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Sarkar, Nirjhar. "Translating legacies and re-imagining the alter /"native"cultural identity: a reading of Derek Walcott`s plays." Thesis, University of North Bengal, 2016. http://ir.nbu.ac.in/handle/123456789/2583.
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Breault, Ainsley. "Native noise: Māori popular music and indigenous cultural identity." AUT University, 2010. http://hdl.handle.net/10292/927.
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This thesis argues that Māori popular music, regardless of genre, is a valuable resource in the formulation of a vibrant and relevant Māori rangatahi (youth) identity. Specifically, the research investigates the complex relationship between popular music, social space, and Māori culture and community in Aotearoa. The researcher interviewed six participants from within the Māori music community and practiced participant observation at popular music events. The findings of this qualitative research are framed by an in-depth literature review into questions of Māori identity, as well as an application of ethnomusicology theories on the relationship of music to place and community. The research output includes both a 30-minute documentary and this accompanying exegesis, which frames the documentary within relevant fields of scholarship and presents a critical analysis of its successes and weaknesses. The researcher elected to create a documentary in recognition of the medium’s ability to maintain the voice of the research participants, capture the dynamism of the Māori popular music scene, and increase the potential for the research to reach a wider audience. The use of documentary also allows for an exploration of the relationship between music and documentary, and begins a discussion on the potential of socially-conscious rockumentaries to reveal crucial social issues. Finally, the exegesis questions the ethics of outsider filmmaking, and explores how the concept of ‘Kaupapa Māori filmmaking’ influenced the process of making the film.
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Koulas, Heather Marshall. "Native Indian cultural centres : a planning analysis." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26861.
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Native Indian Cultural Centres have grown out of the on-going struggle for native self-determination and are rapidly becoming a focus for native cultural revitalization.
This thesis investigates the evolution of two Northwest Coast native Indian cultural centres--the 'Ksan Village and the Makah Cultural and Research Centre (MCRC)—through each stage of development, outlining the historical, cultural, economic and social context, the form and function of conceptual development and the planned and unplanned processes involved in building and operating each centre.
Analysis has indicated that 'Ksan and the MCRC have evolved as a response to local cultural and economic pressures and opportunities and have been funded primarily on the basis of economic rather than cultural viability. Six factors were found to be collectively sufficient to promote the successful development of each cultural centre: local cultural knowledge, social mobilization, local project relevance, native Indian control, access to resources and common motivational ground.
The relationship between native Indians and non-native specialists is changing. Native people are no longer allowing non-native specialists to define their culture and interpret their heritage and 'Ksan and the MCRC have positively re-inforced that change. The development of native Indian cultural centres has provided an important step in the on-going native struggle for self-determination by providing a focus and/or forum for native cultural identity and is likely to continue in the future.<br>Applied Science, Faculty of<br>Community and Regional Planning (SCARP), School of<br>Graduate
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Tamburro, Paul René. "Ohio Valley Native Americans speak Indigenous discourse on the continuity of identity /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215218.
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Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1414. Advisers: Richard Bauman; Wesley Thomas. "Title from dissertation home page (viewed June 19, 2007)."
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Munoz, Sylvia G. "Do Native American and Hispanic women maintain their cultural identity in an interracial marriage?" Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/278784.
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The purpose of this research was to determine whether Native American and Hispanic women can preserve cultural identity in interracial marriages. Four women participated in this research: A Native American woman married to an Anglo; two Hispanic women married to Anglos; and a woman of Hispanic and Native American ancestry married to a Native American. Each participant provided information regarding the level of knowledge of family history, ancestry, language, traditions and practices. Primary research found social identity was another indicator, as the social setting in an environment affects stability and permanence of a cultural identity. The findings indicate preservation of cultural identity in future generations from interracial marriages depends upon a community that can articulate and pass on a level of knowledge of family history, ancestry, language, traditions and practices. Such a community will consist of one or both parents, family members, members of the community, and the children themselves.
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Barrett, Tamara. "Konaway Nika Tillicum Native American Youth Academy: Cultural Identity, Self-Esteem, and Academic Optimism." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7685.
