O presente trabalho tem como objetivo analisar como certas tópicas referentes aos índios tal qual a nudez, a guerra e a antropofagia foram desenvolvidas no Diálogo da conversão do gentio, de Manuel da Nóbrega, e na Histoire dun Voyage faict en la terre du Bresil, de Jean de Léry. Para tanto, remete-se a alguns pressupostos da representação do índio no século XVI, como os padrões iconográficos medievais presentes na imagética quinhentista e os significados que se atribuíram aos termos utilizados para referir-se aos povos nativos, como índio, bárbaro, canibal, selvagem e negro. Para a análise dos textos de Nóbrega e Léry, busca-se evidenciar a importância dos preceitos retóricos e do contexto teológico-político em que se inserem, tidos como fundamentais para compreender o modo como a figura do índio é representada nessas obras. / The aims and objectives of this essay are to analyze themes referring to native-americans - such as nudity, war and anthropophagy in Manuel da Nóbrega\'s \"Diálogo da conversão do gentio\" and in Jean de Léry\'s \"Histoire d\'un Voyage faict en la terre du Bresil\". To this purpose, it uses as reference the medieval iconographical patterns present in the 16th century\'s imagery, as well as values attributed to commonly used lexicon when referring to natives - indian, barbarian, cannibal, savage, negro. In order to analyze both Nóbrega\'s and Léry\'s texts, the following study endeavors to set these texts within the political-theological discussion to which they are tied and to approach them from a rhetorical perspective, taking into account that both points of view are essential when understanding exactly how the Brazilian native is hereby depicted.

In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.

Research has established that national homeland security policy requires a whole community or all-of-nation approach to national security preparedness. What is less clear is whether all stakeholders are integrated into or benefit from this collective effort. This narrative policy analysis examined the relationship between a federally-recognized group of Native American tribal nations and homeland security national preparedness to explore whether tribal nations are effectively integrated with the collective effort for national preparedness. The theoretical framework stemmed from a convergence of social contract theory and conflict theory. Interviews (n = 21) were conducted with preparedness authorities from government agencies, and from tribal nations and nongovernmental organizations that advocate on behalf of tribal nations. Data were analyzed using Roe's narrative policy analysis technique. Results revealed areas of convergence of the government and tribal narratives on the historical disenfranchisement of tribal nations; findings also showed areas of divergence on how to better integrate tribal nations in homeland security national preparedness. The study concludes with a number of recommendations highlighting the manner in which national interests and tribal nation preparedness interests are intertwined. This study suggests that the nation's homeland security may be better served by greater inclusion of tribal nations in national preparedness efforts. The results of this study contribute to positive social change by giving voice to a heretofore disenfranchised social group, Native Americans, and by allowing them to strengthen the metanarrative of homeland security national preparedness.

Presenting a case study of an American Indian exhibit at the Funk Heritage Center, I critically examine how this museum’s ideologies and preferred pedagogies shape public discourse about Southeastern Indians in the past and present. Using the methodology of Visitor Studies, this public archaeology project illustrates the benefits of incorporating applied anthropology into museological practice through collaboration with museum staff, volunteers, visitors, and American Indians. Operating within the theoretical frameworks of Charles R. Garoian (2001) and Barbara Kirshenblatt-Gimblett (1991), my results imply that inserting archaeological narratives into institutional pedagogy alters a museum’s traditional “performance” of the past by challenging its own authority; ultimately, I show how this process can increase viewer awareness about the politics of display.

