Nas 1 study guide

1. Ethinc studies – was forbidden until people started rising against . minorities didn’t have brains and never contributed knowledge. Would be insane to think of starting ethnic studies program
2. Civil rights act – 1964 – hired more minorities guidance councelors – blacks faught to get noticed
3. Indian studies – few get tenure
4. Fed $ - education – academecic content not there
5. Ethnic communities –
6. Drop out rate – real causativefactor – no academic background upon which Indian students can draw when they reach college. – don’t k now how to write. Its all about inadequate preparation. – staff needs to remedial programs.
7. Inadequate preparation. - take time working on remedial programs. Or lower standards.
8. Pressure to rush into college – not repared or inclined to.
9. Transitional programs – additional training in reading and writing English. – ge the skills to succeed in college. Haskell –
10. History and culture – programs help so they know their culture and can deal with identiy problems. Creating an Indian community on campus.
11. Scholarships and fellowships – basis of need – and academic potential. Title IV and graduate fellowships - provide funds to allow stuend to go to school and finish – students should maintain a higher standard.
12. Define goals. – encompassing all relevant knowledge and information concerning the relatinpship between American Indians an the rest of the world. Creating a relationship between fed gov and the rest of the world. – religions. Art. Music. Etc. with goals staff can turn attention to making substance of IS and not worry about procedures for mmainting a program.
13. Capable people – oonly produce a handful of good capable bright people then to do hundreds of barely educated Indian students.
Indian communities – must work with universities to make it agood contribution.
14. --- Annette jaimes
15. Russell thorton – future of IS is open and can blend into other disciplines. Or it could emerge as a discipline, unique and different.
16. American Indian studies – fuly interdisciplinary academic field – conceptual alternative to – eurocentrism in herent in the present intellecture status quo
17. Multi-cultural pluralism – contemporary higher education in the US. AIS practitioners –
18. Vine deloria jr- no one ever believed that racial minorities might have their own view point.
19. Conceptual difficulties – bound up by nature of its origins and historical setting within a number of private land grand colleges. – civilize the Indian, perspectives of European tradition at the expense of the indigenous wodlview. \
20. Thorton created colonial indoctrination – tendency within AIS which may be summed up as little more than a concentration on teaching and service activities. Not on scholarly functions of characteristic of other disciplines.
21. Glorified vo-tech – notion of AIS consitituting – through swhich students pass, punching ciurriculum tickets. En route to meeting social service career requirements is not without merit. Lack of substance
22. Indian students – lack of substance non Indian enroll –
23. Distinct and separate nations – just another minority – rather than as the distinct and separate nation implied by their treay relationships with the us gov.
24. EOP – 1960s and 70s, facilitate greater minority – access to retention in higher education.
25. Ward Churchill – the compus role of the eops. Only providing non academic services like counceling.
26. 1988 – rudderless discipoline – isolated both winithin academic and its own cultureal roots.
27. Academic curriculum – monolitch – curriculum. Focus on European conceptual modes ‘natural formation of knowledge. European is not jus the subject.. it is the object.. subject matter of investigation.
28. Developing AIS – intellectual subordination to the academic mother country of Europe derived processes and standards.
29. Educational imperialism – predominate conceptual mode – knowledge dvided into discrete content areas arranged in linear structure.
30. Subordination – quality integreity and legitimacy have been measured since its inception. – must conform to conceptual standards and methods which are patently in opposition to native American srealities and raison d’etre.
31. Conceptual standards and methods –
32. Endogenous – resell thorton describes the discipline as endogenous-. There is a steady growing practitioners have begun to come to grips of conceptual problemsd . missed directions.
33. Autonomous Indian tradition of scholarship and intellectualism - Can eventually become autonomous Indian tradition.
34. Basis for development – seventeen sates joined previously mentioned private institutions offerening university level ais propgrams. – nine American universities field programs of sufficient scope and depth were designated American Indian studies research centers.
