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Louise Erdrich's Poetry, 2005.
An analysis of literary techniques in Louise Erdrich's works.
1,587 words (approx. 6.3 pages), 0 sources, $ 51.95
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Abstract
This paper explains that Louise Erdrich is a great example of a Native American author who writes about themes and issues that are very close to her heart and uses many subtle techniques such as symbolism and the functions of non-protagonist characters to enhance her literature and to further convey points that she wants to make to her readers. Her poetry is examined in this paper, to point out these literary techniques.
From the Paper
""Dear John Wayne" is an absolutely fascinating poem in which Erdrich uses symbolism and imagery masterfully to enhance the story. Early in the poem, Erdrich utilizes her skill with imagery give the reader an image of Native American men lying on the hood of a car at a drive-in movie theater and watching a giant image of John Wayne, the great cowboy, as he dominates a group of Indians. This is an obvious, yet clever display of symbolism, with John Wayne symbolizing the white American culture. John Wayne's image on the screen is described as being gigantic, and this certainly has relevance other than simply his physical appearance.'"
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De-culturalization, 2005.
An historical essay concerning the forced Americanization and de-culturalization of Native Americans and Africans through the misuse of education.
2,181 words (approx. 8.7 pages), 1 source, MLA, $ 68.95
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Abstract
This paper argues that Americanization and de-culturalization through the misuse of education was a form of control that the white European used over the Native American and the African people. It claims that they used a very aggressive and dominant form of mis-education to control the Native American and they used a lack of education to control the African. The paper examines the educational abuse of both groups.
From the Paper
"Imagine the scene; it is 1846 and a Presbyterian Missionary, James Ramsey, is telling a room full of Choctaw Indians, in essence, that "they too" could be as civilized, knowledgeable, and powerful as the culturally and racially superior white man if they were to embrace a rudimentary education in basic grammar school curricula and christianity. Think of being a slave in pre-Civil War days and being kept intentionally uneducated simply so you would not be able to form a revolt. Then imagine the life and times of the African-American child in a segregated school system, post-Civil War, with not much of a chance to succeed given the child's background, the prejudice of the society in which the child lives, and the unequal opportunity that is segregation. In each of these scenes, there are the forces of Americanization and Deculturalization, like it or not. Education, miseducation, and the force of "no education" have all been used by whites to dominate the nonwhites, those who don't conform, and the dominated cultures, who, when analyzed, are oft one and the same. Is Americanization something to be proud of if it is just another word for the cloaked denuding of interesting and harmless cultural differences, or the creation of a person who will, at long last, "fit in"? Is the sterilizing nature of deculturalization acceptable?"
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Native Americans, 2005.
This paper examines the history of Native Americans. It also discusses many aspects of their present-day life both on and off of the reservation.
2,942 words (approx. 11.8 pages), 5 sources, APA, $ 87.95
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Abstract
This paper goes into great detail about Native American struggles: How the Europeans stole their land and how the government has been trying to assimilate them into mainstream society. It discusses many battles between the Natives and Europeans, as well as the many legal acts that have been created against them.
From the Paper
"For centuries, Native Americans have dealt with hardships; it seems as though they are singled out. Native Americans have been viewed unjustly since early colonialism. Their land was stolen, given back, and so on. Criticism has plagued their credibility, pursuits, and dreams. Through treaties and warfare they have been forced to assimilate like White Europeans. They try to live soundly, peacefully, with no outside interference, but to no avail. As this paper will demonstrate, through policies, treaties, assimilation acts, and warfare, Native Americans have been ill-treated."
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Native Americans, 2005.
An overview of the history and advancement of Native Americans.
1,346 words (approx. 5.4 pages), 3 sources, MLA, $ 45.95
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Abstract
This paper discusses the history of the Native Americans including warfare and the major federal policies that made them change their ways of life dramatically. It also talks about how the Native Americans influence the United States today.
From the Paper
"In 1953 the Termination Act of 1953 was initiated. It was originated to aid the Native Americans but ended up causing more harm then good. This ended the Bureau of Indian Affairs (BIA) and all of the programs that went with it. It divided tribal property among its members, which subjected them to taxation. It also put an end to tribal government and relocated many Indians to the cities where jobs were available. The Termination policy also ended federal responsibility and social services - education, health and welfare, to the Indians. Many Americans were happy about this because it lowered taxes. The effect this had on tribes was disastrous because it caused huge economic problems."
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Success of the Involuntary Minority Student, 2003.
A look at why involuntary minorities have experienced far less academic success than voluntary minorities.