The aim of this study is to demonstrate how the publication of books in Swedish about Native Americans for children and young people developed and changed between 1890 and 2008. Translations into Swedish of such books from 1860 onwards are commented on. The terms "Native American", "Indian" and "Indigenous" are discussed. Postcolonial theory forms the basis of an examination of the means by which the American Indian peoples were presented with regard to language, identity, and opposition to colonization. The first chapter comprises a summary of Native American history and literature. Chapter Two deals with books about Native Americans in Sweden during the period 1860‒1965, while Chapter Three continues the study of such books from 1966 to 1985. The fourth chapter is devoted entirely to the author Stig Ericson and his books for juveniles, and aims to present an in-depth analysis of Swedish books about Native Americans in the period when he was writing. Chapter Five deals with such books published in Sweden during 1986‒2008.  Widespread publication of traditional books about Native Americans, with confrontation between American Indians and Whites as their major theme, continued until the mid-1960s. Subsequently, there was a shift in narrative perspective in favour of the Native American view, while the books in general became more documentary and ideological in nature. White people were presented as villains; Native Americans became the victims of progress. Post-1985 only a few books of this type were published, and readers turned to other genres.

During Soviet Russia, there was an active policy of forced assimilation of minorities into one cultural identity: Russian. This loss of cultural identity came in many forms of resettlement, deportation, discriminatory language policies and economic practices. All of these policies and actions led to large groups of people from the North Caucasus giving up their unique cultural identity and adopting the Russian cultural identity. Many of the policies and actions of the Soviet Union reflected the actions of the United States during the forced assimilation process of the Native Americans. Throughout this process of losing their cultural identity, the people of the North Caucasus could have maintained their unique cultural identity at home or in the local school system, but chose not to for various reasons. This choice to shed their own cultural identity and adopt the Russian identity has had detrimental effect s on the region and some cultures are on the brink of extinction. Not all the people of the North Caucasus willingly assimilated and accepted the Russian way of life; the Chechens have fought the Russians since their first excursion into the North Caucasus and continue to fight to this day for independence and freedom. / text

This thesis should serve as a comprehensive site report for both Porter’s Bar (8Fr1) and Green Point (8Fr11) mounds in northwest Florida. These prehistoric burial mounds and their associated village shell midden are determined to have been constructed during two different time periods, Middle Woodland and Early Woodland, respectively. This is the first time that all materials and data have been described and compiled for both sites, despite the fact that they were both originally recorded over a century ago and described differently later by multiple researchers. The mounds served as an important ceremonial center along Apalachicola Bay some 1500 years ago, beginning perhaps during the Early Woodland (1200 B.C. – A.D. 250) and continuing through the Middle Woodland (A.D. 250 – A.D. 650). Evidence indicates an earlier Late Archaic component, and a much later historic nineteenth-century component. People living here probably experienced slightly different coastlines as sea levels fluctuated. The village midden associated with the two mounds extends for nearly 300 meters along the bay shore and has been damaged by sea-level change, while other parts have been borrowed for road material. The mounds have been damaged by looting and residential construction. All known materials and data from the two sites are presented and compared, including burial styles and associated funerary goods. Ceramic types and tempers indicate that Green Point mound was one of the few built during the Early Woodland known in the region. The same population may have constructed Porter’s Bar during Middle Woodland times, perhaps a century or two later, and included artifacts that are rarely found in the research area. Potential areas of further investigation are noted, but time is limited as the midden will probably be inundated within the next fifty years.

xvii, 413 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In 1954, one hundred years after the western Oregon Indians were removed to the Grand Ronde Reservation; the antecedent peoples were subjected to the final effort by the United States to colonize the remainder of their lands through Federal termination policy. The permanent Grand Ronde Reservation, settled in 1855 and established by presidential executive order in 1857, was terminated by Congress, and the tribal people lost their Federal recognition. The seven ratified treaties that ceded to the United States millions of acres of land, most of western Oregon, which was occupied by over 60 tribal nations, were nullified. These 60 tribes were declared by Congress to be assimilated, and termination was enacted to free them from continued government management and oppression. In western Oregon, native people appeared to cease to exist, and for 29 years the Grand Ronde descendants suffered disenfranchisement and a multitude of social problems. The reservation's tribal cultures, languages, and community were severely fractured and much was lost. Terminated tribal members were rejected by other tribes as having willingly sold out to the Federal government. During the post-termination era, despite all of the problems the tribal members faced, they found ways to survive and worked to restore the tribe. In 1983, the Grand Ronde Tribe was restored. This research gathers disparate information from political, anthropological, historical, and tribal sources to analyze and understand the termination of the Grand Ronde Reservation. Revealed are the many political issues of the 1940s and 1950s that contributed to termination. Oral histories and government correspondence and reports from the era are referenced to illuminate the reality of tribal life in the post-termination era. The research connects to historic strategies of the Federal government to colonize all aboriginal lands and to assimilate Indians. Finally, this study seeks to unveil the history of the Grand Ronde Reservation and its peoples so that the tribal people may understand and recover from the effects of the termination of the tribe. The continued effects of termination are explored, discussed, and connected to issues of tribal identity and indigenous decolonization. / Adviser: Lynn Stephen

