Indiana University-Purdue University Indianapolis (IUPUI) / Two boarding schools existed in the state of Indiana to educate Native American children between the ages of six and eighteen. Both schools received a government contract to teach native students which provided the institutions with money for each student they enrolled. St. Joseph’s Indian Normal School in Rensselaer operated from 1888 to 1896. White’s Indiana Manual Labor Institute in Wabash educated Native American children as part of a government contract from 1882 until 1895. These two schools were not the only institutions to educate Native American students in Indiana. However, they are the only boarding schools referenced in the literature on native tribes in Indiana and the only institutions I have found referenced which participated in a government contract to educate native children. This thesis will study both institutions during the period of their government contracts from 1882 until 1896.

Indiana University-Purdue University Indianapolis (IUPUI) / This dissertation focuses on the philanthropic partnerships at Red Cloud Indian School, a private-public religious partnership that educates approximately 600 Lakota students on the Pine Ridge Indian Reservation in South Dakota, during the worst recession since the Great Depression – 2007 through 2011. Research finds that during this time contributions fell for Native American organizations, educational and religious organizations. Despite these realities, contributions to Red Cloud Indian School increased. Red Cloud Indian School attempted numerous fundraising approaches dating back to the late 1880s with the support from Sister Katherine Drexel. Throughout the decades Red Cloud Indian School relied on contributions from networks, including friends of the Society of Jesus, the Black and Indian Mission, and a national direct mail program. These fundraising efforts fluctuated significantly since the mid-century and plateau in the early 2000s forcing a board directed change to raise additional financial support. This dissertation examines the research question: “In what ways do high net worth individual supporters understand their relationship to Red Cloud Indian School from Fiscal Years 2007 through 2011 which led to an increase in financial support of fortyfour percent (44%) over the five-year period.” This study provides an example of donor relationships with an organization, in particular engaging donors who support educational organizations for indigenous populations. Understanding the donors’ perceptions, desires, and motivations for directing their philanthropic activity specific to Red Cloud will complement the quantitative research that has been completed regarding high net worth donors. This study uses an emergent qualitative design, which allows the study to evolve and be as malleable as possible in order to follow the interviewees and explore information uncovered.

No description available.

This study examines the history of the United States Government and the Hunkpapa Sioux from the years 1865 to 1883, and provides a general background of the Hunkpapa Sioux.

This dissertation is the result of geographic research combining several years of study of Guatemalan culture, society, and history with approximately eight months of fieldwork. Through this work I have sought to explain the social and environmental transformations of Maya communal lands in the Guatemalan highlands over time, with special reference to one particular tract of communal lands and its partial incorporation as an inhabited park into the country's national system of protected areas. I draw on theoretical and methodological frameworks from the geographic sub-discipline political ecology in order to better understand the complex and contested terrain of environmental conservation in an indigenous people's homeland. The focus of the dissertation is a case study, grounded in local and regional history and geography, of the evolution of land tenure and management of the communal forests and grazing lands of the Sierra Madre in the county of Totonicapan. The communal lands of the K'iche' Maya people of Totonicapan have been widely acknowledged as some of the best protected in the Central American region. Yet the issues that confront land managers and those who depend on the commons for livelihood and sustenance have grown increasingly complicated, involving conflicts and shifting alliances between state management agencies, national and international nongovernmental organizations and local communities, and reflecting diverse perspectives on conservation and development. The creation of a protected area in the region in 1997 that encompassed part or all of nine major settlements and as many as 20,000 K'iche' inhabitants raised serious questions regarding the future, not only of Maya communal lands, but of the Maya of Guatemala in general given the interconnectedness of Maya identity and communal land tenure. Weaving together some of the diverse strands that inform the political ecology approach—especially environmental history, political economy, cultural ecology, and post-structuralism—I seek to represent the creation of the Regional Municipal Park Los Altos de San Miguel Totonicapan as the result of a complex intersection of local, regional, national and global forces, and by doing so, to contribute to discussions of the park's future that better reflect this complexity.

No description available.

No description available.

No description available.

No description available.

This dissertation seeks to expand our conception of what constitutes Native American letters by examining how the periodical became a prominent form in Native American literary production in the late nineteenth and early twentieth centuries. With its focus on the boarding school, Writing against Erasure provides insight into the context in which students first learned how to make complex and sophisticated choices in print. Within the contested disciplinary space of the boarding school, the periodical press functioned as a site for competing discourses on assimilation. Whereas school authorities used the white-run school newspapers to publicize their programs of cultural erasure, students used the student-run school newspapers to defend and preserve Native American identity and culture in the face of the assimilationist imperatives of the boarding schools and the dominant culture. Writing against Erasure highlights the formative impact of students' experiences with the boarding school press on the periodical practices and rhetorical strategies of two well-known Native American literary figures, Zitkala-Sa and Charles Eastman. By treating the periodical writings of these two prominent boarding school graduates alongside the periodical writings produced by boarding school students while they were still at school, Writing against Erasure provides a literary genealogy that reveals important continuities between these writers' strategic and political uses of the periodical press. Writing against Erasure argues that Native American boarding school students and graduates used the periodical press not to promote the interests of school authorities as some scholars have argued, but rather to preserve their cultural traditions, to speak out on behalf of indigenous interests, and to form a pan-Indian community at the turn of the twentieth century. / English