Indigenous Environments: Weaving Together Native .
Native American Students in Advanced AcademiaPresent:thThe 6 Annual Symposium of Native Scholarship at theUniversity of WashingtonIndigenous Environments:Weaving TogetherNative Perspectives inResearchProgram & Abstract BookletApril 6-7, 2007
Welcome to the 6th Annual Symposium of Native Scholarship at the University ofWashington. This program is hosted by the Native American Students in AdvancedAcademia (NASAA).Who are we?NASAA is a graduate and professional student group at the University of Washingtoncreated to bring together Indigenous North American Graduate and Professional students.What is our mission?The purpose of NASAA is to provide Indigenous North American Graduate andProfessional students at the University of Washington, a supportive environment forintellectual exchange and professional development.What do we do?We focus on increasing awareness of work by Native scholars at a yearly symposium andby hosting formal and informal meetings with our respective cultures. We hope to formprofessional relationships, bonds of friendship and solidarity within this format. NASAAlooks forward to sustaining a forum that highlights the broad ranging talents and interestsof the indigenous community here at the University of Washington.Contact us:Native American Students in Advanced AcademiaNASAA@u.washington.eduAugustine McCaffery, Advisor(206) 221-3628amccaf@u.washington.edu2
Agenda for Friday April 6, 2007 Kane Hall, Walker Ames Room9:00—9:15 amOpening: Karen Capuder9:15—9:25 amBlessing: Debbie Guerrero9:25—9:45 amWelcome: Juan Guerra-Associate Dean, GO-MAP9:45—10:45 amKeynote Speaker: Dr. Robert Warrior“Justice, Solidarity, and Dissent in the Native World”Student Presentations—Education: Victor Begay Delores Calderon Brigetta Miller10:45—11:30am11:30—11:45 amStudent Presentations—Film: Stephanie Suttle12:00—1:15 pmLunch1:15—2:15 pmScience Panel: Clarita Lefthand-Begay Dr. Milford B. Muskett Corey Welch2:15—3:15 pmStudent Presentations—Science: Clarita Lefthand-Begay Mark Palmer Corey Welch3:15— 3:30 pmBreak3:30—4:00 pmPoster Presentations:Dana Arviso, Leslie Ann Caromile, Raphael Marceaux Guillory,Brigetta Miller, Jeannie Morgan4:15 pmClosing Remarks6:00 –9:00 pmFireside ChatEthnic Cultural Center with Dr. Robert Warrior & Dr. TaiaiakeAlfred3
Agenda for Saturday April 7, 2007 Kane Hall, Walker Ames Room9:00—9:15 amBlessing: Julian Argel9:15—9:25 amWelcome: Sheila Edwards Lange - Interim Vice President forMinority Affairs and Vice Provost for Diversity9:25 –9:30Introduction: Karen Capuderam9:30—10:30 amKeynote Speaker: Dr. Taiaiake Alfred“Indigenous Resurgences Against ContemporaryColonialism in Canada and Beyond”10:30—11:30 amStudent Presentations—Social Science: Ethan Baptiste Ramona Beltran Roy Old Person Jeanne Northrop12:00—1:15 pmLunch1:15—2:15 pmSocial Science Panel:Native Film and the “D” Word Dana Arviso Dr. Charlotte Cote’ Dr. Sara Sutter-Cohen Jonathan Tomhave2:15—2:30 pmStudent Presentation—Film: Angelo Baca2:30—3:30 pmFaculty Presentations3:45 pmClosing Remarks4
Symposium Keynote SpeakersRobert Warrior is the author of The People and the Word: Reading Native Nonfiction,Like a Hurricane: The Indian Movement from Alcatraz to Wounded Knee (with PaulChaat Smith) and Tribal Secrets: Recovering American Indian Intellectual Traditions. Heholds degrees from Union Theological Seminary (Ph. D., Systematic Theology), YaleUniversity (M.A., Religion), and Pepperdine University (B.A. in SpeechCommunication). His academic and journalistic writing has appeared in a wide variety ofpublications, including American Quarterly, Genre, World Literature Today, News fromIndian Country, Lakota Times, Village Voice, UTNE Reader, Guardian, and High Times.He has received awards from the Gustav Myers Foundation, the Native AmericanJournalists Association, the Church Press Association, and others. Professor Warrior haslectured widely in a wide variety of places, including Guatemala, Mexico, France,Malyaysia, Yale University, Harvard University, the University of Wisconsin-Madison,University of Chicago, the University of California-Berkeley, and University of Miami.Taiaiake Alfred is a Kahanawake Mohawk educator and writer born in August of 1964.He has long been involved in the public life of his own and other Indigenous nations. Heholds a Ph. D. in political science from Cornell University and is the founding director ofthe University of Victoria's Indigenous Governence Programs. His awards include theNative American Journalists Association award for column writing and a NationalAboriginal Achievement Award in the field of education. Taiaiake's publications includethree books, Heeding the Voices of Our Ancestors and Peace, Power, Righteousness fromOxford University Press, and, Wasase: Indigenous Pathways of Action and Freedom,from Broadview Press.5
