American Indian Quarterly, vol. 9, no. 4, Autumn, 1985, pp. 385-410
Description
Examines the American Indigenous population's direct and indirect involvement in the US Civil War and its aftermath. The Confederate army courted Indigenous groups due to their tactical location and as a source for more troops.
Antipode, vol. 45, no. 5, November 2013, pp. 1298-1317
Description
Looks at process of Indigenization of Northwest Community College and local academic union resulting in allegiances being caught between desire to support initiative and drive to minimize worker exploitation.
Canadian Theatre Review, vol. 152, Fall, 2012, pp. 5-12
Description
Erika A. Iserhoff, who has been involved in productions such as The Only Good Indian, Omushkego Water Stories Project, and Chocolate Woman Dreams the Milky Way discusses her artistic practice.
Canadian Literature, no. 215, Indigenous Focus, Winter, 2012, p. 104
Description
Discusses author's use of the Woods Cree dialect to place his characters in the context of northern Manitoba and as way to limit accessibility by the dominant Anglophone culture.
Mosaic: A Journal for the Interdisciplinary Study of Literature, vol. 45, no. 2, June 2012, pp. 95-112
Description
Discusses whether some character's behaviours could be construed as being based in FASD, or whether it only appears to be because of the intergenerational trauma caused by residential schools.
Social Science & Medicine, vol. 87, June 2013, pp. 138-146
Description
Study involved qualitative interviews with Federal, State or Territory representatives. Found that while most exhibited some awareness of issues, actions taken to reduce health disparities were limited.
Journal of American Indian Education, vol. 52, no. 2, 2013, pp. 58-71
Description
Looks at the history of the education experiences, the battle to reacquire land for the school, and the commitment to build a school that would be a model of "green" education for educators.
Reclaiming Children and Youth, vol. 21, no. 3, Fall, 2012, pp. 27-30
Description
Comments on how the model of The Circle of Courage identifies strategies and methods for meeting needs to assure that all children and youth may thrive.