Ethnic groups and multicultural studies Books

Book SynopsisIn diesem Open-Access-Buch wird eine qualitative Studie zum Thema Diskriminierungserfahrungen von Fachkräften der Sozialen Arbeit vorgestellt. Ziel der Arbeit ist es, eine gegenstandsverankerte Theorie abzubilden, die hilft, den Umgang mit Diskriminierungserfahrung – insbesondere Rassismuserfahrungen – zu beschreiben: Wie verhalten sich Betroffene in diskriminierenden Situationen? Wie gehen sie mit ihren Erfahrungen außerhalb der diskriminierten Situation um? Einer der Schwerpunkte der Untersuchung ist das Zusammenspiel der Erfahrungen und des professionellen Arbeitskontextes. Das Theoriemodell der Schützenden Bewältigung ist ein Beitrag zur rassismuskritischen Sozialen Arbeit und lädt zu einem Perspektivenwechsel ein. Die theoretischen Überlegungen bieten gleichzeitig Anknüpfungspunkte für die Praxis.Table of ContentsEinleitung.- Über den Forschungsstand zur Fragestellung.- Theoretische Grundlagen.- Theorien zur Wahrnehmung und Bewältigung von Diskriminierung(serfahrung).- Methodologische und methodische Ausrichtung.- Empirische Forschungspraxis.- Schützende Bewältigung: Eine Grounded Theory.- Fazit.

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Book SynopsisIn dieser Studie untersucht Christina Winter die sprachpädagogische Arbeit sowie den Umgang mit Mehrsprachigkeit im Alltag in vier elementarpädagogischen Einrichtungen. In der Schnittmenge von Ethnografie und Grounded Theory verortet entwickelt sie eine gegenstandsverankerte Theorie zu inkludierenden und exkludierenden Praktiken im Umgang mit Mehrsprachigkeit im Elementarbereich. Anhand von teilnehmender Beobachtung in den Einrichtungen und leitfadengestützten Interviews mit pädagogischen Fachkräften werden drei Antinomien als Kernbefunde herausgearbeitet: Erstens zeigt sich eine Uneinheitlichkeit und Unsicherheit bei den pädagogischen Fachkräften, die zu überwiegend ungeplanten und unstrukturierten Vorgehensweisen in der Gestaltung von Sprachbildungsprozessen führen. Zweitens zeichnet sich in allen Einrichtungen eine überwiegend einsprachige Bildungspraxis trotz lebensweltlicher Mehrsprachigkeit ab. Drittens lässt sich im Rahmen vereinzelter mehrsprachigkeitsoffener Situationen ein Spannungsverhältnis zwischen sprachlicher Ermächtigung und einer exkludierenden Besonderung mehrsprachiger Kinder rekonstruieren.Table of ContentsEinleitung.- Begriffsklärungen und theoretische Einbettungen.- Sprachliche Bildung und Mehrsprachigkeit im Elementarbereich – Zum Forschungsstan.- Methodologische Überlegungen und methodische Zugänge.- Ergebnisse I: Rekonstruktion mehrsprachigkeitsinkludierender und -exkludierender sprachlicher Praktiken im Elementarbereich.- Ergebnisse II: Perspektiven pädagogischer Fachkräfte auf sprachliche Bildungsarbeit und Mehrsprachigkeit.- Inklusion und Exklusion mehrsprachiger Praktiken im Elementarbereich – Zur Triangulation der vorliegenden Erkenntn.- Fazit und Ausblick.- Literatur- und Quellenverzeichnis.

