “gay rebel of the Harlem Renaissance,” Richard Bruce Nugent (1906-1987), to Signify on issues of canonization, gate-keeping, mythologizing, and intracultural marginalization. My discussion of Sherman Alexie’s debut film, The Business of Fancydancing, is informed by my own work as an adaptive actor and showcases the power of adaptation in the activation of Native continuance as an inclusive adaptive practice that offers an opportunity for women and queers of color to amend the Spokane/Coeur d'Alene writer-director’s creative authority. Adaptive acts are not only documents, but they document movements, decisions, and sociocultural action. Adaptation Studies must take seriously the power and possibilities of “adaptive acts” and “adaptive actors” from the margins if the field is to expand—adapt—in response to this diversity of adaptive potential.
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Books on the topic "Native American Visual Culture Education"

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Ministers Responsible for the Status of Women (Canada). North American Indian, Metis, and Inuit women speak about culture, education and work. Ottawa: Ministers Responsible for the Status of Women Canada, 2001.

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Voices of Native American educators: Integrating history, culture, and language to improve learning outcomes for Native American students. Lanham, Md: Lexington Boosk, 2012.

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Fedullo, Mick. Light of the feather: A teacher's journey into Native American classrooms and culture. New York: Anchor Books, 1993.

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Fedullo, Mick. Light of the feather: A teacher's journey into Native American classrooms and culture. New York: Anchor Books, 1993.

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Affairs, United States Congress Senate Select Committee on Indian. Promoting the development of Native American art and culture: Report (to accompany S. 1622). [Washington, D.C.?: U.S. G.P.O., 1986.

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Native American pedagogy and cognitive-based mathematics instruction. New York: Garland, 1998.

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U.S. Embassy Teacher Academy (1st 2003 Tutzing, Germany.). Visual culture in the American studies classroom: Proceedings of the U.S. Embassy Teacher Academy 2003. [Germany]: U.S. Embassy Teacher Academy, 2005.

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), United States Congress Senate Committee on Indian Affairs (1993. Equity in Educational Land Grant Status Act of 1993: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Third Congress, first session, on S. 1345, to provide land-grant status for tribally controlled community colleges, tribally controlled postsecondary vocational institutions, the Institute of American Indian and Alaska Native Culture and Arts Development, Southwest [sic] Indian Polytechnic Institute, and Haskell Indian Junior College, November 18, 1993, Washington, DC. Washington: U.S. G.P.O., 1994.

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Gregory, Sheila T. Voices of Native American Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Students. Rowman & Littlefield Publishers, Incorporated, 2013.

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Gregory, Sheila T. Voices of Native American Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Students. Rowman & Littlefield Publishers, Incorporated, 2013.

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Book chapters on the topic "Native American Visual Culture Education"

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McCarty, Teresa L., and Tiffany S. Lee. "The Role of Schools in Native American Language and Culture Revitalization: A Vision of Linguistic and Educational Sovereignty." In Indigenous Education, 341–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_17.

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Collins, Jim. "“If You Can Read, You Can Write, or Can You, Really?”." In New Directions in Book History, 367–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_16.

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AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).
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Harrington, Charles, and Gavin S. Clarkson. "Native American Approaches to Social Entrepreneurship." In Mission-Driven Approaches in Modern Business Education, 46–61. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch003.

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Few groups face more significant, complex, and difficult economic and social problems than those confronted by American Indians. Economic impoverishment, unemployment, exploitation of natural resources, a failing educational system, insufficient housing, inadequate healthcare, and loss of cultural identity all threaten the wellbeing of native communities. Social entrepreneurship has proven an effective avenue for the pursuit of tribal economic development, sustained economic independence, and sovereignty of Native American people. Native American social entrepreneurs have specific and unique characteristics which impact business decision making, strategy, and enterprise growth. American Indian entrepreneurs can leverage knowledge of their distinct history, institutions, indigenous culture, and local economic resources in order to add value to their social entrepreneurial ventures.
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Ferebee, Susan Shepherd, and Andrew C. Lawlor. "Native American Cultural Identity Exploration in Their Postsecondary Education." In Socioeconomics, Diversity, and the Politics of Online Education, 142–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3583-7.ch009.

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Thirteen percent of American Indians/Alaskan Natives have achieved a bachelors' degree or higher compared to 28% of the overall United States population. Improving Native American educational attainment is critical as a pathway to economic prosperity and social equality. The problem is that educational leaders do not know what American Indians/Alaskan Natives consider a successful educational experience as aligned with their cultural identity. The purpose of this qualitative narrative inquiry was to examine the post-secondary experiences of American Indians/Alaskan Natives through their online stories via social media. Results showed the American Indians/Alaskan Natives' culture dominated their educational experience, and they were unlikely to widen their social identity. Moving from a mono-cultural view to one that includes a Eurocentric college culture could be contributory and fruitful. Online education might allow these Native American students to remain in their culture and still experience the Eurocentric college culture.
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Peralez, Elizabeth. "A Qualitative Study of Native American Higher Education and Student Resiliency." In Indigenous Research of Land, Self, and Spirit, 38–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3729-9.ch003.

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This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.
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Rusert, Britt. "Comparative Anatomies." In Fugitive Science. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479885688.003.0003.