Friday April 6, 2007Directions to Ethnic Cultural Center:Office of Minority Affairs Ethnic Cultural Center3931 Brooklyn Ave NE Box 355650Seattle, WA 98105Phone: 206.543.4635 Fax: 206.616.1041From the SouthOnce on I-5, take exit number 169Take slight right, and get on NE 45th St.Turn RIGHT onto Brooklyn Ave. NEGo down to 40thFrom the NorthTake exit 169Head to 45th St, and take a left to be on 45th St.Turn RIGHT onto Brooklyn Ave. NEGo down to 40th6
Abstracts7
Dana Arviso (Diné)darviso@u.washington.eduUniversity of Washington College of EducationLessons in Re-claiming, Re-imagining, & Re-writing Native American RepresentationsThrough Digital StorytellingFor this poster presentation, I plan to present a curriculum unit that I designed for myculminating master’s project with the hopes of implementing this curriculum in the nearfuture. Through a series of digital storytelling lessons, my central goal is to empowerNative American families to tell their own personal narratives related to the “two worlds”of home and school cultures by teaching both adults and children about the process,skills, and tools needed to tell family stories in traditional oral and print formats as wellas contemporary digital formats. In order to accomplish this ambitious goal, participantfamilies and teachers will work together to create a “third space” between the worlds ofhome and school where hybrid learning activities, identities, language, and literacypractices can emerge and flourish.Families will use digital cameras, photo scanners, computers, a variety of software forword processing, photo editing, music and sound editing, and multimedia presentation; aswell as traditional forms of reading and writing to craft their personal narratives. Theproject will produce both a printed children’s book (for home and school use) and a threeto five minute digital story (to be shared with others via presentations and posting to theweb). The culminating presentation will take place at a community storytelling eventwhere the digital stories would be shared with the extended community.In combining the oral, written, and digital storytelling formats, Native American familieswill be able to gain exposure and access to new multiple and powerful forms of literacy,while having opportunities to draw from their existing forms of language, literacy, andcultural resources. Yet, before we can encourage Native people to become authors oftheir own “personal narrative”, we must establish that indigenous peoples have alwaystold their own stories - mainstream society just has not acknowledged these storiesbecause of the way that we exclusively privilege written forms of literacy.8
Raphael Marceaux Guillory, Ph.D. (Nez Perce),rguillory@mail.ewu.eduAssistant Professor, Eastern Washington University, Visiting Professor on ProjectMAISA, New Mexico State UniversityThe Model for American Indian School Administrators: A Replica for Success in HigherEducationThe Model for American Indian School Administrators (MAISA) was a federally-fundedproject through U.S. Office of Indian Education conducted at the New Mexico StateUniversity (NMSU) in Las Cruces, New Mexico beginning in September 2004 andending in December 2006. Project MAISA was a distance-education program designedto provide a collaborative, comprehensive Master’s degree in Educational Administrationleading to licensure for aspiring American Indian administrators in the state of NewMexico. In the end, through project MAISA, NMSU successfully graduated 12American Indian teachers with Master’s Degree in Educational Administration to becomeK-12 school administrators. The project represents a new model for preparingeducational leaders to address the needs of American Indian students by focusing onissues of Indigenous culture, linguistic diversity, and leadership development. ProjectMAISA addressed not only the need to increase American Indian school administrators inthe public school system, but offers training that focuses on Indigenous issues anddeveloping strategies to meet the problems unique to American Indian communities. Inessence, project MAISA was successful because an environment was created that allowedAmerican Indian students to pursue an advanced degree, work full-time, remain in theirNative communities without comprising the academic standards involved in earning aMaster’s degree in Educational Administration. This session should particularly benefitthose who are influential in the success of American Indian college students such asadministrators and faculty searching for a proven model to assist American Indianstudents earn a college degree.9
