No description available.

The purpose of the study was to develop an ethnohistorical record of the American Indian Movement with an emphasis placed on portraying of the Indian view of the organization. In the course of the study, the movement was examined to determine its validity as a social organization within Indian society. To accomplish the task, the movement's social roles were assessed on four levels: the individual level, the social group level, the Indian societal level and the greater American societal level. Two main research strategies were employed in the data collection process. First, participant-observation was carried out during a two-year term as a non-Indian member of the movement. Much of the data collected gave indication of the internal social structure and social dynamics of the organization. Secondly, interviews were conducted during the membership period and additionally, during a three-year period as a resident on the Rosebud Sioux Indian Reservation in South Dakota. The data collected in this manner included firsthand accounts movement activities and public opinion of the movement. Findinds. 1. The American Indian Movement functions within Indian society on the individual level as a social enclave to aid socially disenfranchised Indian individuals re-enter Indian society. 2. On the social group level, the movement presents a viewpoint on socio-political issues that differs from the monolithic position typical of the IRA tribal governments. 3. The American Indian Movement serves Indian society as a catalyst for social change, an endorsing force for tradition and culture, and as an advocate on behalf of Indian people. 4. The movement functions as a social reform movement to the greater American society by bringing Indian issues to the levels of national and international attention. 5. Structurally, the American Indian Movement is a formal social organization with a blend of traditional and acculturated social components. The American Indian Movement is clearly a valid functioning social organization within Indian society. The movement has successfully integrated socially to all levels of society. Although the efforts and strategies employed by the movement have been sensationalized by the media and provoked a negative controversial image, the American Indian Movement has made positive contributions to Indian society.

The American Indian Movement (AIM) was established in Minneapolis, Minnesota in July of 1968. During this time, AIM organized around a variety of urban Indian community grievances, particularly police brutality and accountability issues. This thesis provides discussion of the nature of police brutality and police brutality's context in 1960s communities of color. There is also examination and analysis of how AIM organized around the issue of police brutality, direct action tactics, how police brutality impacted specific group members (specifically Clyde Bellecourt), and newspaper coverage of AIM and the police. The purpose of this thesis is to review how and why AIM organized around police brutality.

Both novels expose the "fake idea" that Aboriginal people in Canada can freely choose their identities. The dominant discourse forces a choice on them: assimilate or vanish. Those who refuse the choice face harsh racism. In April Raintree, April assimilates and her sister commits suicide; both "choices" forced on them by racism. In Slash, the hero realizes that it is crucial to retain his identity as an Okanagan person rather than to exhaust himself as an activist. Both novels end with a baby who will be raised in the traditions of his culture. Activism is seen as a dangerous choice for those too young to understand their identity.

Thesis (M.A.)--East Tennessee State University, 2002. / Includes bibliographical references (leaves 79-82). Also available as PDF document via Internet at the East Tennessee State University website.

Made available in DSpace on 2015-04-22T21:55:27Z (GMT). No. of bitstreams: 1 jonise.pdf: 881938 bytes, checksum: 032856d2bda623b423e98bf44a03bbe7 (MD5) Previous issue date: 2012-05-02 / The research addresses the course of construction of the proposed deployment of the sport indigenous education in the city of Manaus, from the historical period for the period 2005 to 2011. Conducting theoretical and methodological research was based on a qualitative approach, considering the actions of municipal government before the claims of the indigenous movement of Manaus by offering a differentiated education. The qualitative approach is endorsed by the dialectical method, showing the relationships established in the construction of differentiated school. To conduct this research, we used a literature search and document analysis. The survey shows the public policies for indigenous education, national in scope, referring to the policies outlined in the State of Amazonas in mind the education of indigenous peoples. The theoretical concepts are supported by the Cultural Diversity, Ethnic Identity, Indigenous Education and Indigenous School, which underlies the discussion of the educational process of indigenous peoples. Verifies the claims of indigenous organizations and communities to offer differentiated education according to their own learning processes of each ethnic group organized in Manaus. Identifies the actions of municipal government in meeting the demands made by indigenous peoples, considering the national guidelines for implementation of specific and differentiated school of indigenous peoples. In this process, the municipal government has made progress in setting guidelines and action plans for supply of indigenous education, however, has not achieved the implementation of this modality, it remains a challenge to be overcome by the municipal government. / A pesquisa aborda o percurso da construção da proposta de implantação da modalidade educação escolar indígena no Município de Manaus, a partir do recorte histórico correspondente ao período de 2005 a 2011. A condução teórico-metodológica da investigação baseou-se na abordagem qualitativa, considerando as ações do poder público municipal frente às reivindicações do movimento indígena de Manaus por uma oferta de educação diferenciada. A abordagem qualitativa é reafirmada pelo método dialético, evidenciando as relações estabelecidas no processo de construção da escola diferenciada. Para realização dessa pesquisa, utilizou-se a pesquisa bibliográfica e a análise documental. A pesquisa apresenta as políticas públicas para educação escolar indígena, em âmbito nacional, fazendo referência às políticas definidas no Estado do Amazonas em atenção à escolarização dos povos indígenas. A fundamentação teórica está sustentada pelos conceitos Diversidade Cultural, Identidade Étnica, Educação Indígena e Escola Indígena, que embasam a discussão sobre o processo educacional dos povos indígenas. Verifica as reivindicações das organizações e comunidades indígenas para oferta de educação diferenciada em conformidade aos processos próprios de aprendizagem de cada etnia organizada em Manaus. Identifica as ações do poder público municipal em atendimento às demandas apresentadas pelos indígenas, considerando as orientações nacionais para implantação de escola específica e diferenciada dos povos indígenas. Nesse processo, o poder público municipal avançou na definição de diretrizes e planos de ação para oferta da educação escolar indígena, no entanto, não concretizou a implantação da referida modalidade, que permanece como um desafio a ser superado pelo poder público municipal