35. 17 states – they all joined in trying to build programs – university level programs
36. AIS directory (9) –
37. U of A – working model for replication at other instiatutions – in the 70s by vine deloria jr - even different contcentrations – success of its pariticpants in breakin with the shoestring profile of ais at most institutions assembling an impressive rost of good members.
38. UCB - - comsest with generalized PHD in ethnic studies – AIS is a concentration.
39. UCLA – post doc fellowships in ais are also offered.
40. Journals – many covering AIS – northweast Indian studies at cornell, American Indian quarterly at uc b. wicazo sa review at eastern Washington uni. – combine to make broadly focused periodicals – the journal of ethnic studies.
41. Presses – no development of book publishing – ais centers at ucla and unm have tried. – uni of Oklahoma, Nebraska and Minnesota.
42. Quality ais/native scholars – matured into second generation – first gen was vine deloria, scott momaday, alphonso Ortiz, Robert Thomas, Russell thorton, buffalohead. – senior statesmen. – leslie maromon silko, ortize, Mohawk, Kenny. 80s as well. Churchill , laduke,
43. Consolidation of a disciplinary vision. – anchor the field firmly upon its own conceptual foundations working with traditions values and perspectives of its own indigenous constituency rather than the attitudinal syndrome of ruling class officials.
44. Own internal standards and criteria. – ais is assessed by its standards rather than by evaluative methods of mainstream fields.
45. Native American cconceptual mode. – to define goals as encompassing all the relevant knowledge and information concerning th erelationship between American Indians and the rest of the world. – speres of knowledge – all components or categories are mutually and perpetually informing – wheel or hoop circle of life to keeping oral traditions of peoples.
46. Indian understanding – of all possible things – without firm grasp of spiritual principles governing Indian life. . Indian philosophy cannot be appreocated without a solid appreciate of all these elements.
47. Crossroads - - future directions – by mid 90s – more or less fully assimilated into academic mainstream, reduced to a pseudoillecturual vehicle maintained for purposes of providing the appearance of ethnic diversity on campus and to exend indianvalidation.
48. Native American constituencies – inidna law resource center, national Indian youth council, law resource center, national Indian youth council, world council of indigenous peoples,. Acquire international forums. Participation in the UN – treatment of Indians in Americas – broaden the horizons of those involved.
49. Fourth or host – world composed of a multitude of distinct peoples ranging from the Indians or north and south American – Persia.. saharah.. even Europe. Sitting on top of the host world.
50. Indigenous commonality – certain things in common. Relating to the habitat which are non disruptive they allow for perpertual coexistence of humans and other organice life.
a. Fact that virtually all of the peoples in question have been conquered colonized and ulitmatly encapsulated within one or another modern nation state. – historical experiences of indigenous peoples the world over during the past five centures show in many ways overwhelming commonality
51. Inherent rights – deloria – inherent rights of each American Indian tribe to enjoy status of sovereign nations – all indigen people hold such rights.
52. Dialectical methodology – comprehensive and dialectically interactive. Compelling speech by George m frederickson’s thesis. . understand sthe Bantustans in south Africa without first studing the process of American Indian reservations were established in the us.
a. Demands the revitalized exploration of everything from traditional indigenous economis to architreture agriculture social structure kinship systems gov forsms historiography and spiritual traditions. – autonomous discipline.
53. Indigenous studies – ais is framed inside of. Shown signs of life. Ais content in a global model. aAIS must live up to its life
54. ----william Willard - -------------
55. Russell throton – definition of American Indian studies and it s evolution in academia . endogenous consideration of traditional and contemporary Indian socities located in the estern hemisphere.
56. Churchchill and hill
a. Reviewed thorton the perils of American Indian studies as one component of university ethnic or minority studies.
i. Fashionable for uni to develop minoritie studies programs to help with social issues. And are effective in there. But in educational – transparent deotin to posture and gloss at the expense of scholarily conent.
57. Programmatic flaws – concept of minority studies as a separate discipline creates aura of isolation around the dept thus established. – impossible to establish curriculr body to accompany a academic unit intended as minority studies dept. – minority studies programs are drastically understaffed. Considering the nature of the tasks assigned to them.