Dolores Calderon, J.D. (Ysleta Pueblo del Sur)doloresc@ucla.eduUCLA Graduate School of EducationEducation, Ph.D. CandidateIndigenous Disruptions of “Colonial-Blind”1 Discourses in Multicultural EducationNative peoples in the United States have a long relationship with colonial educationalpractices, and the assimilationist goals of these practices continue to be reproduced today,even, many times, by progressive educational practices. For Native peoples, thecontinued project of colonial education has negative ramifications for the maintenance ofNative culture and sovereignty. I utilize a transdisciplinary framework in this dissertation,which centers Linda Smith’s (2002) Decolonizing Methodologies (DM) that include themethods of indigenizing, intervening, reading, reframing, negotiating and sharing (Smith,2002) along with Strauss and Corbin’s (1990) Grounded Theory (GT). I focus on a smallnumber of representative key works in multicultural education, in order to frame thisargument. I deconstruct how multicultural education practices many times reproduce andimpose colonizing discourses. In order to demonstrate this, I first show how multiculturalframeworks are limited because of their epistemological and ontological origins incolonization. I focus on: the types of broad concepts that multicultural frameworkspromote that reproduce colonial education practices; second, by distilling the broadconcepts, demonstrate how multicultural frameworks promote a type of colonial ontologythat is antithetical to Native world views; and third, provide a legal genealogy of thecolonial ontology reproduced by multicultural frameworks. By accomplishing this, I hopeto demonstrate how much of multicultural education either explicitly transmits, orimplicitly smuggles, orientations, practices, and values of colonial education practices ofhistorical Indian education in the U.S., and is therefore “colonial-blind”.1I have coined the term “colonial-blind” in order to refer to practices that normalize and make invisiblewestern knowledge organization and assumptions, promote western notions of being (metaphysics) andpromote westernization of knowledge and its institutionalization. “Colonial-blind” is a play on the termcolor-blind. “Colonial-blind” processes, practices, and institutions have negative consequences for nonwestern traditions and communities attempting to engage in anti-colonial and de-colonizing practices.10
Jeanne Northropdianaredwing@juno.comWestern Washington UniversityEnglish-Creative Writing, MA candidateI DON’T KNOW IF WE CAN TRUST COYOTE TO HANDLE THIS ALL BYHIMSELFThe title of my oral presentation references the novel Green Grass, Running Water byCherokee writer Thomas King in which Coyote is a character. I focus on the ways inwhich King and other contemporary Native American Indian/First Nations writers suchas Winona LaDuke, LeAnne Howe, Vine Deloria, and others address environmentalproblems and possible alternative solutions, relying more on traditional worldviews andadaptation to diverse, often drastic circumstances, than on scientific advancements ordivine intervention. I explore some of the ways in which nature, wo/man and Trickster,individually or in concert achieve what might be considered radical ecological results,although my premise is that we cannot sit by idly waiting for nature or Trickster to cleanup the messes we have made. I propose that Native American Indian/First Nationswriters of particularly fiction, but also narrative non-fiction are uniquely situated toeducate a wider variety of readers than scientific or even nature writers might. Becauseof the ways in which the stories are told and analogies made, not only are the texts moreinteresting, but more easily understood than those that are addressed to specific academicaudiences. It is my conclusion that there is a place for the study of these texts in HighSchools and Universities and even multi-disciplinary environmental studies.11
Victor Begay (Navajo)vbegay@asu.eduArizona State UniversityEducational Leadership and Policy Studies, PhD candidateThis presentation offers a theoretical argument regarding the benefits and challenges ofhow knowledge is created and valued in public schools. I argue that a growing neoliberalagenda compartmentalizes students’ abilities to define who they are. I examine, viacultural capital and personal agency, how public school policy influences how studentssee identify themselves. This presentation is informed by interactions within a publicschool in a metropolitan city in Arizona. Through narrative research, I document, viavignettes and meta-narratives, how four American Indian students witness their dailyinteractions in an off reservation public school.12