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Book SynopsisDas Buch hinterfragt die vermeintliche visuelle Evidenz von Kategorien menschlicher Ähnlichkeit und Differenz. Es bezieht Erkenntnisse aus den Sozial- und Kognitionswissenschaften sowie der Psychologie und Philosophie ein, um zu erklären, wie wir physische Unterschiede visuell wahrnehmen und zeigt, dass Wahrnehmung sowohl fehlbar als auch prozesshaft ist. Dazu bringen die Autorinnen Studien zur visuellen Kultur und künstlerische Forschung mit Ansätzen wie Gender, Queer und Trans Studies sowie postkolonialer Theorie miteinander ins Gespräch, um vereinfachte Vorstellungen von Identitätspolitik und kultureller Repräsentation zu verkomplizieren. Das Buch schlägt andere Sichtweisen auf Intersektionalität vor, um die Vorherrschaft von Kategorien der vermeintlich sichtbaren Differenz wie race und Geschlecht als analytische Kategorien infrage zu stellen.Table of ContentsAndere Sichtweisen auf Intersektionalität: Revisualising Intersectionality.- Wo Differenz beginnt.- Andere Sichtweise auf Intersektionalität: Konversationen.- Zweck und Grenzen von Sichtbarkeit.- Schluss: Intersektionalität anders gesehen.

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Book SynopsisDas Buch bietet auf der Basis einer Kooperation von Wissenschaft und Selbstorganisationen der Minderheit erstmals umfassend Daten über die nationale Minderheit der deutschen Sinti und Roma und zugewanderte Roma in Deutschland. Mit einer innovativen Sampling-Strategie mit Interviewer*innen aus der Minderheit wird die soziale und Bildungssituation von Sinti und Roma in Deutschland untersucht. Ein internationales Team renommierter Autor*innen aus Minderheit und Mehrheit analysiert die Zusammenhänge von Diskriminierung, Erwartungen und Entwicklungen bei Schul- und Ausbildungsabschlüssen.Table of ContentsEinleitung.- Bildungssituation(en) von Sinti und Roma im deutschen Bildungssystem.- Antiziganismus und Bildungsgeschichte.- „… aber diese Angst, die in dir war, überträgst du auf dein Kind, mit der Muttermilch“. Schweigen und generationsübergreifendes Trauma der Roma und Sinti.- Die Bedeutung unterschiedlicher Lebenslagen von Sinti und Roma für Strategien zur Verbesserung der Bildungssituation.- Roma-Frauen im Ringen um ihre Stimme.- Die Bildungssituation von Sinti und Roma in Deutschland im internationalen Vergleich.- Konzeptionelle Schriftlichkeit in der gesprochenen Sprache – die Hochsprache im Romanes.- Schule – für Sinti*zze und Rom*nja ein Ort, der Kraft kostet . Zusammenhänge von strukturellem Rassismus und Diskriminierung an Bildungseinrichtungen und schulischen Erfolgen von Minderheitsangehörigen.- ReFIT – Gesellschaftliche Teilhabe durch partizipative Ansätze und Beispiele für Antiziganismus als Bildungsbarriere aus der Praxis.- Die Hildegard Lagrenne Stiftung: Perspektiven und Strategien für die gleichberechtigte Bildungsteilhabe von Roma und Sinti in Deutschland und Beispiele aus der Praxis der Madhouse gGmbH München.- Methodenbericht zur Studie.- Realisiertes Sample.

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Book SynopsisWhen France laid claim to the territories that became French Indochina, its beleaguered trading posts on the east coast of India gained a new purpose, sending Indians to help secure and administer its newest possessions and to assist in their commercial expansion. The migrants were among those peoples of France's overseas empire who gained the rights of French citizens following the French Revolution. This volume explores the consequences of their arrival in Indochina just as France was testing a new approach to its colonised peoples, an approach less enamoured with the idea of colonial citizenship and more racially ordered. This book offers an analysis of the fate of Republican ideals as they travelled between different parts of the French Empire and raised contentious issues of citizenship which engaged Indians, French authorities, and Vietnamese reformers in debate. It considers too the distinctive French colonial social order that was shaped in the process. A lively story, it is at the same time an important addition to scholarship on the French empire, on colonial society in Vietnam specifically, and on migration to Southeast Asia.

