Schooling provided to Native American children in the United States has been portrayed by many native and nonnative scholars as a major factor in undermining traditional languages and cultures, and as playing a role in the perpetuation of generational poverty and marginalization in indigenous communities. Historical accounts also suggest that schools have been settings for the emergence of an intertribal identity and shared political agenda that has been instrumental in generating Red Power activism and maintaining the sovereignty of North America's first nations into the 21 st century. This heuristic study draws upon the ethics of alterity in the philosophy of Emmanuel Levinas to refract testimony from interviews with elders who attended boarding schools in the 1930s and 40s, student activists who staged an occupation of a native college in 2005, and educators working in tribal, public and federal schools, to shed light on native perceptions of how the continuing evolution of Indian identity in teaching and learning is contributing to a revitalization of heritage lifeways.

Sea-level rise and inland flooding driven by climate change threaten the health, economic development, and social stability of Native American Tribes and Indigenous Nations. Further, loss of traditional lands threatens the cultural practices and ties to heritage that provide ontological grounding for many Indigenous Peoples. While the Federal Trust Doctrine implies a responsibility for federal policy to aid Tribes by compensating them for impacts of sea-level rise, there is no legislation securing compensation for Indigenous Nations not recognized as Tribes. Due to the incommensurable nature of the damage to Native American and Indigenous communities who lose their lands to sea-level rise, any processes of compensation must transcend relocation measures and monetary transactions. Further, to combat aid programming that perpetuates the social, legal, and cultural disenfranchisement of Native Americans and Indigenous Peoples, legislation for compensation must endorse and empower Tribes’ and Nations’ autonomy by meaningfully including their insights. This study records the perspectives of members of the Seminole and Miccosukee Tribes and Gullah/Geechee Nation on climate change in the Southeastern U.S., specifically, sea-level rise washing out ancestral lands. This study’s ultimate purpose is to understand how Tribe and Nation members perceive the response and responsibility of the U.S. government in these situations. This study also presents a legal/political analysis of climate justice in these contexts, an exploration of Truth and Reconciliation Commissions as a mechanism for climate justice, and culminates in a policy proposal regarding climate justice for Native Americans and Indigenous Peoples.

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