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Through using a Positive Youth Development framework and culturally based education program, Konaway Nikka Tillicum Native American Youth Academy aspires to mentor and prepare Native youth through high school and on to higher education. This collaborative research partnership investigated cultural identity, self-esteem, and academic optimism of Native American youth attending the academy. The results of this program evaluation found that cultural identity, self-esteem, and academic optimism were all closely related to each other as well as that they increased significantly when measured before and after the academy. GPA was found to not be predictive of cultural identity, self-esteem, or academic optimism prior to students attending the academy. Lastly, the relationship between cultural identity and academic optimism appeared to be explained through the indirect effect of self-esteem. The results suggest that culturally based education and positive youth development programs such as Konaway are efficacious in increasing protective factors among Native American youth.
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Phelan, Korey Shawn. "Victimization, Cultural Identity, and Delinquency: Extending an Integrated General Strain Theory to Native American Youth." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1738.
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As a group, Native American youth have elevated rates of delinquency and substance use. However, research specifically examining the etiology of delinquency among Native American youth is sparse. In order to fill this gap, this study utilized a general strain theory (GST) framework integrated with feminist criminological insights and an indigenist stress-coping model (ISCM) to examine the impact of victimization as a source of strain (i.e., interpersonal victimization, sexual assault, and peer assault) on delinquent outcomes (i.e., violent and property delinquency, alcohol and marijuana use) among a sample of Native American youth attending school (and likely residing) on or near Indian reservations. This study utilized secondary data from the third wave of the Drug Use Among Young American Indians: Epidemiology and Prediction: 1993-2006 and 2009-2013 study (N = 2,457). Partial proportional odds (PPO) models were estimated to examine the potential non-linear effects of victimization on delinquency while ordinary least squares (OLS) regression models were estimated to test the mediation and moderation hypotheses within GST. Models were estimated for the total sample and for males and females separately to assess for gender differences in GST processes. Special attention was paid to the role of Native American cultural identity as a moderator in the strain - delinquency relationship. Results indicate mixed support for hypotheses drawn from GST.
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POLLEY, SARAH ELLEN. "CULTURAL ACTIVISM AND THE NATIVE AMERICAN OCCUPATION OF ALCATRAZ: USING CULTURE AS A RESOURCE IN RECONSTRUCTING IDENTITY." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022194895.
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Kelly, Linda. "Experiencing Higher Education in Louisiana through a Native American Lens." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/681.
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The purpose of this dissertation was to capture the voice of the Louisiana Native American students who attend Louisiana institutions of higher education. Native Americans are the least represented minority in colleges. More have entered college in recent years, yet they continue to leave college at a high rate. It is important to understand what motivates Native students to attend college and what keeps them in college. When an understanding of their persistence is achieved, strategies can be implemented to assist others. Research questions that prompted inquiry relate to a Louisiana Native American perspective. All of the research questions ask about the higher education experience and support the primary question: How can the higher education experiences of Native Americans be explained in models of persistence? This dissertation reviews the literature concerning persistence and departure of minority students. Development of ethnic identity is reviewed. The focus of this phenomenological qualitative research study was to examine the experiences of Native Americans during their collegiate journey. Twelve Native American students who attend five institutions of higher education in southern Louisiana were interviewed with open ended questions about their college experiences. Three participants were male and nine were female. Three tribal groups were represented: Choctaw-Apache, Coushatta and the United Houma Nation. Responses have been analyzed using the cultural model presented by Guiffrida (2006) and support the need for a cultural perspective, with the addition of the tribe as an influence. Students were satisfied overall with their experiences. Instances of stereotyping were present that made some students uncomfortable. Intrinsic motivation focused on competency and was frequently coupled with the sense of belonging. Extrinsic motivation came from tribal educational values which provided the cultural capital to pursue a degree. Intended application of the degree was most frequently tied back to the Indian community. Tribal influence was present from intention through to application of the degree. The responses of the participants in this study support a bicultural level and strong enculturation. A model of enculturation is proposed to address the participants' responses.
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Cheong, Sung Hui. "The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180456503.
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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.
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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.<br>Ph. D.
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Basaldu, Robert Christopher. "We Should Come Together with a Good Thought: The Importance of Relationships in the Life of a Native American Church Roadman." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194009.