9,625 words (approx. 38.5 pages), 46 sources, APA, $ 196.95
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Abstract
In this paper the author provides a brief overview of the past and present explanations of involuntary minority academic success and failure and then argues that the presently accepted sociolinguistic and cultural-ecological theories do not adequately explain the variability in involuntary minority academic success. Subsequently, the author proposes an alternative explanation of involuntary minority academic success and failure based on the ability of the local school to institute measures which develop a sense of trust -- or at least an abeyance of distrust--in the school and school authority held by involuntary minority students, parents, and community. Using the posited explanation as a basis for discussion, the authorl then proceeds to describe how current educational practices at the local school site contribute to involuntary minority academic failure through the development of involuntary minority distrust of the school. Within this discussion, the author also proposes some strategies, which schools can employ to increase achievement of involuntary minority students by justifying the development of a sense of trust in the school within the involuntary minority community.
Outline
Explanations of Involuntary Minority Low Achievement
Trust as a Critical Variable in Involuntary Minority Academic Success
Parent Participation
Teacher Self-Efficacy and Expectations
Multicultural Curriculum and Culturally Relevant Pedagogy
Meaningful Curriculum
Conclusion
From the Paper
"Since the early years of the twentieth century, significant concerns have existed about the academic and social problems encountered by minority students in the schooling process (Ogbu, 1991; Tyack, 1974). These concerns have, once again, become a prominent issue among educators and politicians as the result of a multitude of demographic studies indicating students of color will comprise a majority of our school-aged population in the foreseeable future. In studying the ubiquitous disparity in academic achievement between minority and non-minority students over the past decades, however, anthropologists and educators have identified a distinct variability in the academic success between two discrete subgroups within the minority school population: the first subpopulation consists of those minority groups which have voluntarily emigrated from their original society to a different society, while the second subpopulation consists of those minority groups which, because of slavery, conquest, or colonization, did not voluntarily choose to become members of a particular society (Ogbu, 1991). Within the United States, the first subpopulation, described as voluntary minorities, would consist of groups such as Europeans, Central and South Americans, and Asians. The second subpopulation, described as involuntary minorities, would include primarily African Americans, Native Americans, and many Hispanic Americans.1 A large and growing body of research has documented that voluntary minority students tend to academically outperform their involuntary minority counterparts in a number of different settings, including in the United States (Ogbu, 1991)."
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Environmental Justice, 2003.
Examines environmental justice and its effect on Native-American communities. Provides a study of environmental racism.
17,010 words (approx. 68.0 pages), 16 sources, APA, $ 249.95
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Abstract
This research provides an overview and review of the research concerning Native-American or other minorities to identify and understand the cultural differences that lead to environmental racism.
Table of Contents
Chapter One
Statement of the Problem
Purpose
Importance
Scope
Rational
Definition of Terms
Overview
Chapter Two - Review of Related Literature
Introduction
Environmental Justice Research
The Campo Indian Landfill War: The Fight for Gold in California Garbage
Chapter Three - Methodology
Data Validity
Human Health and Social Effects
Analytical Methods
Treatment Technologies
Originality and Limitations
Summary of Methodology
Chapter 4 - Data Analysis
Chapter 5 - Summary, Recommendations and Conclusions
Bibliography
Appendices
From the Paper
"Native American nations have become increasingly concerned about the adverse effects that toxic substances have on human health and the health of the environments on which these communities depend. Many tribal governments are now working to identify environmental contamination problems and their sources; establish and enforce environmental regulations and standards; and develop long-term environmental protection objectives and restoration plans that will promote balance and health in their communities and in their relationships with the natural environment. As the magnitude and complexity of environmental problems have increased, the scientific and technical competency of Native Americans has grown to the point where they now demand a meaningful role in risk assessment, remediation and restoration decisions."
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The Cherokee and the Native American Gender Spectrum, 2005.
An overview of the concept of two-spirited individuals in Native American culture.
2,579 words (approx. 10.3 pages), 10 sources, MLA, $ 77.95
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Abstract
This paper discusses the concept and historical social role of two-spirited individuals in Native American cultures and explores the relationship of the Cherokee social structure and gender roles with respect to the various dimensions of the two-spirit concept.
From the Paper
"Perhaps the most important practical aspect of traditional Cherokee gender roles is the division of labor, while the most important social aspect is that of matrilineage. Women produced all the major household necessities, such as pottery, baskets, and many other crafts, and supplied their household with firewood and water. They were generally responsible for planting, tending and harvesting crops as well as gathering wild edible plants, and of course, the bearing and nurturing of children. Men, on the other hand, produced hunting and fishing tools as well as weapons and canoes, all of which they used to perform their traditional gender-designated labor activities including the hunting game and warfare."
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