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Book SynopsisThe popular West Indian migration narrative often starts with the “Windrush Generation” in 1950’s England, but in Dying to Better Themselves Olive Senior examines an earlier narrative: that of the neglected post-emancipation generation of the 1850’s who were lured to Panama by the promise of lucrative work and who initiated a pattern of circular migration that would transform the islands economically, socially and politically well into the twentieth century.West Indians provided the bulk of the workforce for the construction of the Panama Railroad and the Panama Canal, and between 1850 and 1914 untold numbers sacrificed their lives, limbs and mental faculties to the Panama projects. Many West Indians remained as settlers, their descendants now citizens of Panama; many returned home with enough of a nest egg to better themselves; and others launched themselves elsewhere in the Americas as work beckoned.Senior tells the compelling story of the West Indian rite of passage of “Going to Panama” and captures the complexities behind the iconic “Colón Man”. Drawing on official records, contemporary newspapers, journals and books, songs, sayings, and literature, and the words of the participants themselves, Senior answers the questions as to who went to Panama, how and why; she describes the work they did there, the conditions under which they lived, the impact on their homelands when they returned or on the host societies when they stayed.Many books have shown the “conquest” of the Isthmus of Panama by land and sea exploring how the myriad individual lives touched by the construction of the railroad and the canal changed the world as well.

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Book SynopsisContention has surrounded the status of minorities throughout Indonesian history. Two broad polarities are evident: One inclusive of minorities, regarding them as part of the nation’s rich complexity and a manifestation of its ‘Unity in Diversity’ motto The other is exclusive, viewing with suspicion or disdain those communities or groups that differ from the perceived majority. State and community attitudes towards minorities have fluctuated over time. Some periods have been notable for the acceptance of minorities and protection of their rights, while others have been marked by anti-minority discrimination, marginalisation and sometimes violence. This book explores the complex historical and contemporary dimensions of Indonesia’s religious, ethnic, LGBT and disability minorities from a range of perspectives, including historical, legal, political, cultural, discursive and social. It addresses fundamental questions about Indonesia’s tolerance and acceptance of difference, and examines the extent to which diversity is embraced or suppressed.

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Book SynopsisMulticulturalism and Diversity in the United States: A Political and Sociological Reader is an anthology designed to help students tackle leading themes in American multiculturalism within the modern political climate.The articles in Unit I are introductory theoretical readings and demographic studies, which present arguments for and against multiculturalism, providing students with a foundation in both ways of thinking about an increasingly complex issue. Unit II focuses on issues related to gender, masculinity, homophobia, patriarchy, and sexism. In Unit III, students read articles that address race and racism, especially within the context of a post-Trump administration. The readings trace the malignant patterns of racism and disenfranchisement of people of color in America, as well as examining related topics such as White privilege and affirmative action. Section IV addresses how class and economic status affect inequality. In Section V, students read articles about additional types of multiculturalism, including disability, the marginalization of Native Americans and Muslim Americans, and the political hysteria over immigration and undocumented immigrants in the U.S.The second edition features new readings on the topics of rights for gay athletes, the #BlackLivesMatter movement and the struggle against colorblind racism, the shrinking middle class, challenging racism, sexism, and homophobia from a straight white male perspective, and more.Multiculturalism and Diversity in the United States is an ideal text for foundational courses in political science, sociology, and undergraduate or graduate courses that address multiculturalism or diversity.

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Book SynopsisBlack Experiences in Higher Education: Faculty, Staff, and Students illuminates the narratives of Black faculty, staff, and students and how they navigate their professional experiences, confront the hidden curriculum and work to transform academia. As we think about the context of Black Lives Matter, intersections of race and gender, and what it means to be Black in America, there is a new consciousness and attention to the uniqueness of Black experiences in the world. This book calls attention to how Black folks are navigating their experiences within higher education.The book will present an overarching aim to delve into Black voices and experiences in higher education. Contributing authors hold varying roles of faculty, staff, and students, all sharing their experiences in higher education in the USA. In particular these scholars reflect on the challenges and opportunities within the three themes of mental health and wellness, mentorship and creating supportive spaces, and career experiences, trajectories and pathways. The aim of the variety of contributing authors creates a space to reveal unique Black experiences and voices, therefore contributing to the scholarly discourse on race in America, and in higher education, in particular.