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As an example of personal inter-relational anthropology, this dissertation explores the nature of person hood, relationships, and affectionate adoption between relatives in the life of a Native American Church roadman, of Kiowa and Cheyenne heritage. As indigenous and Native American scholars have challenged hegemonic assumptions about indigenous communities and peoples, so too does this dissertation offer ideas and critiques from the indigenous perspective, thus reinterpreting an individualistic perception of identity with a perspective on identity based upon shared relationships. The centrality of religion, ceremony, and religious social dynamics form a context through which many of these relationships emerge, are expressed, and transform through time. This dissertation explores how relationships are created, maintained, and formed through the sharing of story, of experiences, and time. Also explored are issues of gender dynamics, gender identity, and their part in shaping family relationships. Other dynamics discussed include contemporary Native American life, economic insecurity, alcohol and substance use, humor and story telling.
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Talbert, Rachel. "Urban American Indian Students Negotiating Civic Identity." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28259738.
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This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.
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Tuharsky, Juanita F. L. "Around the sacred circle, the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54753.pdf.
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Tuharsky, Juanita. "Around the sacred circle the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape3/PQDD%5F0015/MQ54753.pdf.
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Cruz, Mônica 1968. "Povo Umutína : a busca da identidade linguística e cultural = Umutína people : the search of linguistic and cultural identity." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270402.
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Orientador: Angel Humberto Corbera Mori<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-21T03:32:20Z (GMT). No. of bitstreams: 1
Cruz_Monica_D.pdf: 2630036 bytes, checksum: 4deec3d2b2d1a6d726b8dd8c7334d8e1 (MD5)
Previous issue date: 2012<br>Resumo: Esta tese tem por objetivo apresentar: 1. uma reanálise de aspectos fonéticos e fonológicos da língua Umutína, a partir dos trabalhos de Lima (1995) e dos vocabulários de Schmidt (1941) e Schultz (1952) , além dos dados coletados em minha pesquisa de campo na aldeia Umutína; 2. um estudo das publicações prévias sobre a língua e sobre o povo, bem como a descrição fonológica das listas de palavras da língua; 3. um estudo comparativo sobre o parentesco genético entre a língua Umutína e Boróro; 4. uma proposta ortográfica para a língua; 5. aspectos da morfologia referentes ao processo de formação de palavras denominado composição; e por fim, 6. uma abordagem discursiva sobre os traços da língua materna presentes nas práticas discursivas do povo Umutína, a partir das noções de memória discursiva e memória da língua, baseada nos pressupostos da Análise do Discurso de linha francesa. Em anexo, apresento uma amostra do corpus de dados sincrônicos analisados e a reprodução dos vocabulários de Schmidt e Schultz, já citados anteriormente<br>Abstract: This thesis aims to present: 1. a review of phonetic and phonological aspects of Umutina language, from the works of Lima (1995) and vocabularies of Schmidt (1941) and Schultz (1952), besides data collected in my own fieldwork in the Umutina village; 2. a study of previous publications about the language and the people, as well as the phonological description of the lists of words in the language; 3. a comparative study about the genetic relatedness between Umutina and Boróro languages; 4. an orthographic suggestion to the language; 5. some points of morphology with reference to process for the formation of words called compounding; and finally, 6. a discursive approach about the language (mother-tongue) traits present in the discursive practices of the Umutina people, from the notions of discursive memory and memory of the language, based on Discourse Analysis (AD). A sample of the present corpus of synchronous data analyzed and playback of the vocabularies of Schmidt and Schultz, previously mentioned, are attached<br>Doutorado<br>Linguistica<br>Doutora em Linguística
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Stuart-Richard, Gina D. "Re-Imagining the Landscape: Persistent Ideologies and Indelible Marks Upon the Land." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228163.
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Land is a critical element in the formation of, maintenance and continuance of Native identity to tribes in North America. Since time immemorial, Native people have occupied these landscapes in a manner than can perhaps be best described as "persistent." Native views of the land can differ significantly from those of a Western, or Anglo-American tradition. And when managers of these lands come from a Western tradition, dissimilar views on how these lands should be used can become very problematic for Native people. This research examines how five tribes (Pueblo of Acoma, the Hopi Tribe, Pueblo of Laguna, Navajo Nation and Pueblo of Zuni) view their identity and future cultural continuity as their ancestral homelands are inundated by competing uranium mining interests that threaten to destroy the Mount Taylor landscape of northern New Mexico.
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McVeigh, Corinne. "The Stockbridge-Munsee Tote at the National Museum of the American Indian." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/152.