Ethan Baptiste (Okanagan)ethanb@interchange.ubc.caUniversity of BC – OkanaganInterdisciplinary Indigenous Studies, MA candidateFostering Environmental Protection Through Indigenous GovernanceI will be addressing how our governance systems directly affect our environments and theissues, structures and opportunities facing environmental protection. Given the urgentneed to address the dynamic social problems plaguing our people, economic developmenthas been trust to the forefront as the only solution. Economic development is attractive,given the immediate results; however, our governments need to continuously reassess thedelicate balance needed to sustain our lands. Indigenization of land management practicesrequires the genuine inclusion of our traditional ecological knowledge holders as policydecision makers, not as stakeholders, consultants or advisors. Advisory group structurespermit outside influence, which often advocates short-term revenue and jobs, instead oflong-term holistic community growth and development. Habitual solutions substituted forreal change increase the power of fund manages and dependency on cyclicalimprovements. Unknowingly, we further the dichotomy expertise of TEK vs. academics,dependency vs. empowerment and place based vs. universal knowledge. Our Nationsneed to realign our land management practices to include our own individual culture andtraditions, not shifting outside governmental mandates. Without such a base, we limitourselves to Eurocentric definitions of impacts often upholding societal norms andoverall preservation strategies. The above discussion will be contextualized throughexamples drawn from direct involvement in a National Park proposal within thetraditional territory of the Okanagan.13
Clarita Lefthand (Navajo)Clarita@u.washington.eduUniversity of WashingtonEnvironmental Health, MS candidateIdentification of the Source of Fecal Contamination in Tulalip Bay with Bacteroides 16SrRNA gene and F Specific Coliphage MarkersAbstract: Previous work conducted in the Tulalip Bay (Tulalip, WA) has shown highTotal Coliform counts resulting in beach closures and shellfish harvesting limitations. TBsupports subsistence fishing for many Tulalip Tribal members; therefore, water quality isa significant issue for this area. This project used two genotypic Microbial SourceTracking (MST) methods to determine the source(s) of fecal contamination in TulalipBay (TB). Bacteroides 16S ribosomal RNA gene and F RNA coliphage markers wereused to differentiate between the sources of fecal contamination. Water samples werecollected from TB at 16 sites. Genotyping of F RNA coliphage and the 16S ribosomalRNA genes of Bacteroides was utilized to differentiate fecal sources into human and nonhuman feces and human, ruminate and dog feces, respectively. EPA’s 1601 and 1602protocols were used for the isolation of F RNA coliphage. After isolation, RT-PCR wasused to amplify F RNA coliphage sequences using levivirus- and allolevivirus- specificprimer sets. Genogroup specific oligonucleotide probes were used to genotype F RNAcoliphage in to one of four groups in a hybridization assay. Bacteroides spp. werecollected on membrane filters. DNA was extracted directly from filters and characterizedusing five host-specific PCR reactions. Our 1601 F coliphage data suggest the presenceof fecal waste in 15/16 sampling sites in TB. Out of all these sites, four areas appear to bepositive during at least 50% of the sampling events. Data from the 1602 procedure show9/16 positives results for the presence of F coliphage. Four sites are positive for 50% ormore sampling events. Primers specific for leviviruses and alloleviviruses confirmed thepresence of fecal contamination for 10 sites. Our preliminary results show that fecalcontamination is present in TB; however, additional work will need to be conducted inorder differentiate between sources.14
