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1 – 10 of over 31000Purpose – This chapter examines how and why the continued use of Indianness in sport makes many American Indians uneasy and then turns to consider the manner in…
Abstract
Purpose – This chapter examines how and why the continued use of Indianness in sport makes many American Indians uneasy and then turns to consider the manner in which Native Americans have assisted with and even endorsed such monikers and mascots.
Design/methodology/approach – The current study employs interpretive approaches common in cultural studies (broadly defined). It offers textual readings of historical incidences as well as ethnographic readings of current events.
Findings – The key findings of the study offer new insights into the multiple and often competing ways in which indigenous athletes, fans, and communities interpret Native American mascots, stressing the overlooked role of American Indians who enact and endorse them.
Research limitations/implications – The focus on the use of indigeneity in the United States is the key limitation of the current research.
Originality/value – The central contribution of this work lies in its attention to the social significance and cultural politics of indigenous interpretations of American Indian mascots. In particular, it explores the complexities and contradictions central to such interpretations, stressing the unappreciated role of expectations and the pronounced uneasiness at their core.
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Lyn M. Holley and Azusa Mokuta
Current research about American Indians of all ages is in short supply, yet design and allocation of public services and resources are increasingly guided by ‘evidence’ provided…
Abstract
Current research about American Indians of all ages is in short supply, yet design and allocation of public services and resources are increasingly guided by ‘evidence’ provided by research. The health and wellness of this population is persistently poorer than that of other marginalized populations. American Indian tribes have been beset progressively since the earliest arrival of European settlers by both malevolent and well-intentioned assaults on their cultures and peoples. This long history of cultural and physical genocide continues into the present and undermines the effectiveness of Eurocentric processes for research that have been shaped by values and beliefs antithetical to those of most tribes (e.g. individualism, proprietary ownership, science as the way of knowing). Individual and collective historical trauma is present in all of the more than 500 federally recognized tribes in the United States of America, and a lack of trust further compromises the validity and positive impact of most research. This chapter describes the roots and foundations of flawed and successful research and identifies practical resources and approaches that are valid and beneficial for conducting research with indigenous people. The processes described in this chapter are grounded in the experiences of tribes in the United States of America; however, parallel experiences of indigenous populations that have a continuing legacy of trauma are found in many other countries (such as in Brazil and New Zealand) and the insights and approaches found in this chapter may be applicable to some degree.
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This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.
Abstract
Purpose
This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.
Design/methodology/approach
The social construction and experience of race in the US and the intersection of multiethnic Asian American identity with race, gender and religion will be used in critically commenting on the interview of primary ethnic identity of Indian Americans including the pan-ethnic identity of Indians in the US as Asian Americans, the Mar Thoma Church community, the second-generation Patel family's union formation in terms of gender identity.
Findings
The future directives include Asian American Movement (AAM) which is trying to incorporate Indians as pan-ethnic identity assimilation and the process of holding American identity as primary identification of Indians.
Practical implications
Policy recommendations are that the US Census Bureau should include Indian Americans as separate ethnic identity for Indian immigrants like the Chinese Americans. USCIS (US Citizenship and Immigration Services) should reform policies to include the wives of H-4 visa holders. The Department of Homeland Security (DHS) should provide secure living environment for Indian immigrants. The US Department of Labor should provide equal opportunities for women in their immigration policies.
Originality/value
This paper will critically analyze the interview results of primary ethnic identity and justify the hypotheses of Asian American identity of Indians, whether (1) they merge with the American identity as part of cultural assimilation or (2) retain their Asian identity beyond Americanized identity or (3) go beyond both American and Asian identity to restate their Indian ethnicity.
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The purpose of this paper is to identify and describe the reference works useful for finding written information on the North American Indian (that is, Indians presently and in…
Abstract
The purpose of this paper is to identify and describe the reference works useful for finding written information on the North American Indian (that is, Indians presently and in the past living in what is now the United States and Canada).
There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to…
Abstract
There is a long history of school failure for Aboriginals1 in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.
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The purpose of this paper is to examine whether library collections accurately represent the breadth of portrayals of American Indians in feature film. It also provides collection…
Abstract
Purpose
The purpose of this paper is to examine whether library collections accurately represent the breadth of portrayals of American Indians in feature film. It also provides collection development resources for developing and strengthening feature film collections by and about American Indians.
Design/methodology/approach
This study compares WorldCat holdings of a sample of theatrically released films about American Indians with independent American Indian-made films.
Findings
WorldCat holdings as a whole do not represent the breadth of portrayals of American Indians in feature film.
Originality/value
There are no studies that examine library holdings of feature films by and about American Indians. This paper presents an opportunity to examine our collecting habits and recommends resources for building feature film collections that better represent the manifold Native American experience.
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Margaret R. Rogers, Erin D. Churchill, Mehwish Shahid, Teressa O. Davis and Crassandra Mandojana-Ducot
This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the…
Abstract
Purpose
This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the supportive factors that contribute to student academic success. Secondary aims involved better understanding the parameters of the investigations, such as sample tribal affiliations and journal outlets.
Design/methodology/approach
Out of 6,341 total articles published in PsycARTICLES, PsycINFO and Education Resources Information Center over the time period, 86 articles covering the pre-school to college age years were identified, almost evenly distributed between pre-college (n = 42, 48.8%); and college age samples (n = 44, 51.2%). The 86 articles account for a mere 1.4% of all published articles over the 19 year period. A community cultural wealth approach (Yosso, 2005) was used as a framework for understanding the myriad of strengths students bring to their school experiences and was used as a lens for interpreting the study findings.
Findings
When disaggregated, the most common supports for pre-college age youth were culturally-sensitive schooling, personal/intrinsic qualities along with family and social support. For college age students, the most common supports were university personnel, community-based supports and student intrinsic factors. Further results, study limitations and implications are discussed.
Originality/value
This research is original.
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Joyce L. Grahn, David X. Swenson and Ryan O’Leary
Identifies the contrasts and similarities between the American Indian and Anglo American style of leadership. Finds the results show differing values in areas of communication…
Abstract
Identifies the contrasts and similarities between the American Indian and Anglo American style of leadership. Finds the results show differing values in areas of communication, strategic initiative, technology, decision‐making, and vision. Discusses the implications for enhancing American Indian/Anglo American relationships in light of these differences.
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Durriya Z. Khairullah, Frances Gaither Tucker and Clint B. Tankersley
This study compares perceptions regarding Indian versus American print advertisements of Asian‐Indian immigrants residing in the United States of America. It examines whether…
Abstract
This study compares perceptions regarding Indian versus American print advertisements of Asian‐Indian immigrants residing in the United States of America. It examines whether these perceptions varied with their degree of acculturation. Our results show that when Asian‐Indian immigrants are treated as a homogeneous group without considering their degree of acculturation, the preferences for Indian versus American advertisements are mixed. However, when examined from an acculturative perspective, we find that as acculturation increased, subjects preferred American advertisements more, and Indian advertisements less. The results imply that degree of acculturation should be considered as a segmentation variable when developing an advertising strategy for immigrant consumers.
Provides an introduction to basic Web‐based resources relevant for locating information and identifying other resources that are useful in addressing frequently asked questions…
Abstract
Provides an introduction to basic Web‐based resources relevant for locating information and identifying other resources that are useful in addressing frequently asked questions about topics and issues centered on Native Americans.
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