58. Terry Wilson – autonomous discipline – means of coordinating casual and scholarly concerns surrounding the study of AI and offer integrated research and teaching program from a uniquely AI perspective.
59. Vine deloria – similar viewpoit – IS should define their goals as encompoassing all relevant knowledge and information concerning relationships between AI and the world.
60. Patrick morris – agreement – native studies continuing – utilizing academic disciplines and methodologies to search and identify issues in the native community.
61. Annette jaimes – that AIS in the 90s should move away from seeking academic disciplinary status and move toward involvement in cglobal context of the experience of all indig people.
62. Arnold krupat – recognition of native American lilterature which would go beyond any o ht eother viewpoints to an incorporation of indig literature in American literary canon. – illuminate and interact with the terts of the dominat euroamerican culture.
63. Karl Kroeber - another directioni for literary componetnt of AIS – independent field – now has writers – dozen authors and its it.
64. Robert allen warrior – scholars need to respect integrity and continuity of American indina literature – historical and contemporary – it’s a reisstance to colonialism and to compare to other iterature of resistances.
65. Roge buffalohead - ethnic studies – Indian studies have done the spade work – communities and made people get known – keep up the activism. –
66. Kidwell - - admin and organizational problems - at berk – difficulty in finding major scholars who had advanced degrees and program directores that had faculty status – formulate research plans for alleviation of social problems – maintain student support for its indina students.
67. Uc berk - ‘just another rminority’ – develop curricula – get research plans – maintain student support.
68. Criticisms – not a legit area of concern - lack of distinct methodology that emplys unieue abstract concepts. – should be for any social science –
69. ----- Elizabeth cook-lynn
70. Dances with wolves – effectively used with subtitles the language of my real life – Indians which in the yearbefoer the Columbus quincentenial – remember who the country once belonged to –
71. Pop culture – as an instrument – of social change and intellectual puersuit is – dangerous today –
72. Helen hunt Jackson – soap opera novel romana – published a century of dishonor and second that Indian studies as an academic discipline can survive subordination to pop America.
73. 60s – mission was made clear and radicalization began for the discipline – worked for and bad against – people became directors of programs -
74. Radicalization of the academic conscoiousness – worked for us and against us – shed blood for back in the sixties – assult on the narrowminded notion that there isn’t fixed authorial and western values. Homilies
75. White mans imagination – movies – poetry and – Indians were valid from their idea – Kevin Costner –
76. Popular imagination of America and intellectual inquiery – is not because it says something real about history but b/c it says something significant about the pop culture concerning iidnians in this country -. Stillwants simple solutions – dancese with wolves dispensing the congenial implication that americna colonialist is capabe of expressios of benevolent humanism.
77. American colonialists – benevolent humanism – congenial implication
78. Federal policies – 1860s shot up AI wars bathing the northern plains with blood. Fed policies of extermination and are still in place today.
79. Genocidal policies – the making and breaking of treaties with Indians thefts of land and assassinations of native leadership.
80. Social change – murderer and murdered. Thief and victim. In Indian life this is rarely addressed and never transcended – indefensible resultant effects of the oppressors – paternalism and poverty of modern American Indian life.
81. Black hills land case – Lakota been in case since 20s – politicians in south Dakota want to take political solution even though the supreme court in 80s affirmed that the theaft by federal gov was rankl. – land reform – economic needs –
82. Economic interests – movies must make money – pop culture is ingeniune – throw backs.
83. Parameters- cultural and historical - - integreity – sober understanding of regulating and defending the parameters of that discipline paratemrs which may be either tribally specific or global or panindian.
a. Cultural – claim upon spiritual and philosophical notions embedded in language and literature and religion and mythology –
b. Historical – legal status of Indian nationhood and inidna citizenship – legal rights and political condition are dependednt.