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This thesis constructs the cultural biography of the National Museum of the American Indian’s Stockbridge-Munsee tote, a twentieth-century souvenir craft, in order to examine the tote’s cultural and cross-cultural associated meanings and how these associated meanings shift from one context to another. It follows the tote’s history including its production, purchase, and transfer. This thesis briefly recounts the Stockbridge-Munsee Indians’ history and focuses on a few examples of craft objects produced prior to the 1960s, when the Stockbridge-Munsee tote was made. Wisconsin Indian Craft, a craft cooperative formed in the 1960s, produced objects such as the Stockbridge-Munsee tote. This tote, along with seventeen other Wisconsin Indian Craft souvenirs, was purchased by the Department of the Interior Indian Arts and Crafts Board in 1964 and transferred to the National Museum of the American Indian’s collection in 2000. This thesis analyzes the advantages and disadvantages of the inclusion of the Stockbridge-Munsee tote in the National Museum of the American Indian’s collection. From constructing the Stockbridge-Munsee tote’s cultural biography, this thesis concludes that the tote’s associated meanings do not merely shift from context to context. Rather, these associated meanings build upon one another to create layers of coexisting associated meanings.
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Mirlesse, Alice. "Identity on Trial: the Gabrielino Tongva Quest for Federal Recognition." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/pomona_theses/90.
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In this paper, the author looks at the impact of the policy of federal recognition on a Los Angeles basin Native community: the Gabrielino Tongva. The first section, the literature review focuses on the difficulties of defining “indigenousness” in the academic and political realms, as well as looking at Native scholars’ conceptualization of this unique and multifaceted identity. After a consideration of the theoretical framework of the study, the crossroads between anthropology and public policy analysis, the author presents the tools she used in her study, namely: participant observation, key-informant interviews, and the analysis of published documents and personal files. The section ends with a review of ethical concerns pertaining to doing research with indigenous people.
The historical section comprises an analysis of archives and published works about the Tongva and the federal recognition process. Starting by a brief report of major policies that have impacted Native American rights in the U.S. and the evolution of government relations with indigenous communities, the author looks at the legacy of the Tongva people in L.A. today, paying special attention to past efforts at obtaining federal recognition and political divides within the tribe. The analysis is structured according to the different levels of recognition that the author perceived through her research. “Capital R”, or federal recognition is explored through its impact on the individual and the group, and followed by an account of current efforts towards community recognition – “lower-case r.” The paper ends on recommendations for future policies and a personal reflection about the research and its results.
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Thibodeau, Anthony. "Anti-colonial Resistance and Indigenous Identity in North American Heavy Metal." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395606419.
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Borden-King-Jones, Christine A. "Speaking the Unspeakable: Storied Experience and Everyday Ghosts." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619788906764408.
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Leuthardt, Julia. "Blues Trope as a Cultural Intersection in Alice Walker's The Temple of My Familiar and Sherman Alexie's Reservation Blues." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/335.
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Though bound historically through hundreds of years, the African-Native American relation has not received much attention by scholars of literature; hence, the emphasis of this thesis is to investigate the literary portrayal of the interethnic relation between African Americans and Native Americans through the blues trope. The blues trope provides an intriguing literary platform for the psychological and physical struggles in finding an identity within such a diverse multiethnic society like the United States. For African American writer Alice Walker and Native American author Sherman Alexie the blues trope is a successful literary device in expressing long lost and rediscovered emotions, identities and hopes among an ever growing multiethnic nation.
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Shay, Susan Carol Rothenberg. "The right to control the land : law, heritage and self-determination by native Hawaiians." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/286153.
