cultural preservation

Archaeology and Social Justice in Native America

Year

Over the past 20 years, collaboration has become an essential aspect of archaeological practice in North America. In paying increased attention to the voices of descendant and local communities, archaeologists have become aware of the persistent injustices these often marginalized groups face. Building on growing calls for a responsive and engaged cultural heritage praxis, this forum article brings together a group of Native and non-Native scholars working at the nexus of history, ethnography, archaeology, and law in order to grapple with the role of archaeology in advancing social justice. Contributors to this article touch on a diverse range of critical issues facing Indigenous communities in the United States, including heritage law, decolonization, foodways, community-based participatory research, and pedagogy. Uniting these commentaries is a shared emphasis on research practices that promote Indigenous sovereignty and self-determination. In drawing these case studies together, we articulate a sovereignty-based model of social justice that facilitates Indigenous control over cultural heritage in ways that address their contemporary needs and goals.

Resource Type
Citation

Laluk, N., Montgomery, L., Tsosie, R., McCleave, C., Miron, R., Carroll, S., . . . Schneider, T. (2022). Archaeology and Social Justice in Native America. American Antiquity, 1-24. doi:10.1017/aaq.2022.59

Indigenous entrepreneurship: How Indigenous knowing, being and doing shapes entrepreneurial practice

Year

This chapter introduces the concept and practice of entrepreneurship from an Indigenous perspective. The focus is on understanding what Indigenous entrepreneurship is, where it comes from and how it is understood and practiced in different contexts by people of diverse cultures, languages, histories and circumstances. The goal of the chapter is to help you understand the uniqueness of Indigenous entrepreneurship, and from this understanding form your own views on what it is, how it has developed and how it can be achieved and supported in your region. The chapter argues that Indigenous entrepreneurship is part of a distinctive approach to engaging in enterprise and economic development that is present in many countries and all continents.

This approach involves integrating Indigenous and non-Indigenous worldviews, knowledge and practice to achieve Indigenous development aspirations. Indigenous entrepreneurship adheres to the Indigenous view that human beings and the natural environment share a common origin and are, therefore, interrelated—with one depending on the other for their survival and wellbeing. This view refers to the principle of social and ecological interdependency. This means that, in order to live well, natural resources must be managed sustainably, taking only what one needs.

An example of this is the replenishing of fish stocks and plant life through cultural practices of prohibition and regeneration, which are collective responsibilities. This principle has ancient origins and has helped Indigenous peoples live in harmony with their environments, satisfying their peoples’ need for food and materials for their livelihoods. This is a traditional view of socioecological balance that has evolved into sustainable development and has subsequently been given serious consideration internationally among Indigenous and non-Indigenous peoples. It is relevant to all aspects of our lives, at home, at work, in school, government, industry and community in order to cope with, and recover from, the effects of widespread pollution, environmental degradation and climate change.

The chapter introduces and explores Indigenous entrepreneurship in five sections: (1) Indigenous peoples; (2) Indigenous entrepreneurship theory; (4) Indigenous entrepreneurship practice and (5) enterprise assistance. The chapter includes five cases of Indigenous entrepreneurship—three M¯aori entrepreneurs from Aotearoa New Zealand and two Native American entrepreneurs from the United States of America.

Native Nations
Resource Type
Citation

Mika Jason, P. (2020). Indigenous entrepreneurship: How Indigenous knowing, being and doing shapes entrepreneurial practice. In D. Deakins & J. M. Scott (Eds.), Entrepreneurship: A contemporary & globla approach (pp. 1-32). Sage. https://study.sagepub.com/deakins/student-resources/e-chapter-on-indigenous-entrepreneurship

Return of the Red Lake Walleye (Ogaag bii azhe giiwewag)

Author
Producer
Native Nations Institute
Year

The Native Nations Institute's film "Return of the Red Lake Walleye" is a 30-minute documentary that tells a compelling story of tribal sovereignty in practice. It chronicles the extraordinary effort of the Red Lake Band of Chippewa Indians -- working together with the State of Minnesota and the federal government -- to bring back the culturally vital walleye from the brink of extinction and restore it to health in Red Lake. It examines how the Band and State overcame decades of bad blood to forge an innovative public policy solution that puts cooperation before conflict and science before politics, fueling an amazing recovery that has defied the odds.

