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American Indian Women of Proud Nations

Essays on History, Language, and Education


Edited By Cherry Maynor Beasley, Mary Ann Jacobs and Ulrike Wiethaus

This multidisciplinary collection of nine previously unpublished essays presents new research in three interlocking domains: tribal history with a special emphasis on Native women in the Southeast, language revitalization efforts and the narrative knowledge inherent in indigenous oral culture, and traditional educational systems in the context of the ongoing colonization of American Indian educational practices and values. This volume highlights Southeastern Indian issues and demonstrates the unique situation of women in tribes lacking (full) federal recognition or a more inclusive and multidisciplinary discussion of Native women in more than one tribal nation. Southeastern themes are linked with topics of concern by other tribal nations to show commonalities and raised awareness about the central experiences and contributions of Native women in the encounter and ongoing struggle with Euro-American systems of oppression and cultural erasure.
This book spans the full gamut from naming women’s experiences of historical trauma to their ongoing efforts at preserving and rebuilding their Native nations. The collection of essays is distinctive in its Indigenous hermeneutics in that it insists on a holistic view of time and place-based knowledge – the past still fully affects the present and gives the present depth and meaning beyond the linear flow of time.
This book also features American Indian and non-American Indian scholars who are well known in American Indians studies, scholars beginning their career and scholars who, while not experts in American Indians studies, are considered experts in other disciplines and who recognize the unique attributes of Southeastern American Indian nations.
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Oshki Giizhigad (The New Day): Native Education Resurgence in Traditional Worldviews and Educational Practice


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Oshki Giizhigad (The New Day)

Native Education Resurgence in Traditional Worldviews and Educational Practice



Native children are at the heart of Indian education. Without them, there would be no purpose for all of our efforts to provide a successful educational experience. Yet what is a successful educational experience for a Native student? There are many perspectives on the answer to this question, but one fact remains. Our Native children deserve the best that all of us have to offer. Their educational experience does not begin nor stop according to the clocks in our school hallways, or the dismissal signals over our speaker systems. For a Native child, all that she or he experiences is education.

From many Indian cultural perspectives, the educational experience is seen as a holistic experience. Its core features engender a positive Native identity and tribal consciousness. Tribal consciousness is that an individual belongs to something greater than him or herself, which is their tribe, and is of utmost importance to a Native sense of self. A successful educational experience for a Native student is one in which a positive sense of Indian identity is solidified, and connected sustainably to traditional worldviews, value systems and cultural strengths. Academic achievement is viewed as a natural emergence of understanding, appreciating, and fully developing Creator’s gifts bequeathed to every individual.

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