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Hawai'i was once an independent Indigenous sovereign island nation with a distinctive culture, history, and legislative past. The laws of the modern state of Hawai'i reflect that history as Indigenous heritage has been integrated into state law. However, during the last forty years the laws protecting Native Hawaiian rights have been challenged in Hawai'i through a series of significant land claim lawsuits. Native Hawaiian struggles for sovereignty are based on the assertion of their heritage rights in lawsuits. This dissertation explores the use of heritage in land claim lawsuits and the role it plays in the construction of a modern Indigenous identity. It uses Native Hawaiian efforts for land control in Hawai'i as a case study to explore how involvement in the legal process has impacted both Indigenous identity and heritage. In this dissertation I examine three major lawsuits following one line of legal precedent: traditional and customary access rights. The investigation answers the questions of how legal narrative construction using heritage impacts Indigenous identity; how heritage values are substantiated; what the role is of experts in formulating cases; if there is a measurable change over time in the way that cultural claims are structured; and what the impact is of increased Indigenous political leadership and land control on Native Hawaiian identity and heritage. To complete this research, I applied a mixed qualitative method approach of ethno-historical, socio-legal, and legal narrative analyses with content analysis to examine Indigenous textural production and court performance as forms of social practice. I supported my research with ethnographic semi-structured interviews and participant observation in recognition of Indigenous protocol. The results indicate that Native Hawaiian use of heritage in courtrooms has contributed to Indigenous identity construction by enhancing collective memory, increasing land control, and protecting group rights. The results also provide insight into how such actions by Indigenous peoples can advance upward social mobility, encourage collective identification and civic involvement, regenerate cultural practices, and strengthen group identity. This research provides new insights into how Indigenous heritage can be used as a means of Indigenous empowerment and develops a greater and more complex understanding of the uses of heritage for land control and sovereignty. These findings may be used by other special interest groups using heritage to achieve common goals.
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Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.
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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education.
*Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
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Cyrus, Andrea. "Wandering Sagebrush." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2251.
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Wandering Sagebrush is a collection of eight unified short stories. The main themes of the thesis include: the struggle of identity and how one finds the people and places to call family and home. The stories focus on family we make, family we lose, family we choose, and the decisions one makes in the name of family.
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Martin, Samantha L. "A Gentle Unfolding: The Lived Experiences of Women Healers in South-central Indiana." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398799871.
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Babidge, Sally. "Family affairs an historical anthropology of state practice and Aboriginal agency in a rural town, North Queensland /." Click here for electronic access to document: http://eprints.jcu.edu.au/942, 2004. http://eprints.jcu.edu.au/942.
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Thesis (Ph.D.) - James Cook University, 2004.<br>Thesis submitted by Sally Marie Babidge, BA (Hons) UWA June 2004, for the Degree of Doctor of Philosophy in the School of Anthropology, Archaeology and Sociology, James Cook University. Bibliography: leaves 283-303.
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Dudley, Andrea Denice. "Cultural identity in Native Americans." 2005. http://digital.library.okstate.edu/etd/umi-okstate-1612.pdf.
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Mirehouse, V. Grace. "The Native Education Centre: its impact on cultural identity and educational outcomes." Thesis, 1994. http://hdl.handle.net/2429/5255.
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Few, if any accounts of First Nation history and their
struggles with aboriginal land questions and rights focus
on the “creative political vitality of the Indian peoples
of British Columbia” (Tennant, 1990). Instead, researchers
usually regard aboriginals as objects of history. First
Nations’ school experiences and the negative outcomes have
also generally been biased toward the notion that First
Nations have and continue to be victims of colonization and
a “superior” people who have and continue to oppress them.
This study examined the contexts and reasons First
Nations graduates gave for choosing to attend a First
Nations specific institution and recounted their school
experiences in relationship to First Nations culture,
identity and educational and career outcomes.
The process of research involved working with a
research team that developed a survey questionnaire and
utilized the focus group method. The participants of the
study were the students who were enrolled in one of the six
Skills Training programs at the Native Education Centre and
who graduated during the years 1989 to 1992.
The qualitative analysis of the focus group results
provided texture to the quantitative analysis of the survey
questionnaire data. From these findings, the researcher
discussed the role of a First Nations specific institution
in addressing the needs and goals of the adult learners.
Based on the positive feedback of the graduates, I
present a plausible agruinent that there is a critical need
for the existence of places of learning such as the NEC.
The study also accounts First Nations in British
Columbia as politically active participants of their
history who have and continue to be outspoken and active
about their concerns regarding the education of their
children and communities. First Nations are also
characterized as actively involved in challenging federal
and provincial policies which do not meet their needs in
the advancement of their people. In this study of
graduates who attended a First Nations specific
post—secondary institution, the researcher recognized First
Nations as being involved in the planning, development and
implementation of educational practices to meet the needs
of their communities.
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Pressley, Brandon Alan. "Cultural identity and the people of the North Caucasus." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2792.