Ramona Beltran (Yaqui)ramonab2@u.washington.eduUniversity of WashingtonDoctoral Student, Social WelfareIraq is the new Aztlan: Resist U.S. style imperialism’: Indigenous movements makingplace in a global spaceGlobalization is a controversial term encompassing diverse shifting concepts andtheories. Escobar (2004) investigates material and conceptual concerns surroundingglobalization through grounding it within two major processes. The first is the ‘rise of anew U.S.-based form of imperial globality, an economic-military-ideological order thatsubordinates regions, peoples and economies world wide’, and the second is the‘emergence of self-organizing social movement networks, which operate under a newlogic, fostering forms of counter-hegemonic globalization’(Escobar, 2004, p.207).Appreciating the cohabitation of these processes, the often assumed unidirectional,encroaching forces of globalizing images, ideas, money, products, and people can be seenas processes creating new spaces of engagement and sites of resistance to contest thenotions and materiality of globalization itself. This presentation specifically harnesses theframework of ‘mediascapes’ as offered by Appadurai to ground this discussion andcontextualize one contemporary global change occurring in indigenous groups. This isfollowed by a discussion of the emergence of a collective “indigenous” identity, thepresence of this identity in technological virtual spaces, and how these spaces are beingused to mobilize a social justice agenda.15
Brigetta F. Miller (Mohican)bfm3@u.washington.eduUniversity of WashingtonMusic Education, Ph.D candidateRestoring the Feminine in American Indian Culture Through Musical LullabiesThe purpose of this study is to explore the nature of American Indian lullabies and theirpotential for use in the elementary general music curriculum. Ten lullabies from acommercially available recording, Under The Green Corn Moon, were transcribed intostandard musical notation and analyzed musically as a tool of preservation. Five of thefemale lullaby singers, each an enrolled member of a Federally recognized tribe,participated in an open-ended personal interview so that the rich historical and culturalcontext of the music could be discerned. Based on continuance rather than extinction,there are indications that many of these lullabies have been shared by women via the oraltradition for many generations, and that while rooted in the past, they also change andgrow to fit the aesthetic values of contemporary Indian society. As a result of hearing thebeautiful melodies and learning of the intimacy that lullabies create between a caregiverand an infant, music’s relationship to the enculturation of children within a tribe isexplored. Drawing on my own personal narrative as a Mohican, I examine reasons whythis project encompasses both a personal and professional value to my work as a musiceducator working with undergraduate students who will one day teach music to childrenin schools.16
Leslie Ann Caromile (Eastern Cherokee)Caromile@u.washington.eduUniversity of Washington School of MedicineDepartment of PathologyPhD CandidateThe Neurosecretory Vesicle Protein Phogrin is a Phosphatidylinositol PhosphataseWhose Activity Regulates Insulin SecretionPhogrin (NE-6, IA-2β) is a 64KD protein present on insulin-containing secretorygranules in pancreatic beta cells. Auto-antibodies against Phogrin are common in prediabetics and are used clinically to diagnose a pre-diabetic state. Although Phogrin hassequence homology to tyrosine phosphatases, no enzymatic activity has been reported.We therefore tested Phogrin for enzymatic activity, determined its preferred substratesand tested for a possible role in insulin secretion. We found that Phogrindephosphorylates inositol phospholipids, including phosphatidylinositol-4,5-bisphospate,PI(4,5)P2, which is known to regulate membrane vesicle dynamics during insulinsecretion. Additionally, PKA-dependent phosphorylation of Phogrin decreases itsphosphatidylinositol phosphatase activity by 80%. Phogrin overexpression in rat betacells reduced plasma membrane levels of PI(4,5)P2 by 50% and decreased glucosestimulated insulin secretion by 80%. Our results suggest that Phogrin is aphosphatidylinositol phosphatase that contributes to differential expression of PI(4,5)P2in secretory vesicles and the plasma membrane and thereby helps regulate insulinsecretion. These results identify steps at which the secretory pathway for insulin releasemay be mis-regulated in diabetes and/or manipulated therapeutically. Source of funding:JDRF 1-2006-841, NIH T32 HL07312.17
