Tales about abalone and their historical and contemporary meanings are related by Field and his coauthors, who include the chair and other members of the Muwekma Ohlone Tribe; a Point Arena Pomo elder; the chair of the Wiyot tribe and her sister; several Hupa Indians; and a Karuk scholar, artist, and performer. Reflecting the divergent perspectives of various Native groups and people, the stories and analyses belie any presumption of a single, unified indigenous understanding of abalone. At the same time, they shed light on abalone’s role in cultural revitalization, struggles over territory, tribal appeals for federal recognition, and connections among California’s Native groups. While California’s abalone are in danger of extinction, their symbolic power appears to surpass even the environmental crises affecting the state’s vulnerable coastline.

The Wounded Knee Massacre of December 29, 1890, known to U.S. military historians as the last battle in "the Indian Wars," was in reality another tragic event in a larger pattern of conquest, destruction, killing, and broken promises that continue to this day.
     On a cold winter's morning more than a century ago, the U.S. Seventh Cavalry attacked and killed more than 260 Lakota men, women, and children at Wounded Knee Creek in South Dakota. In the aftermath, the broken, twisted bodies of the Lakota people were soon covered by a blanket of snow, as a blizzard swept through the countryside. A few days later, veteran army surgeon John Vance Lauderdale arrived for duty at the nearby Pine Ridge Indian Reservation. Shocked by what he encountered, he wrote numerous letters to his closest family members detailing the events, aftermath, and daily life on the Reservation under military occupation. He also treated the wounded, both Cavalry soldiers and Lakota civilians. What distinguishes After Wounded Knee from the large body of literature already available on the massacre is Lauderdale's frank appraisals of military life and a personal observation of the tragedy, untainted by self-serving reminiscence or embellished newspaper and political reports. His sense of frustration and outrage toward the military command, especially concerning the tactics used against the Lakota, is vividly apparent in this intimate view of Lauderdale's life. His correspondence provides new insight into a familiar subject and was written at the height of the cultural struggle between the U.S. and Lakota people. Jerry Green's careful editing of this substantial collection, part of the John Vance Lauderdale Papers in the Western Americana Collection in Yale University's Beinecke Library, clarifies Lauderdale's experiences at the Pine Ridge Indian Reservation.

The Alaska Native Reader describes indigenous worldviews, languages, arts, and other cultural traditions as well as contemporary efforts to preserve them. Several pieces examine Alaska Natives’ experiences of and resistance to Russian and American colonialism; some of these address land claims, self-determination, and sovereignty. Some essays discuss contemporary Alaska Native literature, indigenous philosophical and spiritual tenets, and the ways that Native peoples are represented in the media. Others take up such diverse topics as the use of digital technologies to document Native cultures, planning systems that have enabled indigenous communities to survive in the Arctic for thousands of years, and a project to accurately represent Dena’ina heritage in and around Anchorage. Fourteen of the volume’s many illustrations appear in color, including work by the contemporary artists Subhankar Banerjee, Perry Eaton, Erica Lord, and Larry McNeil.

    Suicide is a significant problem for many adolescents in Native American Indian populations. American Indian Life Skills Development Curriculum is a course for high school students and some middle school students that is designed to drastically reduce suicidal thinking and behavior.
     Created in collaboration with students and community members from the Zuni Pueblo and the Cherokee Nation of Oklahoma, this curriculum addresses key issues in Native American Indian adolescents’ lives and teaches such life skills as communication, problem solving, depression and stress management, anger regulation, and goal setting. The course is unique in its skills-based approach. After first increasing awareness and knowledge of suicide, it then teaches students specific methods to help a peer turn away from suicidal thinking and seek help from an appropriate help-giver.
     The skills-based approach of this curriculum follows well-established teaching methods to develop social skills. Teachers and peers inform students of the rationale and components of a particular skill, model and demonstrate the skill for them, and later provide feedback on individual skill performance.

Contributors. Linda Ainsworth, Jonathan Boyarin, Raymomd J. DeMallie, Elaine Jahner, Karl Kroeber, William Overstreet, Douglas R. Parks, Katharine Pearce, Jarold Ramsey, Wendy Rose, Edward H. Spicer, Gerald Vizenor, Priscilla Wald

Understanding the processes and policies of urbanization and suburbanization in American Indian communities

 

Nearly seven out of ten American Indians live in urban areas, yet studies of urban Indian experiences remain scant. Studies of suburban Natives are even more rare. Today’s suburban Natives, the fastest-growing American Indian demographic, highlight the tensions within federal policies working in tandem to move and house differing groups of people in very different residential locations. In American Indians and the American Dream, Kasey R. Keeler examines the long history of urbanization and suburbanization of Indian communities in Minnesota.