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During Soviet Russia, there was an active policy of forced assimilation of minorities into one cultural identity: Russian. This loss of cultural identity came in many forms of resettlement, deportation, discriminatory language policies and economic practices. All of these policies and actions led to large groups of people from the North Caucasus giving up their unique cultural identity and adopting the Russian cultural identity. Many of the policies and actions of the Soviet Union reflected the actions of the United States during the forced assimilation process of the Native Americans. Throughout this process of losing their cultural identity, the people of the North Caucasus could have maintained their unique cultural identity at home or in the local school system, but chose not to for various reasons. This choice to shed their own cultural identity and adopt the Russian identity has had detrimental effect s on the region and some cultures are on the brink of extinction. Not all the people of the North Caucasus willingly assimilated and accepted the Russian way of life; the Chechens have fought the Russians since their first excursion into the North Caucasus and continue to fight to this day for independence and freedom.<br>text
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Serna, Alethea Kuʻulei Keakalaulono Distajo. "Effects of cultural worldview belief and the achievement of cultural standards of value on self-esteem, anxiety, and adaptive behavior of native Hawaiian students." Thesis, 2005. http://hdl.handle.net/10125/11544.
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Mode of access: World Wide Web.<br>Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.<br>Includes bibliographical references (leaves 160-166).<br>The purpose of this study was to examine the psychological framework called the Terror Management Theory (TMT) applied to Native Hawaiian students. TMT is a framework that provides an explanation of relationships between cultural factors, self-esteem, and anxiety (Solomon, Greenberg, & Pyszczynshi, 1991). The hypotheses [sic] of this study was that Native Hawaiian students who identify or seek to identify with "being Hawaiian" and are assisted in achieving its standards of value (high cultural values) will (1) have higher levels of self esteem if they see themselves achieving cultural standards following treatment (2) have lower levels of anxiety following treatment (3) increase "adaptive" behaviors such as achieving academic standards, positive social interactions and making positive contributions to their families and communities. The design of this study was both quantitative and qualitative. The design of this study was a quasi-experimental nonequivalent comparison-group design, consisting of two intervention groups and two comparison groups of 24 Native Haqwaiian students from ages 9-16 years. Intervention participants engaged in Native Hawaiian cultural interventions for 10 hours over a six-week period, while comparison participants engaged in academic tutorial sessions. Measures for self-esteem, anxiety, and adaptive behavior were taken before and after intervention. Qualitative and anecdotal data were also collected and analyzed. Intervention group results indicated that Hawaiian identity increased, anxiety decreased and positive behavior increased. Findings were mixed for self-esteem. Qualitative measures indicated increase in self-esteem, participants felt "good" about themselves and were "proud," but quantitative indicated a decrease. Comparison group indicated a decrease in Hawaiian identity, anxiety and self-esteem. Overall, there were positive indicators to conclude that the TMT framework is applicable to the Native Hawaiian population.<br>Electronic reproduction.<br>Also available by subscription via World Wide Web<br>xii, 166 leaves, bound ill. 29 cm
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Acland, Joan Reid. "The native artistic subject and national identity : a cultural analysis of the architecture of the Canadian Museum of Civilization, designed by Douglas J. Cardinal." Thesis, 1994. http://spectrum.library.concordia.ca/71/1/NN97631.pdf.
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The Canadian Museum of Civilization (CMC) was constructed as a national-popular symbol which would unite a multicultural society. Described as a 'Global Village', CMC was designed to appeal to the 'cultural tourist' of the 21st century. To this end, a marketing strategy was keyed to the Canadian interest in the mythical qualities of the Land. As a museum whose characteristic features have been its 'Indianness', the dissertation seeks to understand why a conflation of these two idioms, Land and 'Indianness', is seen to appeal to Canadians at this postmodern moment. The role of Douglas Cardinal, architect of the Museum, is examined in terms of his effect as a Canadian of Blackfoot, Metis, and German ancestry. Both the formal qualities of the architecture and its signification as a symbol of national identity are considered. This is shaped through an analysis of the iconography of the architecture in relation to traditional Native spiritual symbolism in order to construct a narrative surrounding the Museum which is identity specific. Primary source site visits and interviews were an integral aspect of the dissertation. My observations were developed and structured through the epistemological current of critical theory in anthropology, art history and cultural studies, drawing particularly on theories of postcolonial discourse and identity. Essentially the dissertation explores the relationship between the artistic subject, expressive form and the problematic of signification in relation to a symbol of national identity.
