Indian Givers: How the Indians of the Americas Transformed the World

Altherr, Thomas L.; Weatherford, Jack

doi:10.2307/1185432

Cited by 7 publications

(7 citation statements)

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“…These institutions complemented the reserve system established through signed treaties and the terms of the Indian Act, which confined much of the Indigenous population on localized territories under the strict regulation of the federal government. Settler colonialism, in both instances, is justified and sustained by ideologies that advance the moral and cultural superiority of European settlers and their civilization relative to Indigenous populations, who are represented as uncivilized, inferior, and incapable of social advancement (even though the survival and development of the settler society depended highly on the knowledge and social arrangements provided by Indigenous peoples) (Aquash, 2013;Weatherford, 2010Weatherford, [1988).…”

Section: Race Relations and Inequalities In Settler Colonial Societiesmentioning

confidence: 99%

Public perspectives on curriculum reform for truth and reconciliation in Canada

Wotherspoon

Milne

2023

Studies Ethnicity & National

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The implementation of school reforms to advance reconciliation with Indigenous peoples provides an opportunity to explore what Canadians think is important in framing their identities and values. This paper draws on data from a survey of public perspectives on education for reconciliation activities in two Canadian provinces, Alberta and Saskatchewan. We consider the broader community context within which schools are located. By examining public perspectives, we are able to assess how curricular initiatives related to reconciliation are understood by community members, both as a priority in itself and in relation to other key curricular areas. Informed by critical race theory, our findings suggest that reconciliation is restricted to activities that do not involve extensive change to existing curricular and ideational frameworks. These perspectives exist alongside extensive opposition to reconciliation justified by claims that Indigenous experiences and perspectives are receiving undue attention relative to more pressing educational priorities. Our findings suggest that aims to transform dominant understandings about Canadian history and identity remain far from being fulfilled.

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Section: Race Relations and Inequalities In Settler Colonial Societiesmentioning

confidence: 99%

Public perspectives on curriculum reform for truth and reconciliation in Canada

Wotherspoon

Milne

2023

Studies Ethnicity & National

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“…Indian crops, she said, "don't have pure strains." This strikes us as ironic since she is selling seeds for "Dakota Tears onions" and "Cherokee tomatoes" in the back of the room, and Native farmers of Abiayala developed 60% of the world's domesticated crop plants, including corn, beans, and squash (Weatherford, 1988). Her approach is "scientific" and intentional, while Indigenous practices are contrasted as almost accidental, a result of "natural" processes with no human intelligence applied, never mind that corn wouldn't even exist without Indigenous agriculturalists.…”

Section: The Homestead Narrative and The Colonization Of Native Agric...mentioning

confidence: 99%

Indigenous companion planting in the great churn: Three sisters in Kalapuya ilihi

Klopotek

Claybrook

Scott³

2022

Environment and Planning E: Nature and Space

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This article addresses place, culture, community, and mobility in relation to Indigenous food sovereignty and TEK (traditional ecological knowledge). We start with a reflection on what it means to live in the Pacific Northwest of the United States for people from tribes that use Three Sisters agriculture. Two of the authors grew corn, beans, and squash using wintertime, indoor hydroponics and other methods in a performance art mode in Kalapuya ilihi (Western Oregon, USA). Growing these sacred companion plants out of soil, out of sun, out of season, and out of place served as a meditation on our own senses of dislocation and disjuncture as well as modes of connection as Southeastern Natives living in the Pacific Northwest. The politics and practice of growing and/or tending traditional Indigenous food plants in both traditional and non-traditional ways and places provided new language for understanding Indigenous cultural and social health in relation to Indigenous traditions, mobility, and relationality. The three authors (two from Southeastern tribes, one from a Northwestern tribe) provide a model for collaborative intercultural Indigenous ecological projects as a mode of learning, a mode of relational Indigenous mobility, a mode of community-building, and a mode of engaging in Indigenous food sovereignty. Working on community and educational projects together helped us understand companion planting as an analogy, an aesthetic, a method, and a mode for building relational futures.

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“…Furthermore, helping students to understand intersectional identities may help them to dispel stereotypes and embrace the diversity within AIANs (APA, 2017). We review historical facts, illustrating the many distortions by non-Indians (Berkhofer, 1978;Weatherford, 1988). Next, we examine contemporary conditions and issues that fuel prejudice and discrimination, such as Indian "mascots," showing In Whose Honor?…”

Section: Stereotypes and Prejudicementioning

confidence: 99%

Weaving American Indian and Alaska Native topics into the psychology curriculum.

Trimble¹,

Morse²

2019

Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors.

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Historical and Cultural Considerations in the Course OrganizationPsychology tends to decontextualize the individual (Cole, 1996). However, in discussions of Indian and Native experiences, it is important to present topics in Copyright American Psychological Association. Not for further distribution. Research Design and MethodologyConducting field-based research with Indians and Natives presents special challenges to the scientific method and all that conventional laboratory science represents (Trimble, Scharron-del Rio, & Casillas, 2013). The setting of the 1 A sample lecture for discussing intergroup conflict in the classroom is available from this book's companion webpage (http://pubs.apa.org/books/supp/mena).

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Indian Givers: How the Indians of the Americas Transformed the World

Cited by 7 publications

References 0 publications

Public perspectives on curriculum reform for truth and reconciliation in Canada

Public perspectives on curriculum reform for truth and reconciliation in Canada

Indigenous companion planting in the great churn: Three sisters in Kalapuya ilihi

Weaving American Indian and Alaska Native topics into the psychology curriculum.

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