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Book SynopsisBlack Experiences in Higher Education: Faculty, Staff, and Students illuminates the narratives of Black faculty, staff, and students and how they navigate their professional experiences, confront the hidden curriculum and work to transform academia. As we think about the context of Black Lives Matter, intersections of race and gender, and what it means to be Black in America, there is a new consciousness and attention to the uniqueness of Black experiences in the world. This book calls attention to how Black folks are navigating their experiences within higher education.The book will present an overarching aim to delve into Black voices and experiences in higher education. Contributing authors hold varying roles of faculty, staff, and students, all sharing their experiences in higher education in the USA. In particular these scholars reflect on the challenges and opportunities within the three themes of mental health and wellness, mentorship and creating supportive spaces, and career experiences, trajectories and pathways. The aim of the variety of contributing authors creates a space to reveal unique Black experiences and voices, therefore contributing to the scholarly discourse on race in America, and in higher education, in particular.

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book SynopsisU.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond.Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

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Book SynopsisU.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond.Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

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Book SynopsisThis book contributes to contemporary debates about multiculturalism and democratic theory by reflecting upon the ways in which claims about culture and identity are actually advanced by immigrants, national minorities, aboriginals and other groups in a number of different societies. Carens advocates a contextual approach to theory that explores the implications of theoretical views for actual cases, reflects on the normative principles embedded in practice, and takes account of the ways in which differences between societies matter. He argues that this sort of contextual approach will show why the conventional liberal understanding of justice as neutrality needs to be supplemented by a conception of justice as evenhandedness and why the conventional conception of citizenship is an intellectual and moral prison from which we can be liberated by an understanding of citizenship that is more open to multiplicity and that grows out of practices we judge to be just and beneficial.Trade ReviewThe issues Carens addresses with such clarity and engagement are political rather than philosophical. That lesson alone is worth the price of admission. * Ethics *The wide array of substantive examples that Carens relies on to advance his arguments is among the most attractive and valuable features of the book. * Ethics *Carens has produced an exemplary piece of political theory. His argument remains nuanced and civil even where it is most critical. More important, perhaps, his argument is driven less by disputes in the philosophical literature than by important political problems ... also critically examines a range of prominent philosophical positions. * Ethics *This book is an excellent example of the evolution of discussions by contemporary political theorists about the requirements of justice for cultural minorities in democratic polities. * Canadian Journal of Political Science *This is a very fine volume, densely and carefully argued, beautifully written, by a thoughtful individual trying to balance competing demands in multicultural democracies for cultural and collective as well as individual, rights. * Human Rights Quarterly *Table of ContentsIntroduction: Contextual Political Theory, Comparative Perspectives, and Justice as Evenhandedness ; Complex Justice, Cultural Difference, and Political Community ; Liberalism and Culture ; Distinguishing Between Difference and Domination: Reflections on the Relation Between Pluralism and Equality ; Cultural Adaptation and the Integration of Immigrants: The Case of Quebec ; Muslim Minorities in Liberal Democracies: Justice and the Limits of Toleration ; Multiple Political Memberships, Overlapping National Identities, and the Dimensions of Citizenship ; Citizenship and the Challenge of Aboriginal Self-Government: Is Deep Diversity Desirable? ; Democracy and Respect for Difference: The Case of Fiji ; Conclusion