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John, Arun Andrew. "The impact of religious conversion on cultural identity conversion story South African Anglican Indian Chrstians." Thesis, 2007. http://hdl.handle.net/10500/1086.
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The impact of religious conversion on cultural identity is a study of conversion story
of South African Indian Anglican Christians rooted in the oppressive history of
casteism in India and Racism in South Africa.
This study has used multi discipline approach using various schools of human
sciences and broader theological framework in dealing with moral and ethical issues.
This study defends the religious conversions and highlights the impact it has made on
cultural identity of converts from social, economic, psychological and spiritual
perspectives.
While highlighting the positive impact of religious conversion on cultural identity this
study has also pointed out some ambiguities attached to this process.
This study looks into the possibilities of Native and Indian Christians working
together to create a healing culture in South Africa. An attempt is made to point out
the interrelatedness of the experiences of suffering of Native Christians and Indian
Christians from indentured backgrounds in South Africa.
This study does not cover disparity issues between native Africans and the Indian
Community in South Africa. However, an attempt is made to encourage Indian
Christians in South Africa to connect with the pain and pathos of poor communities in
South Africa. This study encourages the Indian Christians hi South Africa to read
Dalit theology and get involved with Black theologians in formulating appropriate
mission praxis for their mission and ministry in post apartheid South Africa.
This study concludes on a positive note and hope based on my eight years of ministry
in Lenasia. During my ministry I had experienced that South African Anglican Indian
Christians and native Christians have the developing ability and capacity to become a
spiritual resource in building a transformed and transforming society in South Africa.
I could see in them a reconciled 'wounded healers' and for me this is a powerful
impact of religious conversion on their cultural identity, "Victims' now have the
capacity to act as 'Wounded Healers'.<br>Religious Studies & Arabic<br>D.Th. (Religious Studies)
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Moller, Franzisca E. "Native Spiritual Appropriation : Words of Power, Relations of Power - Creating Stories & Identities." Thèse, 2011. http://hdl.handle.net/1866/8365.
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L'appropriation culturelle possède une diffusion très large et est un phénomène essentiellement intemporel. L'appropriation culturelle est définie comme «the taking- from a culture that is not one’s own- of intellectual property, cultural expressions or artifacts, history and ways of knowledge» (Ziff et Rao 1997: 1). Cela comprend tous les aspects de la spiritualité, les objets sacrés, des valeurs, des histoires et des rites. L'appropriation est étroitement liée aux relations de pouvoir et à la politique. Avec la montée de la popularité du chamanisme et du néo-chamanisme dans la société occidentale, les peuples amérindiens de l'Amérique du Nord (ou d’Australie) expriment leurs inquiétudes et leur désapprobation en ce qui concerne l’appropriation de leurs cérémonies, rituels et croyances sacrées par les Occidentaux. Par le discours contre l'appropriation, les populations autochtones (re)gagnent et (re)créent une identité qui avait été négligée, supprimée et assimilée au cours de la colonisation. Cette création identitaire s’effectue par l'intermédiaire de l'écriture, dans les milieux universitaires, aussi non-académiques, et le partage des pratiques rituelles avec d'autres autochtones (pan amérindianisme). Les auteurs autochtones contestent le statu quo et désirent contribuer à faire avancer le débat concernant l'appropriation spirituelle, les relations de pouvoir et le néo-colonialisme. Les arguments et les opinions concernant l'appropriation spirituelle présentés ici traitent de génocide culturel, d’abus sexuels, de néo-colonialisme, de non-respect et d'inquiétude face aux dangers liés à une mauvaise utilisation des rituels et autres pratiques sacrées. Ce débat est lié au processus de guérison en contexte amérindien (Episkenew 2009). En participant à ce débat sur l'appropriation spirituelle, les peuples autochtones sont activement engagés dans la (re)définition de leur identité. C'est cet engagement actif qui permet à la guérison d’avoir lieu. Ce mémoire aborde quelques-uns des auteurs autochtones contemporains et examine leurs écrits. L'importance de l'histoire et du mot dans la création identitaire est explorée. L’analyse de certains textes portant sur la médecine, la sociologie, la religion et la culture de consommation rend explicite le lien entre identité et politique.