At the intersection of federal Indian policy and federal housing policy, American Indians and the American Dream analyzes the dispossession of Indian land, property rights, and patterns of home ownership through programs and policies that sought to move communities away from their traditional homelands to reservations and, later, to urban and suburban areas. Keeler begins this analysis with the Homestead Act of 1862, then shifts to the Indian Reorganization Act in the early twentieth century, the creation of Little Earth in Minneapolis, and Indian homeownership during the housing bubble of the early 2000s.

American Indians and the American Dream investigates the ways American Indians accessed homeownership, working with and against federal policy, underscoring American Indian peoples’ unequal and exclusionary access to the way of life known as the American dream.

Cover alt text: Vintage photo of Native person bathing smiling child in the sink of a midcentury kitchen. Title in yellow.

Baker argues that the concept of culture developed by ethnologists to understand American Indian languages and customs in the nineteenth century formed the basis of the anthropological concept of race eventually used to confront “the Negro problem” in the twentieth century. As he explores the implications of anthropology’s different approaches to African Americans and Native Americans, and the field’s different but overlapping theories of race and culture, Baker delves into the careers of prominent anthropologists and ethnologists, including James Mooney Jr., Frederic W. Putnam, Daniel G. Brinton, and Franz Boas. His analysis takes into account not only scientific societies, journals, museums, and universities, but also the development of sociology in the United States, African American and Native American activists and intellectuals, philanthropy, the media, and government entities from the Bureau of Indian Affairs to the Supreme Court. In Anthropology and the Racial Politics of Culture, Baker tells how anthropology has both responded to and helped shape ideas about race and culture in the United States, and how its ideas have been appropriated (and misappropriated) to wildly different ends.

Addressing Native American studies past, present, and future, the essays in New Indians, Old Wars tackle the discipline head-on, presenting a radical revision of the popular view of the American West in the process. Instead of luxuriating in the West's past glories or accepting the widespread historians' view of it as a shared place, Elizabeth Cook-Lynn argues that the American West should be fundamentally understood as stolen.

Cook-Lynn says that the Indian Wars of Resistance to the nineteenth- and twentieth-century colonial effort to seize native lands and resources must be given standing in the face of the ever-growing imperial narrative of America--because the terror the world is now witnessing may be the direct consequence of events which began in America's earliest dealings with the natives of this continent. Cook-Lynn's story examines the ongoing and perennial relationship of conflict between colonizers and indigenous people, and it is a story that every American must read.

Cook-Lynn understands that the story of the American West teaches the political language of land theft and tyranny. She argues that to remedy this situation, Native American studies must be considered and pursued as its own discipline, rather than as a subset of history or anthropology. She makes an impassioned claim that such a shift, not merely an institutional or theoretical change, could allow Native American studies to play an important role in defending the sovereignty of indigenous nations today.

Cowell and Moss detail strategies used by speakers of this highly polysynthetic language to form complex words and illustrate how word formation interacts with information structure. They discuss word order and discourse-level features, treat the special features of formal discourse style and traditional narratives, and list gender-specific particles, which are widely used in conversation. Appendices include full sets of inflections for a variety of verbs.

Arapaho is spoken primarily in Wyoming, with a few speakers in Oklahoma. The corpus used in The Arapaho Language spans more than a century of documentation, including multiple speakers from Wyoming and Oklahoma, with emphasis on recent recordings from Wyoming. The book cites approximately 2,000 language examples drawn largely from natural discourse - either recorded spoken language or texts written by native speakers.

With The Arapaho Language, Cowell and Moss have produced a comprehensive document of a language that, in its departures from its nearest linguistic neighbors, sheds light on the evolution of grammar.

The Ute people of White Mesa have a long, colorful, but neglected history in the Four Corners region. Although they ranged into the Great Basin, Southwest, and parts of the Rocky Mountains as hunters, gatherers, and warriors, southeastern Utah was home. There they adapted culturally and physically to the austere environment while participating in many of the well-known events of their times.

In As If the Land Owned Us, Robert McPherson has gathered the wisdom of White Mesa elders as they imparted knowledge about their land—place names, uses, teachings, and historic events tied to specific sites—providing a fresh insight into the lives of these little-known people. While there have been few published studies about the Southern Utes, this ethnohistory is the first to mix cultural and historic events. The book illustrates the life and times of the White Mesa Utes as they faced multiple changes to their lifeways. It is time for their history to be told in their terms.