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• 101. [Image] PH036_2228 Lee Moorhouse photographs; Elephant rock, near Gibbon, Oregon. ; Elephant Rock, near Gibbon, Oregon.

  	A Native American man, identified as Charley Whirlwind, Sr. (also known as Dr. Whirlwind), wearing a robe, or possibly a cape or cloak, stands near a rock formation identified as Elephant Rock near Gibbon, ...
  	Citation × Citation Citation Abstract Copy Title: PH036_2228 Lee Moorhouse photographs; Elephant rock, near Gibbon, Oregon. ; Elephant Rock, near Gibbon, Oregon. Year: 1897 A Native American man, identified as Charley Whirlwind, Sr. (also known as Dr. Whirlwind), wearing a robe, or possibly a cape or cloak, stands near a rock formation identified as Elephant Rock near Gibbon, Oregon. The landscape is arid and rocky and the craggy, rock formation resembles an elephant. Title: PH036_2228 Lee Moorhouse photographs; Elephant rock, near Gibbon, Oregon. ; Elephant Rock, near Gibbon, Oregon. Year: 1897 A Native American man, identified as Charley Whirlwind, Sr. (also known as Dr. Whirlwind), wearing a robe, or possibly a cape or cloak, stands near a rock formation identified as Elephant Rock near Gibbon, Oregon. The landscape is arid and rocky and the craggy, rock formation resembles an elephant. Close

• 102. [Image] PH036_6656 Lee Moorhouse photographs; Native American man in horned headdress

  	An image of a print of a Native American man wearing a horned headdress, a shirt, armbands, a neckerchief, and hair ornaments. His hair is in braids.
  	Citation × Citation Citation Abstract Copy Title: PH036_6656 Lee Moorhouse photographs; Native American man in horned headdress Year: 1897 An image of a print of a Native American man wearing a horned headdress, a shirt, armbands, a neckerchief, and hair ornaments. His hair is in braids. Title: PH036_6656 Lee Moorhouse photographs; Native American man in horned headdress Year: 1897 An image of a print of a Native American man wearing a horned headdress, a shirt, armbands, a neckerchief, and hair ornaments. His hair is in braids. Close

• 103. [Image] PH036_6650 Lee Moorhouse photographs; Native American on horseback

  	A Native American woman wearing traditional clothing, including earrings and a headscarf, sits on a horse. The horse is draped with blankets and outfitted with a bridle, reins, and stirrups.
  	Citation × Citation Citation Abstract Copy Title: PH036_6650 Lee Moorhouse photographs; Native American on horseback Year: 1897 A Native American woman wearing traditional clothing, including earrings and a headscarf, sits on a horse. The horse is draped with blankets and outfitted with a bridle, reins, and stirrups. Title: PH036_6650 Lee Moorhouse photographs; Native American on horseback Year: 1897 A Native American woman wearing traditional clothing, including earrings and a headscarf, sits on a horse. The horse is draped with blankets and outfitted with a bridle, reins, and stirrups. Close

• 104. [Image] PH036_2949 Lee Moorhouse photographs; Relics of Whitman massacre from collection in Oregon Historical Society ; Relics of Whitman massacre from collection in Oregon Historical Society.

  	Relics from the Whitman Massacre, 1847 in the collection of the Oregon Historical Society are shown mounted on a wall and displayed on a table. The relics include two Native American tomahawks, a Native ...
  	Citation × Citation Citation Abstract Copy Title: PH036_2949 Lee Moorhouse photographs; Relics of Whitman massacre from collection in Oregon Historical Society ; Relics of Whitman massacre from collection in Oregon Historical Society. Year: 1897 Relics from the Whitman Massacre, 1847 in the collection of the Oregon Historical Society are shown mounted on a wall and displayed on a table. The relics include two Native American tomahawks, a Native American war club, a sword and scabbard, and two unidentified objects. Title: PH036_2949 Lee Moorhouse photographs; Relics of Whitman massacre from collection in Oregon Historical Society ; Relics of Whitman massacre from collection in Oregon Historical Society. Year: 1897 Relics from the Whitman Massacre, 1847 in the collection of the Oregon Historical Society are shown mounted on a wall and displayed on a table. The relics include two Native American tomahawks, a Native American war club, a sword and scabbard, and two unidentified objects. Close