Resource Type
Citation

Record, Ian (Director). (2010). Return of the Red Lake Walleye [film]. Native Nations Institute. Tucson, AZ.

AIS event: An Afternoon with Joanne Shenandoah and Doug George-Kanentiio

Producer
University of Arizona
Year

On April 12, 2021, the Department of American Indian Studies and Graduate Interdisciplinary Program presented "An Afternoon with Joanne Shenandoah & Doug George-Kanentiio."

Doug George-Kanentiio (Awkesasne Mohawk) is a Native author, intellectual and journalist. His presentation was on “Raised Fists - Indigenous, Latino, and Black Rights Movements.” Joanne Shenandoah (Oneida) is a GRAMMY and NAMMY award-winning performer. Her presentation was about “Lifegivers, Women's Rights Under Natural Law.”

Resource Type
Citation

The Department of American Indian Studies and Graduate Interdisciplinary Program. "An Afternoon with Joanne Shenandoah & Doug George-Kanentiio." University of Arizona. Tucson, Arizona. Wednesday, April 12, 2021 

Transcript available upon request. Please email: nni@email.arizona.edu

Daryle Rigney: Asserting Cultural Match and Native Nation Building in Australia

Producer
Native Nations Institute
Year

Daryle Rigney brings his expertise and first-hand experiences as a citizen of Ngarrindjeri Nation in South Australian to share his thoughts about Native Nation Building for the Ngarrindjeri Nation. He is a Professor of Indigenous Strategy and Engagement at College of Humanities Arts and Sciences at Flinders University, Board member in the Australia Indigenous Governance Institute, and member of the Indigenous Advisory Council for the Native Nations Institute. Daryle has spent better part of the last two decades supporting and directly working in efforts to bring the Ngarrindjeri community into a Regional Authority that governs using Native Nation building principles. In this interview Daryle explains the ways that Ngarrindjeri negotiated their self-governance with South Australia and implemented there own governing process that aligns with Ngarrindjeri cultural practices. Daryle has also been at the forefront to understanding the challenges and work behind protecting aboriginal cultural heritage and property through his involvement in protection of Ngarrindjeri people, traditions, burial sites, and ancestral materials.

People
Native Nations
Resource Type
Citation

Native Nations Institute. "Daryle Rigney: Asserting Cultural Match and Native Nation Building in Australia.” Leading Native Nations, Native Nations Institute, University of Arizona, Tucson, AZ, January 11, 2019

Transcript available upon request. Please email: nni@email.arizona.edu

Coquille: Southwest Oregon Research Project (SWORP)

Year

Driven by the belief that possessing historical documents and archival collections is essential for cultural self-determination, the Coquille Indian Tribe partnered with the University of Oregon and the Smithsonian Institution to launch the Southwest Oregon Research Project (SWORP) in 1995. Through SWORP, over 110,000 pages of cultural, linguistic, and historical documents have been collected and placed in a central archive. In 1997 and again in 2001, SWORP held potlatches in which 44 tribes were given copies of the collection. Today, these documents help tribal scholars develop and present a culturally sensitive and historically accurate body of knowledge about northwest tribes.

Native Nations
Resource Type
Citation

"Southwest Oregon Research Project (SWORP)". Honoring Nations: 2002 Honoree. Harvard Project on American Indian Economic Development, John F. Kennedy School of Government, Harvard University. Cambridge, Massachusetts. 2003. Report. 

Permissions

This Honoring Nations report is featured on the Indigenous Governance Database with the permission of the Harvard Project on American Indian Economic Development. 