84. Functions of the parameters – defining an alternative regime of intellectual thought, distinguishing Indian studies from anthropology and history and the social sciences and related disciplines. – regulat ethe development of the discipline in institutional settings by brining about a number of models.
a. Curriculum development – models seem to be geared toward urbanization .
b. Defensive function – traibablly described model – best – obliged to serve the traibla nation rather than the US. Own board of Indian trustees.
85. Indian studies professors – “on what terms” are we willing to go on the work in the American university systems tat have emerged from the sixties radicalization of academia.
86. Responsibility – what is my resonsibilty to my ancestors and to my grandchildren –
87. Career vs accountability – advance career by just doing slave work for universities instead of doing intellectual work for their tribes. – steele d asuza rodrigguez –
88. Token status – isolation in which we do our work hours of work and serveing on committee on campus . give lectures more than other faculty members. No time. Ned to focus,
89. Sovereign right – defend it- charge of conferring citizenship upon your own people. Possess what tribes posses. Indiansmust be in charge of intellectual development – tribally specific.
90. Western values –
91. Vine deloria – the most important question - is what I am learning useful to Indians. – is what I am teaching and writing and researching of value to the continuation of the Indian nations of America?
92. ----------a marginal voice ------ Robert allen warrior
93. Vine deloria jr – lambasted them – custer died for your sins – 1969 –
94. Arnold krupat – something different – native americanist – removed from intellectual ghetto of anthro and sociology – theoretical issues – sympathetic to naпve people –
95. American Indian literature – contemporary discussion about multiculturalism and ‘the canon’. Educational institutions in the us teach ore tan just te works of white males -
96. Authentic native American – oral stories
97. Colonization – the voice in the margin – henry Louis gates – non white critics of colonization – and intellectural imperialism – great resources for us to develop self determined American Indian reponses to the multiculturalism debate.
a. Adapting to new situations and new challenges .
98. National literature and assimilation - -sovereignity – separate political status of native nations –
99. Contemporary inidna struggles – offer a conceptual paradigm – image a vison not a polical program –
100. Orientalism – Edward Said – devastiating critique of how anthro and other apolical and pure academic research in colonial asia and other places go hand in hand with colonizers and colonized subjects and polical oppression. NEED polical sodiarity and commitment to sovereignty – not liberal sympathy
101. Jack D forbes – intellectual self determination and sovereigniy –
102. Okute – teton Sioux – animals and plants are taught by wakan tanka what they do. – teaches birds and andmials to do what they do. Each animal has to be independent – rely on itself.
103. Black hawk – leader of osakiwuk – what is right and wrong – path we believe is right – great and good spirit – we could hav done as the whites – he could have changed out opninoins – and we would have acted like the whites – white who pretend to know the right path
104. Wisdom – no grop of people anywhere has so universally valued wisdom – Indians were philiosopher people – seekers or wisdom – both for individuals and for collectivies – illectual self determination and sovereignty
105. Self determination - - all have the rights to save us from imperialism totalitarianism and materialistic destruction of our mother earth.
106. Native controlled colleges – key objectives liberation of the indigenous intelligentsia from constraints composed by dominance of European and euro north American colonial systems.
107. American Indian uni – providing special training for future tribal leaders – lack of Indian historicans – allowed white to get int here with their point of view-
108. Cultural intellectual center- Indian community is read for a renaissance – rebirth needs culture and intellectual center – breathe new life
109. Liberation – spoke strong about self dtermination and decolonization – intellectual self determination as a polical and economic liberation .
110. Dq university – empower and strengthen traditionalist intelligentsia already existing at the grass roots level - train young people to return to communities and lead the intellectual and creative struggle for liberation.
111. Elders – serve on board – series of publications sketched out plans for intellectual decolonization – dissemination of ideas through all forms of media .
112. Native intelligentsia – not controlled by powerful individuals and institutions lie the Smithsonian
113. Native faculty – interation between communites and intellectuals – cannot function effectively if it is imprisioned .