• 105. [Image] PH021_indian_girl; Native American girl in regalia

  	A portrait of a Native American girl in regalia posing next to a horse. The girl is wearing a dress with abstract patterning on its surface, and fringes at its edges. Around her forehead she wears a beaded ...
  	Citation × Citation Citation Abstract Copy Title: PH021_indian_girl; Native American girl in regalia Author: unknown (photographer) Year: 1905 A portrait of a Native American girl in regalia posing next to a horse. The girl is wearing a dress with abstract patterning on its surface, and fringes at its edges. Around her forehead she wears a beaded headband with an attached feather. She wears earrings and has beaded accessories in her braided hair. She holds a rope that is attached to a horse standing behind her. The horse is draped with decorative beaded bags, and material with long fringes. One bag displays a stag with leaves and the other designs appear to be abstract patterns. Tipis, horses, and a wooden fence are visible in the distance. Title: PH021_indian_girl; Native American girl in regalia Author: unknown (photographer) Year: 1905 A portrait of a Native American girl in regalia posing next to a horse. The girl is wearing a dress with abstract patterning on its surface, and fringes at its edges. Around her forehead she wears a beaded headband with an attached feather. She wears earrings and has beaded accessories in her braided hair. She holds a rope that is attached to a horse standing behind her. The horse is draped with decorative beaded bags, and material with long fringes. One bag displays a stag with leaves and the other designs appear to be abstract patterns. Tipis, horses, and a wooden fence are visible in the distance. Close

• 106. [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

• 107. [Article] Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults

  Life story methods were used to explore the contextual factors that influenced the experiences and identity formation of seven Native American adults who were transracially adopted prior to the passage ...

  Citation × Citation Citation Abstract Copy Title: Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults Author: Becker-Green, Jody Year: 2009 Life story methods were used to explore the contextual factors that influenced the experiences and identity formation of seven Native American adults who were transracially adopted prior to the passage of the Indian Child Welfare Act of 1978. These methods provided a deeper understanding of how these individuals have integrated their adoption experiences into their evolving sense of self. The life story methodology offered a way to acknowledge and validate participants' life experiences and allowed for the collection of rich information from the perspectives of the adoptees. The life story interviews were structured to gather information on the influence of one's adoptive family and cultural, social, and educational experiences on participants' developing sense of self. Even though an interview guide was developed for use in the study, each story uniquely unfolded in a manner the participant was comfortable sharing. The study examined the life stories for patterns or emerging themes related to identity development at different points in the narrators' life cycles in order to develop an aggregate account of the contextual factors influencing identity formation as well as a collective understanding of sense of self. The study identified 12 contextual factors that have both positively and negatively influenced identity development among the participants throughout their lifespan. These factors are: (1) adoptive family; (2) community; (3) educational experiences; (4) religion/spirituality; (5) travel; (6) exposure to cultural experiences; (7) employment; (8) friendships; (9) peer groups; (10) military; (11) societal messages, and (12) reconnection to tribal heritage. Overall, findings from this study suggest that the majority of participants have developed strong Native American, multi-cultural, and/or bi-cultural identities that incorporate their various experiences as transracial adoptees. Practice considerations for transracial adoptees as well as adoptive parents are suggested. Policy implications relating to granting access to original birth and/or adoption related records are presented. Finally, future research recommendations are offered specific to Native American transracial adoptees, their biological families, and tribal communities from which they adopted. While the practice, policy, and research recommendations are specific to Native American transracial adoptees, the recommendations may have broader implications to a wider population of adoptees in general. Title: Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults Author: Becker-Green, Jody Year: 2009 Life story methods were used to explore the contextual factors that influenced the experiences and identity formation of seven Native American adults who were transracially adopted prior to the passage of the Indian Child Welfare Act of 1978. These methods provided a deeper understanding of how these individuals have integrated their adoption experiences into their evolving sense of self. The life story methodology offered a way to acknowledge and validate participants' life experiences and allowed for the collection of rich information from the perspectives of the adoptees. The life story interviews were structured to gather information on the influence of one's adoptive family and cultural, social, and educational experiences on participants' developing sense of self. Even though an interview guide was developed for use in the study, each story uniquely unfolded in a manner the participant was comfortable sharing. The study examined the life stories for patterns or emerging themes related to identity development at different points in the narrators' life cycles in order to develop an aggregate account of the contextual factors influencing identity formation as well as a collective understanding of sense of self. The study identified 12 contextual factors that have both positively and negatively influenced identity development among the participants throughout their lifespan. These factors are: (1) adoptive family; (2) community; (3) educational experiences; (4) religion/spirituality; (5) travel; (6) exposure to cultural experiences; (7) employment; (8) friendships; (9) peer groups; (10) military; (11) societal messages, and (12) reconnection to tribal heritage. Overall, findings from this study suggest that the majority of participants have developed strong Native American, multi-cultural, and/or bi-cultural identities that incorporate their various experiences as transracial adoptees. Practice considerations for transracial adoptees as well as adoptive parents are suggested. Policy implications relating to granting access to original birth and/or adoption related records are presented. Finally, future research recommendations are offered specific to Native American transracial adoptees, their biological families, and tribal communities from which they adopted. While the practice, policy, and research recommendations are specific to Native American transracial adoptees, the recommendations may have broader implications to a wider population of adoptees in general. Close

