Natives And Academics

Ten leading Native scholars examine the state of scholarly research and writing on Native Americans. Their distinctive perspectives and telling arguments lend clarity to the heated debate about the purpose and direction of Native American scholarship. All too frequently, Native Americans have little control over how they and their ancestors are researched and depicted in scholarly writings. The relationship between Native peoples and the academic community has become especially rocky in recent years. Both groups are grappling with troubling questions about research ethics, methodology, and theory in the field and in the classroom. In this timely and illuminating anthology, ten leading Native scholars examine the state of scholarly research and writing on Native Americans. They offer distinctive, frequently self-critical perspectives on several important issues: the representativeness of Native informants, the merits of various methods of data collection, the veracity and role of oral histories, the suitability of certain genres of scholarly writing for the study of Native Americans, the marketing of Native culture and history, and debates about cultural essentialism. Some contributors propose alternative forms of scholarship. Special attention is also given to the experiences, responsibilities, and challenges facing Native academics themselves. With lively prose and telling arguments, Natives and Academics lends clarity to the heated debate about the purpose and direction of Native American scholarship.

Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.

Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she evaluates historical, ethnographic, and quantitative data to determine the causes of these educational failures, and places this data in an economic, political, and cultural context. She shows that the rate of failure in this community is the result of conflicting approaches to socializing youth, the struggle between 'native capital' and 'human capital' development systems. With high rates of unemployment, poverty, and school dropouts, the Northern Cheyenne reservation provides some important lessons as Native Americans pursue greater educational success. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology and anthropology.

A Choice Outstanding Academic Title for 2013While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.”The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses.The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities.The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units..The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work.While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.

A Choice Outstanding Academic Title for 2013 While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.” The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities. The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units. . The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work. While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.

Millones de hispanohablantes consideran verídicos los libros de Carlos Castaneda, probablemente porque la mayoría de ellos no han leído esta traducción al español del libro del profesor Jay Fikes, Carlos Castaneda, oportunismo académico y los psiquedélicos años sesenta. El Dr. Fikes publicó este libro en Canadá en 1993, después de llevar a cabo años de investigación en México y en los Estados Unidos. Ahora dos españoles, Juan Samper y Lourdes Escario, han traducido el libro de Fikes sin retribución económica, convencidos de que será de provecho para todos. La afirmación central de Carlos Castaneda, haber aprendido brujería de un anciano indio yaqui llamado don Juan Matus, se contradice con las pruebas del profesor Jay Fikes. Su investigación revela que los escritos de Castaneda están basados en caricaturas de un huichol llamado Ramón Medina Silva y de otros indios mexicanos que conoció Castaneda. El libro de Fikes expone los elementos más sensacionalistas de la pseudoetnografía encantadora de Castaneda a la vez que examina quién y qué le ayudó a convertirse en un héroe antropológico y en uno de los padrinos del movimiento New Age. El libro de Fikes inspira respeto por los rituales huicholes de los primeros frutos y por las peregrinaciones del peyote, resume las ceremonias de la Native American Church y repasa los momentos culminantes de los años sesenta, la época turbulenta en la que Castaneda se convirtió en un autor de éxito. Fikes muestra cómo y por qué Aldous Huxley, el Dr. Timothy Leary, Gordon Wasson y varios antropólogos de Los Angeles contribuyeron a crear una audiencia ansiosa por creer que los cuentos chinos de Castaneda eran ciertos. Fikes explica cómo y por qué Castaneda y sus aliados antropólogos de la Universidad de California en Los Angeles hicieron de los huicholes un imán para buscadores de chamanes análogos al maestro de ficción de Castaneda, don Juan, poniendo así en peligro las ancestrales peregrinaciones del peyote de los huicholes. Algunos creyentes en las historias sensacionalistas de Castaneda contribuyeron al trágico fallo del Tribunal Supremo de los Estados Unidos de 1990, que denegaba la libertad religiosa a unos 300.000 miembros de la Native American Church que veneran el peyote. La extensa investigación de Fikes y su experiencia de primera mano con peyote entre los huicholes y en las ceremonias de la Native American Church le cualifican de modo excepcional para desacreditar las absurdas alegaciones de Castaneda sobre chamanes y peyote, entre ellas su afirmación de que el espíritu del peyote ("Mescalito") decretó su aprendizaje con don Juan Matus. El autor del prefacio, Dr. Phil Weigand, es Profesor Investigador del Centro de Estudios Arqueológicos en el Colegio de Michoacán. Ha publicado numerosos libros y artículos académicos sobre los huicholes, cuya historia y cultura empezó a estudiar en 1965 en San Sebastián con su esposa, Acelia Garcia. Los traductores de este libro, Lourdes (Clara) Escario y Juan Samper, son españoles. Lourdes Escario es licenciada en Filología Inglesa y profesora de inglés en un instituto de enseñanza secundaria en Palencia. Juan Samper es veterinario y licenciado en Filosofía. Tanto Juan Samper como Jay Fikes han llevado a cabo peregrinaciones bajo la tutela del mismo chamán huichol Jesús González. Carlos Castaneda's books are accepted as truthful by millions of Spanish speakers, probably because most of them have not read this Spanish translation of Professor Fikes' book, Carlos Castaneda, Academic Opportunism and the Psychedelic Sixties. Dr. Fikes published this book in 1993 in Canada, after completing years of research in Mexico and the United States. Now two Spaniards, Juan Samper and Lourdes Escario, have translated Fikes' book without payment, convinced that it is valuable for everybody. Carlos Castaneda's central claim, to have learned sorcery from an elderly Yaqui Indian named don Juan Matus, is contradicted by Professor Jay Fikes' evidence. Fikes'

Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.

In Race and Family: A Structural Approach, author Roberta L. Coles looks at ethnic minority families in a novel way— through a structural lens. Unlike many texts on race and family, this book offers an approach that illustrates overarching structural factors affecting all families as opposed to examining each ethnicity in isolation from one another. By focusing on various structural factors such as demographic, economic, and historical aspects, this book analyzes various family trends in a cross-cutting manner to exemplify the similarities and distinctions among all racial and ethnic groups.