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Book SynopsisNative Americans are disproportionately represented as offenders in the U.S. criminal justice system. Routledge Handbook on Native American Justice Issues is an authoritative volume that provides an overview of the state of American Indigenous populations and their contact with justice concerns and the criminal justice system. The volume covers the history and origins of Indian Country in America; continuing controversies regarding treaties; unique issues surrounding tribal law enforcement; the operation of tribal courts and corrections, including the influence of Indigenous restorative justice practices; the impact of native religions and customs; youth justice issues, including educational practices and gaps; women's justice issues; and special circumstances surrounding healthcare for Indians, including the role substance abuse plays in contributing to criminal justice problems.Bringing together contributions from leading scholars many of them Native Americans thatTrade ReviewThe Handbook on Native American Justice Issues provides a much needed contribution to the state of Native Americans when it comes to justice and injustice in our culture. Professor French has demonstrated a long-term and productive commitment to both the history and social/judicial context of indigenous populations. He has put together a noteworthy collection of essays from contributors including Native American scholars, a collection that not only examines the impact of our justice system on Native American communities and how their "trail of tears" has continued, but also explores the nature of their potential contributions to our justice process in general including restorative justice, youth interventions and religious practices. Professor French and the scholars whose work comprise this excellent volume help us to better understand the history, current state and the opportunities for positive change in the lives of Native Americans who are an indispensable part of the American fabric.Michael BraswellProfessor EmeritusEast Tennessee State University"In the midst of contemporary political crosswinds facing the North American region, this masterfully written book is a breath of fresh air. It examines indigenous experiences from U.S., Canadian, and Mexican perspectives. The handbook covers themes integrating common challenges faced by the original inhabitants of these lands."Magdaleno Manzanárez, Ph.D.Vice President, Division of External AffairsWestern New Mexico UniversityTable of ContentsTable of ContentsPART I: HISTORICAL ANTECEDENTS: A DISMAL PASTIntroduction Chapter 1. Pre-Columbian America Linguistic groups and confederations Algonquian Tribes Iroquoian Tribes Muskhogean People Siouan Tribes Athapaskan Tribes Pueblo Tribes Mexican Tribes Pre-Columbian trade Chapter 2. Colonial contact and exploitation Colonial rules of engagement Contravening Social Perspectives Slavery The savage Indian Stereotype: Torture, Scalping, and Genocide The Acadian Expulsion Royal Proclamation of 1763: the seeds of the American Revolution Chapter 3. Indian Policy in the New Republic – 1776-1850 The Louisiana Purchase and the plight of the Civilized Tribes Indian Removal Act Chapter 4. The Cherokees: transformation from aboriginal society to civilized tribe Aboriginal prehistory Aboriginal Cherokee Harmony and Justice "Civilizing" the Cherokee: A Nation emerges Cherokee Removal Aftermath Chapter 5. From Removal to Reservations – 1859-1907 Treaties made and broken again Transformation of the U.S. Army: U.S. Civil War to the Indian Wars Wounded Knee – the last campaign of the Indian Wars Canada’s Indian Uprising Mexico’s Indian Conflicts Legislating Indian Country Indian education and cultural genocide Ex Parte Crow Dog & the Major Crimes Act Major Crimes Act – March 3, 1885 Court of No-Appeal Chapter 6. Reign of Cultural Extermination & Injustice -1890-1976 Allotment Policies The General Allotment Act Land Allotment – Disaster in the Making Indian Reorganization: Salvaging Indian Country from total destruction The Woes of Allotment and Cultural Genocide Indian Reorganization Act (IRA): the "Indian Jim Crow" model Termination and Relocation The Eisenhower Legacy The Indian Claims Commission Act Termination and Public Law 280 House Resolution 198 Public Law 280 Relocation PART II: CONTEMPORARY SCENE Chapter 7. Toward Self-Determination – the New Federalism Wounded Knee II Indian Civil Rights – the road to Self-Determination American Indian Policy Review Commission The Final Report Indian Self-Determination and Education Act Resolution of the American Indian Policy Review Commission Policing Indian Country Self-Determination & Indian Education New Federalism and Indian Chile Welfare Self-Determination & Indian Health Services Indian Health Care Improvement Act Indian Religious Freedom Archaeological Resources Protection Act Indian Gaming-the