Corey Welch & Jim KenagyBurke Museum & Department of Biology, University of Washington,Seattle, WA, USAcwelch@u.washington.eduGeographically isolated alpine peninsular and lowland populations of Mazama PocketGophers (Thomomys mazama) in WashingtonThe level of divergence of contemporary populations across the geographic range of aspecies can be used to understand the historical biogeography of a species. Pleistoceneglacial cycles have strongly shaped the current distributions of species in the PacificNorthwest. The Olympic Peninsula and its mountaintops have promoted isolation andprovided refugia that have resulted in local endemism. Due to their fossorial lifestyle andwell documented high degree of localized genetic structuring, pocket gophers are anideal organism to address historical patterns of colonization and divergence. InWashington the Mazama pocket gopher, Thomomys mazama, occurs in alpine meadowsof the Olympic National Park and lowland prairie remnants of the south Puget Sound andsouthern Washington. All Washington subspecies are listed as ‘threatened,’ and recoveryplans are being implemented based on the genetic uniqueness of local populations. Usingmaximum likelihood and Bayesian analyses of 408 base pairs of the mitochondrialcontrol region, we have identified five haplotype groups within Washington, fourassociated with the lowland prairies and the fifth, which is highly divergent, in the alpineOlympic National Park population. We suggest that this alpine population represents theearliest colonization of T. mazama into Washington, and that it diverged during glacialcycling within an ice-free mountaintop refugium. Among the lowland haplotype groups,three occur in the south Puget Sound region, while the fourth exists near the ColumbiaRiver. This southernmost Washington population was originally mistakenly identified asT. talpoides douglasii, based on bacular measurements, but our skull and mtDNA datademonstrate it to be synonymous with T. mazama oregonus populations from northwestOregon. Because the southernmost Washington population represents the earliestdescription of any T. mazama, we suggest that the renaming of T. mazama to T. douglasiishould be considered.18
Mark H. Palmer, Ph.D.mpalmer@ou.eduGeoscience Diversity ProjectUniversity of OklahomaWeaving American Indian Perspectives into the GeosciencesAbstract: This presentation will discuss one process of weaving pieces of Indigenousknowledge systems with geoscience content in the production of an undergraduate courseat the University of Oklahoma. The course is entitled Earth Systems of the SouthernPlains. Art, photographs, Kiowa pictorial calendars, and the Kiowa practice ofstorytelling work together to animate tornadoes, thunderstorms, mountains, rivers, andvegetation, as compared to a more mechanistic approach to understanding theenvironment. One of the philosophical foundations of the course is that ‘less is more’meaning that we focus attention on the Southern Plains as a specific place. Meaning issituated in places. Some tribal nations in Oklahoma, like the Kiowas, find philosophicalmeaning in the land, water, plants, animals, and atmosphere. They look at the geographyof the land and find a human place in the world. This is because geography is veryimportant to the stories and to the people who keep them alive. We reach out toAmerican Indian communities through the development of an undergraduate course andgeoscience research opportunities.19
Jeannie MorganSociologySimon Fraser Universitynmorgan@sfu.caM.A. CandidateUnmapping Depo-Provera use among young Indigenous WomenThis project unmaps the role of socioeconomic, political and historical factorsthat contribute to the regulation of young Indigenous women’s reproductionthrough the prescribing of Depo-Provera. This study utilizes criticalperspectives and qualitative analysis to focus on the intersection ofneoliberalism and risk discourse at the site of contraceptive prescription. Theresearch is based on a critical discursive analysis of several texts. I illustratehow dominant discourses frame the characteristics of Depo-Provera users andhow this discourse reflects neoliberal ideals. The analysis shows how identityof Indigenous women has been constructed and made-up through Canadiangovernment legislations and social discourse. I argue that the contemporarysocio-economic context of neoliberalism further constructs young Indigenouswomen as a risk population in need of reproductive regulation.20
Angelo Bacadinewa@u.washington.eduNative Voices ProgramAm. Indian Studies/ CommunicationsExploring Lamanite Identity through Visual ImageryAbstract: The context of the indigenous peoples of the Americas within the Book ofMormon, the central document of the Church of Jesus Christ of Latter-day Saints (LDS),is a literary racial construction known as the “Lamanite,” who are the “principal ancestorsof the American Indians.” The book describes Lamanites as “ idle people, full ofmischief and subtlety.” However, there is a considerable debate about whether or not thisis a literal interpretation of indigenous peoples or not, despite the fact that most followersof the LDS religion construe the Book of Mormon as literal history and indelible fact.Alongside this belief that these events in American history actually occurred, it isnecessary to also examine the pictorial and graphic contents within the LDS literary andreligious environments that assist in defining who and what the Lamanites are. Lamaniteidentity is possible to deconstruct and critically analyze through the imagery expressed insome of the most popular and most visibly recognizable images that has been canonizedin the LDS culture. This presentation will exhibit visual evidence that demonstratesdepictions of racism, assimilation, and stereotypical misconceptions challenging the verynotion of questioning that these images are reflective of anyone else other thanindigenous peoples in the Americas and other regions all over the world.21