114. Native journals – gatherings, wicazo sa review – indigenous direction – emerging group of native dramatists –
115. Autonomy – greek – self and law – existing independly of no gov.
116. Robert allen warrior – intellectual sovereignty – struggle of sovereignty – anything it is a way oflife.
a. State we achieve through steady struggle for self determination – move toward self governance and self direction
117. Lenape Delaware confederacy – dispersal of polical authority – land use rights andother areas – friends of each other – bore kin relationships with man other peoles – Shawnee and mahikani and the Nanticoke. – grandfathers – supremacy
118. Supremacy – all reations were essentially consensual and – possessed fundamental rights of self determination –
119. Tribal sovernignty – us is supreme over natives.. dumb ideas. – supremacy is hierarchical – soveriengy sites on top ofindigenous soverigny and tribal members are down t the bottom. ------ doubled edged sword – used against and for.. native common law – self determination – intellectual sovereignty – suprme over our own lives
120. Northridge – proposal was politically premature - - borders of the us could never serve as intellectual borders for new field of study –
121. Border crossing – Canadian border – movement of tribes –
122. International boundaries – less significant – Mexicans moving around – other tribes.. etc.
123. CG turners – studying teeth – groupings of polical implications – dental from china – sinodonty – we areamerican sinodonts – Eskimo – na dene and amerind.
124. Joseph Greenberg – used a unique methodology to lump some two hungdred separate American lang families together – three giant gropings –
125. Americology – anative American studies – train new gen of these people – familary with metodoligcal tools and stuff. Fokloric and ethnographpic material. – know the Muskogee lang and know stuff – cultivate a respect for native American values – traditions. Etc.
126. Native studies – oblication to expand subject area to embrace coursework focused on languages archaeology and art.. – evolve int comprehensive discipline whose responsibility embraces all aspects of indigenous life and history
127. European sources – must challenge them – textual critisim – challenge jon smith and his accounts – misinformation.
128. Ethnographic works – challenge them – anthropologiest synthesized information from several informants and anon and undiscussed. Evaluate relabilty – and abilty to tell stories from one persont o another and seeing the differences
129. Indigegnous languages - - much harm is being done – by non native linguists – record the exact speech of particular community for scientific analysis - - animate and inanimate categroesi – kumbako – leaf – inanimate – hittuk – tree – is animate category.
130. -------------- - Africa and Eurasia –
131. 1993 – indig people mainted 12 of the land on this planet –
132. Africa – no demographic gov – nomadic –
133. Tanzania – peoples alnds are being expropriated by commercial wheat production. Forced off at gunpoint without compensation. Removal of the baribaigs – 30,000 of them – considered as primitive people- ‘aid’ schemes by develop countries such as Canada.
134. Deforestation – highest deforestation in Africa. 16 percent were destroyed between 80-90s. 40 percent of original size –
135. Commercial charcoal production and paching – game reserves – shooting animals.
136. Civil war – European retain control. – angola – 100000 dead and 750k refugees – victory left with bitter ethnic rivalries.
137. Soviets and Americans – arming of tribal peoples in Ethiopia and Somalia – catastrophic famines -. Arming bushmen ofnamibia.
138. Russian federacy – sthe largest stil. Isolated.
139. India – hundreds tribal groups – naga people getting killed. – narmada valley.
140. Bangledesh - war against indig people in the hittagon hill tracts ..100k soldiers messed with jumma villagers – fled to india as refugees.
141. Tibet genocidal – Tibet will remain Chinese empire – banning of Tibetan culture and importation of millions of Chinese settlers.
142. Burma – 50 yr war aginst arakan Karen, chin and other indigenous peoples –
143. United nations – lack of active support – continuing struggle by nation states to defend their arbitrary boundaries.
144. Indig living in their boundaries viewed as obstacle – land is imporatnat – greater economic needs tof thenation state as a whole. – holding everything up. Cilvilzation –
145. --- moringe parkipuny –
a. Kipoc Africa – masai and bemba together – 1993- indig year
b. Masai - split between germany and Britain – colonial states assigned to Tanganyika.