<br>Cultural appropriation is a very wide spread and essentially timeless phenomenon. Cultural appropriation is defined as “the taking- from a culture that is not one’s own- of intellectual property, cultural expressions or artifacts, history and ways of knowledge” (Ziff and Rao 1997: 1). This includes all aspects of spirituality, sacred items, values, stories and rites. Appropriation is closely linked to power relations and politics. With the rise of popularity of shamanism and neo-shamanism in Western society, the Indigenous people of North America (and Australia) are voicing their concerns, disapproval and opinions with regards to Western people appropriating Native ceremonies, rituals and sacred beliefs. Through the discourse of countering appropriation the Indigenous, people are (re)gaining and (re)creating an identity which had been neglected, suppressed and assimilated during the course of colonization. It is through the medium of writing in the academic, as well as non-academic, and the sharing of practices with other Natives (Pan-Indianism) that an identity is created. Native authors are challenging the status quo and engage, contribute and advance the debate of spiritual appropriation, power relations and neo-colonialism. The arguments and opinions with regards to spiritual appropriation presented here range from cultural genocide, sexual abuse, neo-colonialism, and disrespect to concern of improper use that can be dangerous for the user/practitioner. By engaging in the debate Indigenous culture is engaging in the healing process (Episkenew 2009). By participating in the debate of spiritual appropriation the Indigenous people are actively engaging in (re)defining their identity. It is this active engagement that allows healing to take place. The thesis brings together some of the current, Native authors and examines their opinions. The importance of the story and the word as creating identities is explored. By using diverse literature, some texts focusing on medicine, sociology, religion and consumer culture the debate of spiritual appropriation and the link to identity and politics is made more explicit.
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Dandurand, Langevin Laurence. "Le théâtre amérindien au Québec : l’émergence d’un espace d’autodétermination identitaire, culturel et politique par la création dramatique." Thèse, 2013. http://hdl.handle.net/1866/11106.
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Le théâtre amérindien francophone et/ou de langues autochtones fait partie du paysage québécois depuis la fin des années 1970. Souvent désigné en tant que « théâtre des minorités » en raison de son histoire et de son contexte actuel, ce genre théâtral est lié de près à l’identité et à la mémoire. L’objectif de ce travail de recherche est d’entrevoir ce qui caractérise l’espace théâtral généré par les productions issues du théâtre amérindien francophone au Québec à travers le travail artistique de six créateurs rencontrés pour les besoins de ce mémoire. Pour une meilleure compréhension de ce genre théâtral, un survol historique axé sur le passage d’un théâtre colonial s’appropriant l’expérience amérindienne vers un théâtre amérindien se réappropriant son image ainsi que son identité sera effectué dans l’idée de voir ce qui a mené à l’éclosion d’un théâtre autochtone en Amérique du Nord durant le 20e siècle. Suite à cette démonstration, une revue de la littérature esquissera un portrait des différentes pistes de recherche utilisées pour aborder l’espace théâtral amérindien. Celles-ci permettront de mieux saisir la composition, le fonctionnement ainsi que les rôles de cette zone d’expression et d’observer diverses définitions du théâtre amérindien déjà établies. S’ensuivra une synthèse des entrevues ainsi qu’une analyse des données recueillies dont l’objectif est de voir ce qui détermine et constitue un espace théâtral amérindien autonome. Nous verrons à partir des résultats comment cet espace contribue au développement identitaire, culturel et politique.<br>The Aboriginal Theater either in French and/or Native American Aboriginal tongue is part of the Quebec landscape since the late 1970s. Often referred to as "theater of minorities" because of its history and its current context, this kind of theater is closely related to the identity and memory. The goal of this research is to make out what characterizes the theatrical space generated by production from the French Native Theater in Quebec through the artistic work of six artists met for the purposes of this paper. For a better understanding of this kind of drama, an historical overview will be made. This contextualisation will focus on the transition from a colonial theater appropriating the Native American experience towards an Aboriginal theater where the Native American reclaims his image and his identity, which led and motivated the emergence of an indigenous theater in North America during the 20th century. Following this demonstration, a literature review will outline the different avenues of research used to address the Indian theatrical space, wich will permit a better comprehension of the composition, the functionnings and the roles of this zone of expression and to observe the diverse definitions of the Aboriginal Theater that is already established. Will follow a summary of the interviews and an analysis of the data, whose purpose is to observe and determine what constitutes an autonomous Indian theatrical space. We see from the results how this space contributes to the identity and to the cultural and political development.