Taking the Indian out of the Indian: U.S. Policies of Ethnocide through Education

Grinde, Donald A.

doi:10.1353/wic.2004.0018

Cited by 24 publications

(17 citation statements)

References 7 publications

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“…Events in the history of AIs with the U.S. government, education, and healthcare institutions have led to a general mistrust of government, educational institutions, healthcare institutions, and research endeavors. [13][14][15][16][17] Multiple layers of permission from clinic and tribal entities must typically be obtained prior to engaging in this type of project, with final approval in the form of a Tribal Resolution and/or Memorandum of Understanding signed by the Tribal Council. 18 Understanding mistrust, tribal sovereignty, and governance and proceeding through the appropriate channels were paramount to the success of implementing the NPCCTN.…”

Section: Methodsmentioning

confidence: 99%

Developing the Native People for Cancer Control Telehealth Network

Doorenbos

Demiris

Towle

et al. 2011

Telemedicine and e-Health

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Objective: We aimed to develop a telehealth network to deliver postdiagnosis cancer care clinical services and education to American Indian and Alaska Native patients, their families, and their healthcare providers. We also sought to identify the challenges and opportunities of implementing such a telehealth-based application for this rural and underserved population. Materials and Methods: We followed a participatory formative evaluation approach to engage all stakeholders in the telehealth network design and implementation. This approach allowed us to identify and address technical and infrastructure barriers, lack of previous experience with telehealth, and political, legal, and historical challenges. Results: Between September 2006 and August 2009, nine tribal clinics in Washington and 26 clinical sites in Alaska had participated in the telehealth network activities. Network programming included cancer education presentations, case conferences, and cancer survivor support groups. Twenty-seven cancer education presentations were held, with a total provider attendance of 369. Forty-four case conferences were held, with a total of 129 cases discussed. In total, 513 patient encounters took place. Keys to success included gaining provider and community acceptance, working closely with respected tribal members, understanding tribal sovereignty and governance, and working in partnership with cultural liaisons. Conclusion: The telehealth network exceeded expectations in terms of the number of participating sites and the number of patients served. Following a participatory formative evaluation approach contributed to the success of this telehealth network and demonstrated the importance of community involvement in all stages of telehealth system design and implementation.

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Section: Methodsmentioning

confidence: 99%

Developing the Native People for Cancer Control Telehealth Network

Doorenbos

Demiris

Towle

et al. 2011

Telemedicine and e-Health

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“…Anything Indian—dress, language, religious practices, and worldview—was uncompromisingly prohibited (Simpson , Getches et al ). Children were forced to learn non‐native languages and adhere to Christianity in a system that was intended to “kill the Indian…and save the man” (Grinde :27, Spoon and Arnold ).…”

Section: Historical and Contemporary Contexts Of The Wildlife Professmentioning

confidence: 99%

Considerations for culturally sensitive traditional ecological knowledge research in wildlife conservation

Ramos

2018

Wildl. Soc. Bull.

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Traditional Ecological Knowledge (TEK) is increasingly being applied in the field of wildlife conservation, yet conceptualizations of what TEK is and views regarding whether TEK is science remain diverse and, at times, conflicting in the TEK discourse. Many practical and philosophical challenges come with the pursuit of TEK initiatives, potentially leaving wildlife researchers and managers wondering how to conduct projects effectively and also in a culturally sensitive manner. The consideration of historical and philosophical contexts that affect tribal communities may be beneficial in such cases. I provide a historical context by presenting chronological events of Indian Country in the United States as related to Federal Indian Law in parallel with the development of wildlife management as a profession. Additionally, I explore the philosophical context of TEK as science by discussing Western and Indigenous scientific paradigms and their linkages to TEK. Finally, given these contexts, I provide several suggestions for developing culturally sensitive approaches to TEK research in the wildlife field. Ó 2018 The Wildlife Society.

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“…The authors explored the communities' disposition towards education based on the historical trauma enacted upon the American Indians during the conquest and colonization of the people who frst lived on the land now called the United States. Historically, the federal government, in the attempt to strip away Native cultures, created an educational system for American Indian children that included boarding schools which did not honor or value the child's culture, language, and traditions (Ball, 2004;Grinde, 2004;Hufman & Ferguson, 2007).…”

Section: Psychological and Cultural Disconnectmentioning

confidence: 99%

“…Additionally, many of the school personnel in the boarding schools were extreme in the mistreatment of children and denigration of their home culture. This, in turn, fomented a distrust of the educational system in which many American Indian families perceived education as harmful and as a place that did not allow Native students to feel valued or accepted (Grinde, 2004).…”

Section: Psychological and Cultural Disconnectmentioning

confidence: 99%

See 1 more Smart Citation

Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

Borunda¹,

Martinez-Alire²

2014

JTLPS

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American Indian cultural traditions and practices are presented for their merit in promoting student learning within the K-12 educational system. Spe-cific culturally imbedded practices are provided as examples by which student learning can be enhanced while honoring First Nation’s teaching and learn-ing practices. Five developmental theorists noted in this concept paper speak to pedagogical practices that are in alignment with American Indian cultural orientations and that support their inherent value for application in the classroom. This paper asserts that by valuing and promoting American Indian culture and practices in the K-12 curriculum, that the United States would make greater strides in not only affect-ing the achievement gap, but in taking steps toward equity and achieving social justice goals.

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Taking the Indian out of the Indian: U.S. Policies of Ethnocide through Education

Cited by 24 publications

References 7 publications

Developing the Native People for Cancer Control Telehealth Network

Developing the Native People for Cancer Control Telehealth Network

Considerations for culturally sensitive traditional ecological knowledge research in wildlife conservation

Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

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