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This chapter examines how Black and Afro-Native ethnologies published in the 1830s and early 1840s resisted the racist visual cultures of comparative anatomy, including craniology and ethnology. The ethnologies of Robert Benjamin Lewis, Hosea Easton, and James W. C. Pennington challenged the tethering of the black body to visual representations of pathology in both science and popular culture through the production of a counter-archive of visual culture, as well as through ekphrastic re-visions of the Black, Native American, and Afro-Native body.
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Minow, Martha. "Reverberations for American Indians, Native Hawai’ians, and Group Rights." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0008.

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Usually left out of discussions of school desegregation, the historic treatments of American Indians and Native Hawai’ians in the development of schooling in the United States was a corollary of conquest and colonialism. As late as the 1950s, forced assimilation and eradication of indigenous cultures pervaded what was considered the “education” of students in these groups. The social, political, and legal civil rights initiatives surrounding Brown helped to inspire a rights consciousness among Indian and Native Hawai’ian reformers and activists, who embraced the ideal of equal opportunity while reclaiming cultural traditions. Between the 1960s and 2007, complex fights over ethnic classification, separation, integration, and self-determination emerged for both American Indians and Native Hawai’ians. Their struggles, crucial in themselves, also bring to the fore a challenging underlying problem: are distinct individuals or groups the proper unit of analysis and protection in the pursuit of equality? The centrality of the individual to law and culture in the United States tends to mute this question. Yet in this country as well as elsewhere, equal treatment or equal opportunity has two faces: promoting individual development and liberty, regardless of race, culture, religion, gender, or other group-based characteristic, and protection for groups that afford their members meaning and identity. Nowhere is the tension between these two alternatives more apparent than in schooling, which involves socialization of each new generation in the values and expectations of their elders. Will that socialization direct each individual to a common world focused on the academic and social mobility of distinct individuals or will it inculcate traditions and values associated with particular groups? Even in the United States, devoted to inclusive individualism, the Supreme Court rejected a statute requiring students to attend schools run by the government and created exemptions from compulsory school fines when they burdened a group’s practices and hopes for their children. In Pierce v. Society of Sisters, the Court respected the rights of parents to select private schooling in order to inculcate a religious identity or other “additional obligations.”
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Barbour, Chad A. "Introduction." In From Daniel Boone to Captain America. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496806840.003.0001.

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The introduction discusses the connection between Native activism and popular culture as an entry into considering the recurring trope of playing Indian in American culture, especially focusing on comics. Comics provide a representative body of work for American popular culture, demonstrating how playing Indian circulates and is transmitted throughout American culture. A theoretical consideration of visual rhetoric, including Charles Peirce's semiotics, helps establish the unique nature of playing Indian in comics because of the visual nature of the medium. A consideration of whiteness and control of racial identity illustrates the contradictory dynamic of playing Indian.
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Matsunobu, Koji. "Intercultural Understanding of Music for Kyosei Living." In Advances in Early Childhood and K-12 Education, 49–64. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch004.

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Music has the power to connect people of distance and differences. Music education can facilitate this process. However, it can also develop cultural misunderstanding and prohibit the acceptance of others. This chapter introduces a negative case of multicultural music education in an American primary school to make sense of an intercultural misunderstanding in music that fails to achieve kyosei living in multicultural society. A detailed case study sheds light on the ways in which a music teacher facilitated students' cultural misunderstanding by teaching multicultural music from a European viewpoint, ignoring culture-specific contexts of practicing and appreciating music. Two examples of multicultural music taught in the class were Japanese and Native American music. Each will be examined from a culture-bearer's and ethnomusicologist's perspectives. Instead of criticizing the teacher's approach, the author analyzes why and how it happened within the context of the teacher.
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Johnson, Ronn, Ji Youn Cindy Kim, and Jojo Yanki Lee. "Asians and the Myth of the Model Minority in Higher Education." In Advances in Educational Marketing, Administration, and Leadership, 447–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch018.

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When compared with African Americans, Latinos, and Native Americans, Asian are often attributed more positive attributions from the dominant culture. The developed stereotype, Myth of the Model Minority (MMM), suggests Asian Americans achieve a higher degree of success than the general population. Under the internalized assumption of being psychologically trouble free, the MMM stereotype contributes to Asians being less inclined to proactively engage in help seeking behavior despite the presence of severe mental health concerns. Psychocultural examples relating to Asian Americans (e.g., Virginia Tech Shooter case) are reviewed to form a clinical and forensic psychological framework that offers a challenge as to why the MMM is problematic in higher education. The myths related to MMM and the experiences—positive or negative—of MMM are analyzed to encourage subsequent empirically-based applications for addressing MMM as well as serving as a caveat against using monocausal explanations or other thumbnail assessments of Asian American behavior in higher education.
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Conference papers on the topic "Native American Visual Culture Education"

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Janica, Ernesto Vega. "The wisdom of our native american tribes: Advanced math, science and culture for the future." In 2018 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2018. http://dx.doi.org/10.1109/isecon.2018.8340507.

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Janica, Ernesto Vega, Hugues Vega Murgas, and Simon Esmeral Ariza. "The Wisdom of our Native American Tribes: The Iku/Arhuaco People. Their Science, Culture and Math as a tribute to an exiting Civilization." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882029.

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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.
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