146. – gaer –
a. Russia small people – thirty fourt In European and asian parts of Russia - . 440,000k people 17 percent of are living nomadic lyricstyle.
b. Disappearing – biological resources –
c. National hard currency fund. – resources of the terrirotires inhabited by indig people formed – 30 percent of all hard currency earnings. Nickel, timber, cellulose. Etc.
d. International league of smaller peoples. – 1992- principles of sovereign equality of all its members – settlement of emerging conflicts only by peaceful means and communities rendering collective assistance to each other.
i. Studying economic political and cultural problems under the rpresent and often obscene conditions
e. United nations charter – the int leage is reviewed by the chater – small groups welcomed.
f. 1993 – yearof the world –
g. Legistlative acts defining a specific term for eual status of smaller peoples.
h. Governmental decisions –
i. Civilized development – common work and striving.
147. Giichi nomura –
a. Ainu – formed a society – culture in hokaido, te kuril islands – and southern Sakhalin from time immemorial. . up til 1986 a mere six years ago. The gov of japan denied even our very existence inits proud claim tht japan alone in the world is a mono-ethnic nation.
b. Ainu people - gov eyes people not to be admitted – not a ghost –
c. Development project – Hokkaido kaitaku – large scale colonization –forced to become part of Japanese nation – traditional territory was carved up. Forced relocations.
d. Assimiliation – forced moving – ainu lang was banned and our traditional culture was denied. Ainu peole. Became object of oppression, exploitation
e. December 10 - human rights day – f45 yrs sicne the adoption of the universal declaration of human rights. Rightly commemorated by allmankind.
f. Ainu request that the un move rapily to set int standards that guarantee rights of indig peoles against various forms of ethnocide.
g. Interrelated community – global community – partnership –
148. ----- seurujarvi – kari
149. Nordic saaml – council – represents sammi nation of finland, Norway, Sweden, and Russia –
150. Ilo convention No 169 – ratified by several countires – Norway –
151. Labor conference of 1989 – with indig people and tribes –
152. Un – addressing the situation – commission on human rights. Subcommission the treaty implementation bodies and various seminars and workshops –
153. UN working group on indig populations – leadership p of madam Erica daes. Drafting declaration on the rights and freedoms of indig peoples. Keep it open and accessible should be uninterrupted until meaningful and substantive standards emerge.
154. Links are reflected in the work of groups
155. ---south America –
156. Central and south amercia – 500 indian nationalities – hundreds of native languages – 40 mil indig people live in this area.
157. Caribbean – pizzaro who conquered the inca pempire – invasion of explorers and conquistadors.
158. Guatemala 81 and 83- pacification – programs of the Guatemalan dictator gen efrain rios montee almost 1 mil mayas were forcilbly displaced many of them into model villages.
159. 20,000 indians werekileld and 250 destroyed – model villages – were concentration camps.
160. Nicaragua – miskito Indians - ignored under repressive regime of general anastasio Somoza debayle. Sandanistas and the US.
161. Missionaries – toba maskoy people barren chao desert –
162. Rebels – 9 million – cheap labor and beaten .
163. Moiset rebels – the shining path – unmatched mercilies and killing sprees.
164. CONAIE – confederation of edcuador – polical forces
165. --------------Marcial aries Garcia –
166. Continental coordinating – problems of our people should be accorded with the same prominaence as other problems being considered. Solution to problems –
167. Convention no 169 – of the ilo – recognizes some of our ancestral rights –
168. Commission on human rights – intellectual property rights of indig people
169. Voluntary fund – significant donations – implemented assure direct participation in the management of these projectsby indig peoples and orgs.
170. Working group – on indig opopuations – after 10 years – not been approved. Part due to interests that colonial gov have in ignoring the indig peoples.
171. -----Uliani – noeli pocaterra –
172. Wayuu indig person from Venezuela – national Indian council of Venezuela
173. Western culture – family of mankind and holds family as a basic unit. Indig people are not included.
174. Western science – cannot ignore mother earth and the cosmos - - to preserve the future and has become the best instrument to destroy the future – through advances in tech – use of resources and property. Must challenge western science.
