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• 1. [Article] A, Chahta sia: Reevaluating the Native American Graves Protection and Repatriation Act

  31 pages

  Citation × Citation Citation Abstract Copy Title: A, Chahta sia: Reevaluating the Native American Graves Protection and Repatriation Act Author: Reynolds, Mattie Year: 2014 31 pages Title: A, Chahta sia: Reevaluating the Native American Graves Protection and Repatriation Act Author: Reynolds, Mattie Year: 2014 31 pages Close

• 2. [Article] Educating Native America: Breaking Down Barriers for Native Americans in Education

  7 pages

  Citation × Citation Citation Abstract Copy Title: Educating Native America: Breaking Down Barriers for Native Americans in Education Author: Chock, Kaitlyn, Suh, Jenny Year: 2014 7 pages Title: Educating Native America: Breaking Down Barriers for Native Americans in Education Author: Chock, Kaitlyn, Suh, Jenny Year: 2014 7 pages Close

• 3. [Article] Well-Intentioned but Ineffective: A Legislative History of the California Native American Graves Protection and Repatriation Act

  72 pages

  Citation × Citation Citation Abstract Copy Title: Well-Intentioned but Ineffective: A Legislative History of the California Native American Graves Protection and Repatriation Act Author: Rothman, Angela Year: 2017 72 pages Title: Well-Intentioned but Ineffective: A Legislative History of the California Native American Graves Protection and Repatriation Act Author: Rothman, Angela Year: 2017 72 pages Close

• 4. [Article] "The Right to Know": Decolonizing Native American Archives

  19 pages

  Citation × Citation Citation Abstract Copy Title: "The Right to Know": Decolonizing Native American Archives Author: O'Neal, Jennifer R. Year: 2015 19 pages Title: "The Right to Know": Decolonizing Native American Archives Author: O'Neal, Jennifer R. Year: 2015 19 pages Close

• 5. [Article] New Ways to Fulfill Old Promises: Native American Hunting and Fishing Rights as Intangible Cultural Property

  40 pages

  Citation × Citation Citation Abstract Copy Title: New Ways to Fulfill Old Promises: Native American Hunting and Fishing Rights as Intangible Cultural Property Author: Garrott, Sarah A. Year: 2014 40 pages Title: New Ways to Fulfill Old Promises: Native American Hunting and Fishing Rights as Intangible Cultural Property Author: Garrott, Sarah A. Year: 2014 40 pages Close

• 6. [Article] Native Americans During the Civil Rights Era

  7 pages

  Citation × Citation Citation Abstract Copy Title: Native Americans During the Civil Rights Era Author: Davis, Jason, Yannello, Zack Year: 2014 7 pages Title: Native Americans During the Civil Rights Era Author: Davis, Jason, Yannello, Zack Year: 2014 7 pages Close

• 7. [Article] Runners of a Different Race: North American Indigenous Athletes and National Identities in the Early Twentieth Century

  This thesis explores the intersection of indigeneity and modernity in early-twentieth-century North America by examining Native Americans in competitive running arenas in both domestic and international ...

  Citation × Citation Citation Abstract Copy Title: Runners of a Different Race: North American Indigenous Athletes and National Identities in the Early Twentieth Century Author: Keegan, Tara Year: 2016 This thesis explores the intersection of indigeneity and modernity in early-twentieth-century North America by examining Native Americans in competitive running arenas in both domestic and international settings. Historians have analyzed sports to understand central facets of this intersection, including race, gender, nationalism, assimilation, and resistance. But running, specifically, embodies what was both indigenous and modern, a symbol of both racial and national worth at a time when those categories coexisted uneasily. The narrative follows one main case study: the “Redwood Highway Indian Marathon,” a 480-mile footrace from San Francisco, California, to Grants Pass, Oregon, contested between Native Americans from Northern California and New Mexico in 1927 and 1928. That race and others reveal how indigenous runners asserted both Native and modern American/Canadian/Mexican identities through sport, how mainstream societies understood modern indigenous people, and to what extent those societies embraced images of “Indianness” in regional and national identities, economies, and cultures. Title: Runners of a Different Race: North American Indigenous Athletes and National Identities in the Early Twentieth Century Author: Keegan, Tara Year: 2016 This thesis explores the intersection of indigeneity and modernity in early-twentieth-century North America by examining Native Americans in competitive running arenas in both domestic and international settings. Historians have analyzed sports to understand central facets of this intersection, including race, gender, nationalism, assimilation, and resistance. But running, specifically, embodies what was both indigenous and modern, a symbol of both racial and national worth at a time when those categories coexisted uneasily. The narrative follows one main case study: the “Redwood Highway Indian Marathon,” a 480-mile footrace from San Francisco, California, to Grants Pass, Oregon, contested between Native Americans from Northern California and New Mexico in 1927 and 1928. That race and others reveal how indigenous runners asserted both Native and modern American/Canadian/Mexican identities through sport, how mainstream societies understood modern indigenous people, and to what extent those societies embraced images of “Indianness” in regional and national identities, economies, and cultures. Close

• 8. [Article] Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies

  Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered ...

