Suchergebnisse

Traces history of native Hawaiian land rights and the indigenous sovereignty movement.

THE IDEA OF THE DESCENDANTS OF NATIVE HAWAIIANS ASSERTING THEIR RIGHTS TO POLITICAL AUTONOMY WITHIN THE STATE OF HAWAII MAY SEEM AS RIDICULOUS TO MOST CONTEMPORARY AMERICANS AS COMMONERS' SEEKING EQUALITY MUST HAVE APPEARED TO THE FRENCH NOBILITY PRIOR TO THE FRENCH REVOLUTION. BOTH MOVEMENTS ARE BASED ON THE DESIRE FOR SELF-DETERMINATION, A LEGAL PRINCIPLE OPERATING "BOTH EXTERNALLY AND INTERNALLY TO ENSURE DEMOCRATIC GOVERNMENT AND THE ABSENCE OF INTERNAL OR EXTERNAL DOMINATION," ACCORDING TO UMOZURIKE'S DEFINITION, AND CERTAINLY A GUIDING TENET OF THE AMERICAN REVOLUTION.

One strategy for advancing culturally sensitive family practice is to identify family-centered approaches indigenous to the culture. The author describes a family-centered approach in native Hawaiian culture and encourages human service professionals to conceptualize family-centered models that utilize cultural values and processes.

This essay examines the politics of the controversial proposal for US federal recognition for Native Hawaiians. It explores a range of historical and legal issues that shed light on the multiple claims that constitute the complex terrain of Hawaiian sovereignty politics. The article provides a historical overview of the events that impact the current situation and then discusses a particular set of contemporary conditions that serve as key elements in catalyzing widespread support for federal recognition—namely, the implications of the recent US Supreme Court ruling in Rice v Cayetano and subsequent legal challenges to Native Hawaiian programs and funding by the US government. It also highlights difficulties with the promise of federal recognition as a solution to "the Hawaiian problem" by looking at lessons from Indian Country, Native Alaska, and the Pacific—especially the US unincorporated territories. Finally, the essay explores the independence movement as an alternative to domestic dependent nationhood.

PART I: Context 1. Engineering for Native nations: Origins and goals of the Pre-Engineering Education Collaboratives (PEECs)PART II: Culture matters 2. Recognizing history: Indigeneity matters 3. Moving beyond cultural sensitivity: Developing culturally responsive programs for and with Native engineers 4. Invoking cultural relevance at tribal colleges: Grandmother's way is important5. Discovering what works: STEM pedagogy and curriculum development for Native Americans6. Exploring indigenous science and engineering: Projects with indigenous rootsPART III: Providing support for Natives in Engineering7. Finding an Engineering identity: A Native American PEEC leader's experience8. Outreaching to K-12 and tribal schools in PEEC9. Establishing who leads: Hawaiian-serving community colleges or tribal colleges as leaders10. Discovering how and how well Native-Hawaiian community colleges work with a mainstream university in Hawai'i11. Assembling interconnected networks for advancement in engineering: Champions and community12. Increasing enrollment and graduation through teaching and learning strategies: Experiential learningPART IV: Transforming institutional politics13. Transforming through institutionalization and replicability of PEEC14. Obtaining permission to work on reservations: About IRB/RRB regulations15. Involving STEM teachers with tribal faculty in PEEC: Joining forces to serve undergraduatesPART V: Learning from experience16. Joining forces with unexpected PEEC-enhancing projects along the way: Unforeseen alliances in South Dakota 17. Promoting Native women: An underutilized resource 18. Succeeding with students: PEEC student stories19. Measuring outcomes20. Implementing through low-cost solutions21. Useful references22. Contributors23. Epilogue ; https://openprairie.sdstate.edu/cvlee_book/1000/thumbnail.jpg