O presente trabalho tem como objetivo analisar como certas tópicas referentes aos índios tal qual a nudez, a guerra e a antropofagia foram desenvolvidas no Diálogo da conversão do gentio, de Manuel da Nóbrega, e na Histoire dun Voyage faict en la terre du Bresil, de Jean de Léry. Para tanto, remete-se a alguns pressupostos da representação do índio no século XVI, como os padrões iconográficos medievais presentes na imagética quinhentista e os significados que se atribuíram aos termos utilizados para referir-se aos povos nativos, como índio, bárbaro, canibal, selvagem e negro. Para a análise dos textos de Nóbrega e Léry, busca-se evidenciar a importância dos preceitos retóricos e do contexto teológico-político em que se inserem, tidos como fundamentais para compreender o modo como a figura do índio é representada nessas obras. / The aims and objectives of this essay are to analyze themes referring to native-americans - such as nudity, war and anthropophagy in Manuel da Nóbrega\'s \"Diálogo da conversão do gentio\" and in Jean de Léry\'s \"Histoire d\'un Voyage faict en la terre du Bresil\". To this purpose, it uses as reference the medieval iconographical patterns present in the 16th century\'s imagery, as well as values attributed to commonly used lexicon when referring to natives - indian, barbarian, cannibal, savage, negro. In order to analyze both Nóbrega\'s and Léry\'s texts, the following study endeavors to set these texts within the political-theological discussion to which they are tied and to approach them from a rhetorical perspective, taking into account that both points of view are essential when understanding exactly how the Brazilian native is hereby depicted.

abstract: American Indian youth are experiencing a mental health crisis fueled by the lingering ramifications of experiencing a near cultural genocide. Scholarly literature indicates that American Indians have used their cultural values to survive the atrocities associated with colonization. The purpose of this Indigenous based mixed-methods action research project was to examine how Blackfoot elders perceive the transfer of values through ceremonies, cultural activities and traditional stories; and to what degree a Blackfoot way of knowing paradigm informs cultural connectedness, and school connectedness for students attending school on the Blackfeet Indian Reservation. The study was conducted through a Blackfoot way of knowing paradigm and consisted of two distinct but related data collection efforts. The first sample consisted of formal and informal interviews with 26 American Indian elders as well as observation notes from attending and participating in American Indian ceremonies in order to discover the traditional values believed transferred during ceremonies, cultural activities, and traditional stories. The elder interviews resulted in identifying ten traditional values encasing spirituality displayed in the Hoop of Traditional Blackfoot Values. The second sample consisted of 41 American Indian youth attending school on the Blackfeet Indian Reservation. The youth learned the values identified in the Blackfeet Education Standards “Hoops of Values” through a Blackfoot way of knowing paradigm and completed measures to assess cultural connectedness and school connectedness. In addition, all students were interviewed to develop a more robust understanding of the role culture plays in cultural connectedness and school connectedness and to lend a Blackfoot youth perspective to a Blackfoot way of knowing. Quantitative data analysis showed that a Blackfoot way of knowing paradigm significantly influences cultural connectedness but does not significantly influence school connectedness. In addition, analysis of the student interviews provided a Blackfeet youth perspective on cultural connectedness and school connectedness. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020