  Citation × Citation Citation Abstract Copy Title: Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies Author: Garcia, Shadiin Year: 2017 Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores how a tribally written curriculum attempts to address this violation by examining the state context of the Native American education landscape and state policy. This research utilizes the theoretical frameworks of Red Pedagogy, Tribal Critical Theory and Culturally Sustaining Pedagogy to explore the intentions of the tribal curriculum writers and the professional development provider of the Confederated Tribes of Grand Ronde Tribal History curriculum unit; Oregon’s American Indian/Alaska Native Education State Plan, and the legislative policy of Senate Bill 13. The study concluded with the following implications for policy, theory, and practice: Indigenous curricular endeavors that center indigenous values, incorporate local context are important, and acknowledge the role of colonialism and are just part of the larger systemic response of decolonization; Implementation challenges are rooted in a colonized paradigm and expanding reform to the educator preparation and policy realm is critical so that all educators (Native and non-Native benefit); Addressing power and hegemonic structures in contexts outside of education (with the local indigenous communities) create a larger and necessary accountability scope; Indigenous knowledge is nuanced, varied, and evolving and thus, needs robust professional development that incorporates best and promising practices in concert with local indigenous communities for both inservice and preservice fields; And without policy and state incentives, the implementation challenges will continue. Title: Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies Author: Garcia, Shadiin Year: 2017 Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores how a tribally written curriculum attempts to address this violation by examining the state context of the Native American education landscape and state policy. This research utilizes the theoretical frameworks of Red Pedagogy, Tribal Critical Theory and Culturally Sustaining Pedagogy to explore the intentions of the tribal curriculum writers and the professional development provider of the Confederated Tribes of Grand Ronde Tribal History curriculum unit; Oregon’s American Indian/Alaska Native Education State Plan, and the legislative policy of Senate Bill 13. The study concluded with the following implications for policy, theory, and practice: Indigenous curricular endeavors that center indigenous values, incorporate local context are important, and acknowledge the role of colonialism and are just part of the larger systemic response of decolonization; Implementation challenges are rooted in a colonized paradigm and expanding reform to the educator preparation and policy realm is critical so that all educators (Native and non-Native benefit); Addressing power and hegemonic structures in contexts outside of education (with the local indigenous communities) create a larger and necessary accountability scope; Indigenous knowledge is nuanced, varied, and evolving and thus, needs robust professional development that incorporates best and promising practices in concert with local indigenous communities for both inservice and preservice fields; And without policy and state incentives, the implementation challenges will continue. Close

• 9. [Article] "I'm Not a Rapper, I'm an Activist Who Rhymes": Native American Hip Hop, Activism, and Twenty-First Century Identities

  In this thesis, I examine the ways in which a growing number of Indigenous artists in the United States and Canada are using hip hop not only as a form of artistic expression, but also to vent frustration ...

  Citation × Citation Citation Abstract Copy Title: "I'm Not a Rapper, I'm an Activist Who Rhymes": Native American Hip Hop, Activism, and Twenty-First Century Identities Author: England, Megan Year: 2016 In this thesis, I examine the ways in which a growing number of Indigenous artists in the United States and Canada are using hip hop not only as a form of artistic expression, but also to vent frustration about and to draw attention to contemporary issues affecting their communities. These artists participate in a tradition of politically conscious performance that has influenced and been influenced by Indigenous social movements across North America. Indigenous hip hop serves to affirm and redefine twenty-first century Indigenous identities, disrupting and reinterpreting stereotypical representations of Native Americans in a process which I describe as an “authenticity loop.” By utilizing artistic choices and strategic representations of indigeneity, the artists I examine have firmly established that they along with their communities are not remnants of the past, even as they maintain a continuity between previous generations and the present day. Title: "I'm Not a Rapper, I'm an Activist Who Rhymes": Native American Hip Hop, Activism, and Twenty-First Century Identities Author: England, Megan Year: 2016 In this thesis, I examine the ways in which a growing number of Indigenous artists in the United States and Canada are using hip hop not only as a form of artistic expression, but also to vent frustration about and to draw attention to contemporary issues affecting their communities. These artists participate in a tradition of politically conscious performance that has influenced and been influenced by Indigenous social movements across North America. Indigenous hip hop serves to affirm and redefine twenty-first century Indigenous identities, disrupting and reinterpreting stereotypical representations of Native Americans in a process which I describe as an “authenticity loop.” By utilizing artistic choices and strategic representations of indigeneity, the artists I examine have firmly established that they along with their communities are not remnants of the past, even as they maintain a continuity between previous generations and the present day. Close

• 10. [Article] Green Is the New Black: African American Literature Informing Environmental Justice Law

  38 pages

  Citation × Citation Citation Abstract Copy Title: Green Is the New Black: African American Literature Informing Environmental Justice Law Author: Prince, Shannon Joyce Year: 2017 38 pages Title: Green Is the New Black: African American Literature Informing Environmental Justice Law Author: Prince, Shannon Joyce Year: 2017 38 pages Close