New Federalism funding scheme Indian Gaming Regulatory Act Wounded Knee II Aftermath Chapter 8. Indian Justice in the 21st Century Law & Order Issues DHS Tribal Consultation Policy Cobell v. Babbitt Other issues regarding resources in Indian Country Indian Gaming: the continuing controversy "Gimmie Five": Investigation of Tribal Lobbying Matters Violence in Indian Country Alcoholism & Substance Abuse in Indian Country Fetal Alcoholism (FAS) Violence against Indian Woman initiative Indian Education Tribal Colleges and Universities (TCUs) Indian Identity/Indian Status PART III: OTHER VOICESChapter 9. Native American Women’s IssuesThe Gendered Nature of ColonizationViolenceRisk Behaviors and Mental Health DisordersPhysical Health DisordersModerating EffectsInstitutionsTheoretical ExplanationsRecommendations for ChangeCultural CompetenceConclusionsChapter 10. Restoring the CircleContinued struggle for Native advancement in Higher EducationReasons for low American Indian school performanceExamples of how the reprogramming improves servicesTribal ConsultationIndianizing Indian EducationThe current case of the Cochiti Pueblo Learning CenterOur Methods addressing the Whole ChildNatural language use leading to bilingualism and biculturalismMontessori method and the Whole Pueblo ChilsThe BIA school programUnfolding the facilitation processThe truancy intervention programParents as the first and last teachersImproving student – parent relationsEstablishing interventions as integral parts of the regular processDeveloping appropriate Indian educationPolicies in public schoolsPrograms to boost student performance in public schoolsBuilding Native youth interests and pride in culture and history through archaeologyEducation beyond K-12 – tribal colleges and universitiesInnovations at tribal collegesLife-long education – preserving language and culturePreserving Indigenous traditional knowledgePreserving traditional knowledgeUsing contemporary media as vehicles for learning traditional values and knowledgeAdopting ceremony for current conditionsLearning about the huge impact of Indians on Western wayIndigenizing educationDevelop tribal educational institution collaborationIncreasing the number of Native American advanced degrees and supporting Native studiesEducation policy impacts and needsCompleting the Circle of RenewalChapter 11. Tribal PolicingIntroduction to tribal policingNative American social control prior to colonizationFormalized tribal policing post-colonizationDevelopment of tribal policingCriminal enforcement jurisdictionCherokee Nation v. GeorgiaFellows v. BlacksmithEx Parte Crow DogUnited States v. KagamaWorchester v. GeorgiaEnd of treaty making with tribesTribal self-governance and policingCriminal activity committed on Indian landsTribal Law and Order ActContemporary tribal policing effortsOffice of Justice ServicesUnited States Indian Policy AcademyCommunity-oriented policing servicesContemporary challengesConclusionsChapter 12. The Ralamuri LanguageIntroductionMinority languages and GlobalizationNative languages of MexicoNative languages of ChihuahuaRalamuli language: sociolinguistic conditionsLinguistic revitalization experiencesTowards the linguistic revitalization of national languagesProspects for maintenance and linguistic revitalization of the Ralamuli languageLinguistic normalization of the Ralamuli languageEducation for linguistic revitalizationMass media and communication in the Ralamuli languageCultural production in the Ralamuli languageConclusionsChapter 13. Emergence of Intercultural Universities in MexicoIntroductionAntecedents of the intercultural universities in MexicoThe start of intercultural universitiesThe first educational programsCreation and changes of government agencies for assistance to Indigenous people, 2001-2003First intercultural universities created by CGEIBIntercultural universities: analysis of their creationCriticism of Indigenous universitiesIntercultural universities as a Vasconcelista projectIntercultural universities as development projectsIntercultural universities as part of the ethnophasic processNon-Indigenous control of intercultural universitiesRelationship of intercultural universities with Indigenous communitiesIntercultural education as rhetoricEmergence of intercultural universities as a reaction to federal governmentInfluence of Rectors and local governmentPedagory of powerCriticism of interculturalityConclusionsChapter 14. Education issues facing Indian Children and Youth in Canada17th Century to ConfederationEducation from Confederation to "Indian control of Indian education"Indians formally advocate as a group regarding educationOngoing effects of the Residential School debacleEmergence of an educational literature concerned with First NationsSelected positive data trends about First Nations; education

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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