Orientador: Leda Maria Caira Gitahy / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-22T15:23:24Z (GMT). No. of bitstreams: 1 Medeiros_IraciAguiar_M.pdf: 1656003 bytes, checksum: ec1f568f18553432674421d90679be51 (MD5) Previous issue date: 2013 / Resumo: O objetivo deste trabalho é analisar uma experiência de articulação entre a Universidade e o Movimento Indígena, buscando verificar como se dá a interação entre dois tipos de conhecimento (científico e tradicional) no interior dessa experiência. O estudo empírico foi realizado nos cursos de graduação (licenciaturas plenas para formar professores indígenas) originados da interação da Universidade do Estado de Mato Grosso (UNEMAT) com o Movimento Indígena. Os resultados mostram que os cursos do Projeto 3º Grau Indígena se configuram como "zonas de contato", em que se relacionam, além de pessoas de diferentes grupos étnicos, também seus conhecimentos e saberes, ou seja, um espaço de interação entre os vários tipos de conhecimento (científico, tecnológico, tradicional, de senso comum, etc.) e de múltiplas formas de enxergar e pensar o mundo. Essa dinâmica fertiliza o processo de produção de conhecimento, promovendo a ecologia de saberes e traz consequências tanto para a universidade como para as comunidades indígenas. São práticas que promovem uma nova convivência ativa entre saberes, no pressuposto de que todos eles, incluindo o saber científico, podem se enriquecer nesse diálogo / Abstract: The objective of this thesis is to analyze the experience of articulation between the University and the Indigenous Movement, seeking verify how the interaction between two types of knowledge (scientific and traditional) within this experience. The empirical study was conducted in undergraduate courses (undergraduate full to train Indian teachers) arising from the interaction of the State University of Mato Grosso (UNEMAT) with the Indigenous Movement. The results show the courses Project 3rd Degree Indigenous configure themselves as "contact zones" in which they made relationships, and people from different ethnic groups, also their knowledge and expertise, i.e. , a space for interaction between various types of knowledge (science, technology, traditional, common sense, etc..) and multiple ways of seeing and thinking about the world. This dynamic fertilizes the process of knowledge production, promoting the ecology of knowledge and has consequences both for the university and for indigenous communities. These are practices that promote active living among a new knowledge on the assumption that all of them, including scientific knowledge, can enrich this dialogue / Mestrado / Politica Cientifica e Tecnologica / Doutora em Política Científica e Tecnológica

In 1968 a number of Chippewa Indians met in Minneapolis, Minnesota to discuss some of the problems they faced in their communities. This meeting gave birth to the American Indian Movement. From 1968 to 1974, the American Indian Movement embarked on a series of radical protests designed to draw attention to the concerns of American Indians and force the Federal government into acting on their behalf. Unfortunately, these protests brought about a backlash from Federal law enforcement agencies that destroyed the American Indian Movement's national power structure.

Univ., Diss--Leipzig, 2005.

The purpose of this project was to prepare a group interpretation script which is derived from the books cited in the title. An effort was made to prepare a unified script reflecting contemporary American Indian concepts of mysticism, philosophy, ecology, psychology, and education by selecting appropriate portions from the three books. The thesis includes a production concept, production procedures, the rationale for selection of excerpts, and the finished script, It is designed to employ seven readers and is divided into six parts. Those elements may be altered to fit various physical arrangements and program lengths.