• 108. [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

• 109. [Image] Mariah Huhndorf Oral History Interview

  	At the time of this interview, Mariah Huhndorf was an activities coordinator at the Native American Longhouse. A junior General Science major studying to become a physician's assistant, Huhndorf came to ...
  	Citation × Citation Citation Abstract Copy Title: Mariah Huhndorf Oral History Interview Year: 2013 At the time of this interview, Mariah Huhndorf was an activities coordinator at the Native American Longhouse. A junior General Science major studying to become a physician's assistant, Huhndorf came to OSU from her hometown of Kenai, Alaska. Huhndorf, a native Alaskan with an Athabaskan mother and Yupik father, describes her experiences at Oregon State University, both as a student and as an activities coordinator at the Native American Longhouse. She discusses Longhouse events, such as the Alaska Winter Games, which she coordinated; the challenges and solutions that NAL staff have experienced with communication; her suggestions that staff learn more about events hosted at the NAL by other groups and work to make it clear that the NAL welcomes all visitors, native or not; what the new Longhouse means to her; how OSU and the NAL have affected her own identity as a native Alaskan; the importance of sharing stories; and the "culture shock" she felt coming to Corvallis, with a population of about 54,700, from her hometown of Kenai, Alaska, with a population of about 7,000. Link to Audio Recording: http://media.oregonstate.edu/media/Oral+History+Interview%3A+Mariah+Huhndorf/0_frg7uz6g Title: Mariah Huhndorf Oral History Interview Year: 2013 At the time of this interview, Mariah Huhndorf was an activities coordinator at the Native American Longhouse. A junior General Science major studying to become a physician's assistant, Huhndorf came to OSU from her hometown of Kenai, Alaska. Huhndorf, a native Alaskan with an Athabaskan mother and Yupik father, describes her experiences at Oregon State University, both as a student and as an activities coordinator at the Native American Longhouse. She discusses Longhouse events, such as the Alaska Winter Games, which she coordinated; the challenges and solutions that NAL staff have experienced with communication; her suggestions that staff learn more about events hosted at the NAL by other groups and work to make it clear that the NAL welcomes all visitors, native or not; what the new Longhouse means to her; how OSU and the NAL have affected her own identity as a native Alaskan; the importance of sharing stories; and the "culture shock" she felt coming to Corvallis, with a population of about 54,700, from her hometown of Kenai, Alaska, with a population of about 7,000. Link to Audio Recording: http://media.oregonstate.edu/media/Oral+History+Interview%3A+Mariah+Huhndorf/0_frg7uz6g Close

• 110. [Image] Daniel Cárdenas Oral History Interview

  	At the time of this interview, Daniel Cárdenas was a graduate teaching assistant at the Native American Longhouse. A first-year graduate student in College Student Services Administration, Cárdenas came ...
  	Citation × Citation Citation Abstract Copy Title: Daniel Cárdenas Oral History Interview Year: 2013 At the time of this interview, Daniel Cárdenas was a graduate teaching assistant at the Native American Longhouse. A first-year graduate student in College Student Services Administration, Cárdenas came to OSU from his hometown of Fair Oaks, California. Cárdenas discusses the challenges, responsibilities, and growth he has experienced working as a graduate teaching assistance in the Longhouse; the events of Native Heritage Month; the planning and challenges of opening and moving into the new Longhouse; the annual Pow Wow thrown by the Native American Student Association; relationships with other cultural centers staff; ideas for inter-cultural center collaboration; the Oregon One Percent for Art law and the art in the new Longhouse, including the art of artist Shirod Younker; the importance of honoring intersecting identities; the generosity of the local Native community; ideas about bringing in Native language speakers, visiting other longhouses and building ties with the nine tribes of Oregon; and OSU's impact on his personal racial, ethnic, and spiritual identity. Link to Audio Recording: http://media.oregonstate.edu/media/Oral+History+Interview%3A+Daniel+C%C3%A1rdenas/0_3w7pz01j Title: Daniel Cárdenas Oral History Interview Year: 2013 At the time of this interview, Daniel Cárdenas was a graduate teaching assistant at the Native American Longhouse. A first-year graduate student in College Student Services Administration, Cárdenas came to OSU from his hometown of Fair Oaks, California. Cárdenas discusses the challenges, responsibilities, and growth he has experienced working as a graduate teaching assistance in the Longhouse; the events of Native Heritage Month; the planning and challenges of opening and moving into the new Longhouse; the annual Pow Wow thrown by the Native American Student Association; relationships with other cultural centers staff; ideas for inter-cultural center collaboration; the Oregon One Percent for Art law and the art in the new Longhouse, including the art of artist Shirod Younker; the importance of honoring intersecting identities; the generosity of the local Native community; ideas about bringing in Native language speakers, visiting other longhouses and building ties with the nine tribes of Oregon; and OSU's impact on his personal racial, ethnic, and spiritual identity. Link to Audio Recording: http://media.oregonstate.edu/media/Oral+History+Interview%3A+Daniel+C%C3%A1rdenas/0_3w7pz01j Close