Native American Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51

The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.

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Now showing 1 - 10 of 22
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    Piikani School leadership
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Hall, Omaksaakoomapi Bradford Roy; Chairperson, Graduate Committee: William Ruff
    This dissertation focuses on Piikani school leadership as shared through the narratives and experiences of a retired school leader. Noonaki's experiences chronicle her longevity in school leadership and steadfast commitment to integrating the Piikani culture and language into the schools she led on the Blackfeet Indian Reservation. Noonaki's stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the Piikani values into their practices. School leaders are key to advancing Piikani values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice ai-sii-moki' (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through Noonaki's transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated Piikani knowledge dissemination framework, that leverages cultural protocols to capture Piikani ways of knowing. Noonaki inspires current and aspiring school leaders to build their skills and practices around the Piikani values of okamotsitapiyiisin (honesty), ainnakowe (respect), aahsitapiitsin (generosity), waattosin (spirituality), matsisskii or iiyiikittahpii (courage), maanistapaisspipii (humility), and kimmapiiyipitsinni (compassion).
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    Protective factors that enhance the resilience of American Indian students in graduating from urban high schools
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2017) McCarthy, Glenda Anne; Chairperson, Graduate Committee: Christine Rogers Stanton
    The purpose of this research was to explore protective factors that strengthen the innate resilience of American Indian students who seek to graduate from urban high schools. A collective case study using Community Based Participatory Research and decolonizing methodologies was conducted with three co-researchers who graduated from a Montana urban high school in 2014 or 2015. Data sources included a series of three in depth interviews with each co-researcher and scrapbooks they created to document their high school years and protective factors. One family focus group provided an additional data source. Analysis reveals the importance of family and cultural protective factors, including the knowledge of tribal histories. Another protective factor is Montana's multicultural mandate, Indian Education for All, when implemented with culturally responsive pedagogy. Co-researchers benefitted from caring teachers who maintained high standards. Further protective factors were school and district based programs that supported student achievement, connected Native families with schools and celebrated, sustained or revitalized Native culture in urban high schools.
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    A preliminary investigation into the current status of Indian education in Montana
    (Montana State University - Bozeman, 1971) Watts, Shirley Jean
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    A preliminary study of some attitudes toward cultural and educational conflicts of Indian children in Montana
    (Montana State University - Bozeman, 1970) Visscher, Sietwende Hermberg; Chairperson, Graduate Committee: Elnora A. Old Coyote
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    The significance of home life on dropout rates of secondary school Indian students
    (Montana State University - Bozeman, 1972) Bak, Roger Axel
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    A study of parental attitudes toward public education on the Crow reservation
    (Montana State University - Bozeman, 1978) Holden, Kenneth Warren
    Studies parental attitudes toward public education in Crow Agency, Wyola, Lodge Grass, and Pryor. Conclusions offer suggestions how to make a school a true expression of the Indian community's hopes and needs. This could help minimize culture conflicts. Local control of schools would also add immeasurably to Indian self-respect.
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    Factors affecting the education of Montana Indians
    (Montana State University - Bozeman, 1968) Barnett, James Franklin
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    A review of the literature in Indian education
    (Montana State University - Bozeman, 1969) Trang, Sharon Beeckler
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    Observations of family disorganization as it relates to an Indian community
    (Montana State University - Bozeman, 1969) Sommars, Vesta M.
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    Tribal education : a case study of Northern Cheyenne elders
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Rowland, Franklin Clay
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