175. ILO – 169 – ratified by all latin America – first quarter of 1993- willingness to listen to the indig peoples by adopting the only instrument which is available to us so fra under int law. Determine priorities in accordance with the needs of every region of the country and inaccordance with every people or nation.
176. Progressive expropriation – of their lands and territories. Sustain the basic balce of life.
177. ----davi yanomami – brazil
178. 1991- received by secretary general Javier perez de vuellar. Explained agression of m people were suffering. –wrote to help.
179. 1992 – earth summit held in rio de janeiro – ratification also by pres color of ouor 96k reserve. – create single reserve for them.
180. FUNAI – Brazilian gov Indian agency – with fed police.
181. Garimpeiros – invaders gold miners. Invading lands and stuff. Ferryboats brinigng them over the calaburi river. And flying over the lands.
182. Malana –
183. 1987-91 – malaria thing. Promised to help no help.
184. Itamar franco - - preseitent that didn’t help with the malaria
185. Secretary general – Boutros ghali- ask to send help – un guy. To investigate the garimpeiros.
186. Int labor org – help poele –
187. Omam – creator of the yanomami – creator of the shaboris – whoare shamans. – stop the destruction.. stop taking minsterals from under the ground. Stop building raods through forests.
188. Shaboris – deliver miessage – true knowledge.
189. --- hughs –
190. Bryce cooper – NIWA – national institute of water and atmosphereic research - traditional uses of the river – and its margins for – have been damaged by the activities of the ueropean settlers –
191. Collective ownership - - privately owned is anathema to indig peoples - must share – do not grab more than your fair share –
192. Ayllu – everyone had access to the land. –
193. Kumri – allowd them to manage tivation called kumri – manage communally held land in the ecologically sound way -. – british banned it.
194. Colonial – European powers took advantage of the fact that most ethnic groups did not own the land so they took it calling it vacant - still reqeuesting ownership of their own land
195. Spiritual realms – entwined – everything is connected – more grounded than others.
196. Cosmetic unit – embraces all humans – must live in harmony – connects everyone –
197. Shamans – meditate between peole and spirit beings – must show repect. Rules about hunting and eating.
198. Sacred custodians –
199. Siberian reindeer herders – must not whistle sing or makenoise when you are out in the wild – might offend the spirits who own it.
200. Damara herders – nambia – silent when getting wild foods – to respect daead.
201. Naga - supreme god and earth spirits which have different functions. Goddess of corps and wealth.
202. Maori- te kore or total darkness – no life just potential.
203. Earth mother – paptuanuku – and the sky father – ranginui- locked in the embrce that shut out all light and prevented anything growing.
204. The son – tane mahuta –god of the forests got between earth and sky - - made first human being from clay mother – slept with her andmde a daughter – hinetitama –
205. Eco-rituals – women sacred custodians of wearth – give new life –
206. Urbanized indig peoples – link to land. Live in towns and cities –
207. Land loss – many problem – environment and identiy –
208. National society – women are vunerable – soliders police. Etc.
209. Community leaders losing land –
210. Exploitation of land – some lived by only owning land of no value – butnow people are spreading –
211. Tanzania – wheat program – Canada getting acrews for wheat farms – in 1970. Took over 12 percent of hanang district where thebarabaig live.
212. Muhajega – ninedifferent grass and herbs. The baragaig lost all their muhajega.
213. 1994- Tanzanian gov violations of human rights in thwe wheat farming areas. Not made public –
214. Bufferzones – rich resources coveted by trnasnatioal corps and war isbeing fought over the rights to those resources –
215. New wrld order – impacting karamojong pastoralists. Repressive against them. Need guns to ward off cattle raiders.
216. Eco-tourism –
217. 2002 – elders performed ritual curse against soliders beating torturing looting. Etc.
218. Negative portrayal in culture – quality journalism – racism – jokes.
219. Movies use them as exotic tsuff –
220. Slaver y – trafficking bonded forced labor – due to poverty – vulnerable to be enslaved.
221. Southern sudan – women and children enslaved – dinka ethnic group –
222.