Roy Old Personroyo@u.washington.eduUniversity of WashingtonConstructing Savage Representation: Linking Historical Trauma and Health Disparitiesin Indian Country (circa 1900-1910)U.S. health disparities in many Native communities continue to exist and there is a dearthof fiscal support for appropriate services and programs that address these multiple issuesand needs. These contemporary disparities are inextricably linked to the history of Nativecommunities related to colonial health and mental health policies. This presentation seeksto develop a historical critique of mental/health policy discourses for Native people at theturn of the 20th century. It is well documented that the early 20th century U.S. nationbuilding project had already evolved anti-Indian policies including, but not limited togenocidal and ethnocidal policies, including theories of racial and cultural deficiency,group and individual surveillance, policies and procedures and their application in variedattempts to eradicate community life-ways in Native American populations. One result ofthis history has been the near extinction of Native Americans, both physically andsocially. Ant
Weaving Together Native Perspectives in Research Program & Abstract Booklet . Academia (NASAA). Who are we? NASAA is a graduate and professional student group at the University of Washington created to bring together Indigenous North American Graduate and Professional students. . project will produce
realm of weaving.” The weaving curve for a k-factor of 1.0 essentially identified the limit of weaving length that resulted in weaving movements. Beyond these lengths, which depended upon weaving volume or flow rate, the section was believed to operate as a basic freeway section, with merging at one end and diverging at the other.
Dark Age Tablet Weaving for Viking and Anglo-Saxon re-enactors 1 Introduction Tablet weaving, also known as card weaving, is a method of using square tablets with holes in the corners to weave narrow decorative bands made of wool, linen or silk threads. Tablet weaving was widespread in E
Free Weaving Patterns from Eplore Techniques for nlay Plain Weave and uck Lace The Draft: How to Read Weaving Patterns P atterns for weaving are written in a form called a “draft.” The draft is a standardized short-hand way
The fragments of textile recovered from the Igbo-Ukwu Archaeological site (Radio-Carbon dated to the ninth century AD) give some idea of the antiquity of Indigenous knowledge system on Traditional textile weaving technology among the Igbo people. Weaving was done in nearly all the communities of the Old Nsukka Division, but
2.5 Telling the story of Indigenous rights in Australia 2.6 Patterns in Indigenous and non-Indigenous relation 2.7 Exploring the timeline of Indigenous and non-Indigenous history 03 The intervention and human rights Worksheets: 3.1 The Amperlatwaty walk-off 3.2 The intervention and human rights 04 Land and Indigenous Peoples’ rights Worksheets:
3. Why are indigenous foods and food systems important? 20 3.1 Indigenous foods play in important health and nutrition role 20 3.2 Indigenous food systems enhance resilience 22 3.3 Indigenous foods have important cultural significance 23 4. Doing more to promote indigenous foods 24 4.1 The policy context 24 4.2 Re-valuing indigenous foods 25 5.
Feed for indigenous chicken from week 9 to onset of lay 3.5 Indigenous (Kienyeji) finisher diet Feed for indigenous chicken from 8 weeks to slaughter 3.6 Indigenous (Kienyeji) layer diet Feed for indigenous chicken from onset of lay 4 Requirements 4.1 General Requirements 4.1.1 Kienyeji Feed may be in form of a meal (or mash), crumbs or pellets.
To better understand the events that led to the American Revolution, we will have to travel back in time to the years between 1754 and 1763, when the British fought against the French in a different war on North American soil. This war, known as the French and Indian War, was part of a larger struggle in other countries for power and wealth. In this conflict, the British fought the French for .