Chickaloon Village: Ya Ne Dah Ah School

Year

Dedicated to giving community youth the skills necessary for functioning in a modern world while retaining and facilitating traditional knowledge and practices, the Ya Ne Dah Ah is Alaska’s only tribally owned and operated full-time primary school and day care facility. Located in a one-room schoolhouse that receives no federal or state funding, the School’s 20 students — whose CAT scores are higher than their national counterparts — learn Ahtna Athabascan history, language, music, art from elders, and science and math from tribal foresters, environmentalists, and computer technicians. The School’s board also encourages intensive parental involvement and aggressively monitors student progress.

Resource Type
Citation

"Ya Ne Dah Ah School." Honoring Nations: 2002 Honoree. Harvard Project on American Indian Economic Development, John F. Kennedy School of Government, Harvard University. Cambridge, Massachusetts. 2003. Report.

Permissions

This Honoring Nations report is featured on the Indigenous Governance Database with the permission of the Harvard Project on American Indian Economic Development.

Mille Lacs Ojibwe Language Program

Year

Created in 1995, this tribally funded program serves 350 students (from toddlers to teenagers) and uses elder-youth interaction, song books, and comic books to teach the Ojibwe language. In addition, the Program broadcasts language classes to local public schools in an effort to teach the Ojibwe language, history, and culture to non-Indian children. Teaching the Band's children their traditional language has allowed Mille Lacs Band members to pass on tribal values more effectively. At the same time, it has served as an important tool in both preserving the Band's culture and strengthening bonds between Band members.

 

Native Nations
Resource Type
Citation

"Ojibwe Language Program". Honoring Nations: 1999 Honoree. The Harvard Project on American Indian Economic Development, John F. Kennedy School of Government, Harvard University. Cambridge, Massachusetts. 2000. Report. 

Permissions

This Honoring Nations report is featured on the Indigenous Governance Database with the permission of the Harvard Project on American Indian Economic Development. 

Ziibiwing Center of Anishinabe Culture and Lifeways

Year

The Ziibiwing Center of Anishinabe Culture and Lifeways is the caretaker of cultural heritage for the Saginaw Chippewa. The Center educates the Tribe’s citizens and the general public through its permanent and rotating exhibits, research center, repatriation efforts, art market, workshops, and language programs. By sharing its story in many ways, the Saginaw Chippewa Indian Tribe of Michigan is reclaiming its past and celebrating its vibrant present as Anishinabe people.

Resource Type
Citation

"Ziibiwing Center of Anishinabe Culture and Lifeways." Honoring Nations: 2008 Honoree. Harvard Project on American Indian Economic Development, John F. Kennedy School of Government, Harvard University. Cambridge, Massachusetts. 2009. Report.

Permissions

This Honoring Nations report is featured on the Indigenous Governance Database with the permission of the Harvard Project on American Indian Economic Development.

Zuni Eagle Sanctuary

Year

Responding to ceremonial needs for eagle feathers, in 1999, the Pueblo opened the first-ever Native American owned and operated eagle sanctuary. The award-winning facility provides a source of molted eagle feathers for Zuni while at the same time reviving the ancient practice of eagle husbandry. Today, the Sanctuary is home to 16 eagles — all of which are non-releasable, typically because of a permanent debilitating injury — which enables the Pueblo to distribute tens of thousands of feathers using tribal protocol. The Sanctuary also administers a community education program, a raptor care training program, and has strengthened Zuni’s ties with dozens of outside agencies.

Native Nations
Resource Type
Citation

"Zuni Eagle Sanctuary." Honoring Nations: 2002 Honoree. Harvard Project on American Indian Economic Development, John F. Kennedy School of Government, Harvard University. Cambridge, Massachusetts. 2003. Report.

Permissions

This Honoring Nations report is featured on the Indigenous Governance Database with the permission of the Harvard Project on American Indian Economic Development.