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• 1. [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

• 2. [Article] "An Anxious Desire of Self Preservation": Colonialism, Transition, and Identity on the Umatilla Indian Reservation, 1860-1910

  In the late nineteenth and early twentieth centuries, the United States government, in its relations with Native Americans, implemented a policy of assimilation designed to detribalize Indian peoples and ...

  Citation × Citation Citation Abstract Copy Title: "An Anxious Desire of Self Preservation": Colonialism, Transition, and Identity on the Umatilla Indian Reservation, 1860-1910 Author: Lozar, Patrick Year: 2013 In the late nineteenth and early twentieth centuries, the United States government, in its relations with Native Americans, implemented a policy of assimilation designed to detribalize Indian peoples and absorb them into the dominant society. Subjected to this colonial agenda, the Cayuse, Walla Walla, and Umatilla tribes of Oregon's Umatilla Indian Reservation, as a matter of survival, endeavored to maintain community cohesion and retain their indigenous identity. In this context, I argue that the tribes confronted federal initiatives with a strategy of adaptive resistance that allowed them to approach these onerous impositions on their own terms. This study examines their diverse responses to assimilation and colonialism, specifically accommodation, adaptation, and diplomacy. Employing the investigative frameworks of education, religion, and economics reveals the variety of tactics applied within these categories, which range from incorporation to evasion. Through these actions and reactions, the tribes reaffirmed their capacity to assert native agency. Title: "An Anxious Desire of Self Preservation": Colonialism, Transition, and Identity on the Umatilla Indian Reservation, 1860-1910 Author: Lozar, Patrick Year: 2013 In the late nineteenth and early twentieth centuries, the United States government, in its relations with Native Americans, implemented a policy of assimilation designed to detribalize Indian peoples and absorb them into the dominant society. Subjected to this colonial agenda, the Cayuse, Walla Walla, and Umatilla tribes of Oregon's Umatilla Indian Reservation, as a matter of survival, endeavored to maintain community cohesion and retain their indigenous identity. In this context, I argue that the tribes confronted federal initiatives with a strategy of adaptive resistance that allowed them to approach these onerous impositions on their own terms. This study examines their diverse responses to assimilation and colonialism, specifically accommodation, adaptation, and diplomacy. Employing the investigative frameworks of education, religion, and economics reveals the variety of tactics applied within these categories, which range from incorporation to evasion. Through these actions and reactions, the tribes reaffirmed their capacity to assert native agency. Close

• 3. [Article] A Century of Uncertainty and the New Politics of Indian Water Settlements: How Tribes and States Can Overcome the Chilling Effect of the PAYGO Act

  24 pages

  Citation × Citation Citation Abstract Copy Title: A Century of Uncertainty and the New Politics of Indian Water Settlements: How Tribes and States Can Overcome the Chilling Effect of the PAYGO Act Author: Lee, Daniel K. Year: 2014 24 pages Title: A Century of Uncertainty and the New Politics of Indian Water Settlements: How Tribes and States Can Overcome the Chilling Effect of the PAYGO Act Author: Lee, Daniel K. Year: 2014 24 pages Close

• 4. [Article] From the Plains to the Plateau: Indian and Emigrant Interactions During the Overland Trail Migrations

  American emigrants frequently encountered Native North Americans during the overland trail migrations of the 1840s-1860s. This study examines the frequency and nature of those interactions in two geographic ...

  Citation × Citation Citation Abstract Copy Title: From the Plains to the Plateau: Indian and Emigrant Interactions During the Overland Trail Migrations Author: Smith, Christopher Year: 2014 American emigrants frequently encountered Native North Americans during the overland trail migrations of the 1840s-1860s. This study examines the frequency and nature of those interactions in two geographic sections: the first half of the trail, from the Missouri River to the eastern slope of the South Pass of the Rocky Mountains, and the second half, from the western slope of South Pass to Oregon City, Oregon. While the predominant historiography of these migrations has focused on a binary of hostile or non-hostile interactions between Indians and emigrants, the focus on violence has obscured the larger issue of frequent and amicable interactions between emigrants and Indian peoples along the overland route. Factors such as trade, the availability of resources, and cultural differences influenced the nature of these inter-ethnic interactions, which varied from the beginning of the trail on the Plains to the end of the trail on the Columbia Plateau. Title: From the Plains to the Plateau: Indian and Emigrant Interactions During the Overland Trail Migrations Author: Smith, Christopher Year: 2014 American emigrants frequently encountered Native North Americans during the overland trail migrations of the 1840s-1860s. This study examines the frequency and nature of those interactions in two geographic sections: the first half of the trail, from the Missouri River to the eastern slope of the South Pass of the Rocky Mountains, and the second half, from the western slope of South Pass to Oregon City, Oregon. While the predominant historiography of these migrations has focused on a binary of hostile or non-hostile interactions between Indians and emigrants, the focus on violence has obscured the larger issue of frequent and amicable interactions between emigrants and Indian peoples along the overland route. Factors such as trade, the availability of resources, and cultural differences influenced the nature of these inter-ethnic interactions, which varied from the beginning of the trail on the Plains to the end of the trail on the Columbia Plateau. Close

• 5. [Article] "The Other" in Their Own Land: Orientalism, Genocide, and the Northern Paiute of the Oregon Great Basin

  121 pages. A thesis presented to the Department of International Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, ...

  Citation × Citation Citation Abstract Copy Title: "The Other" in Their Own Land: Orientalism, Genocide, and the Northern Paiute of the Oregon Great Basin Author: Israel-Megerssa, Ayantu Kief Year: 2017 121 pages. A thesis presented to the Department of International Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Title: "The Other" in Their Own Land: Orientalism, Genocide, and the Northern Paiute of the Oregon Great Basin Author: Israel-Megerssa, Ayantu Kief Year: 2017 121 pages. A thesis presented to the Department of International Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Close