Browsing by Subject "Dakota"
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Item 2015 Dakota County Adolescent Sexual Health Report(2015) Teenwise MinnesotaItem 2016 Dakota County Adolescent Sexual Health Report(2016) Healthy Youth Development - Prevention Research CenterItem 2017 Dakota County Adolescent Sexual Health Report(2017) Healthy Youth Development - Prevention Research CenterItem 2018 Dakota County Adolescent Sexual Health Report(2018) Healthy Youth Development - Prevention Research CenterItem 2019 Dakota County Adolescent Sexual Health Report(2019) Healthy Youth Development - Prevention Research CenterItem 2020 Dakota County Adolescent Sexual Health Report(2020) Healthy Youth Development - Prevention Research CenterItem 2021 Dakota County Adolescent Sexual Health Report(2021) Healthy Youth Development - Prevention Research CenterItem 2022 Dakota County Adolescent Sexual Health Report(2022) Healthy Youth Development - Prevention Research CenterItem 2023 Dakota County Adolescent Sexual Health Report(2023) Healthy Youth Development - Prevention Research CenterItem Daḳota Iapi Ohna Ki Wáṡicu Etaƞhaƞ Ihduḣdayapi (Decolonization through Speaking the Daḳota Language)(2022-05) McKay, NeilThe Daḳota people are the original people of Minnesota. We come from the area where the Mississippi and the Minnesota Rivers meet at what we call Bdote. The Daḳota language is currently on life support in Minnesota. Due to the effects of colonization, our number of speakers has continuously dwindled since the United States invaded our lands. The trauma caused by genocide, forced removal, decades of human rights violations all by the United States, its Euro-American citizenry and the church have had an effect on Daḳota language loss. We need a safe place to teach and learn Daḳota while at the same time being medicine to each other in ways that will empower our people. What follows are my reflections on twenty-five years of teaching and learning the Daḳota language myself, observing teaching and learning in a variety of environments, and visiting with other teachers and learners. Colonization has had a profound effect on the Daḳota people (and other Indigenous people) so it has had an effect on our relationship with each other through the Daḳota language. The personal observations and reflections as a Daḳota person and as an academic have given me insight into ways that the teaching and learning of the Daḳota language is a powerful a tool for decolonization. By creating a safe place to speak, learn and teach Daḳota through traditional values as well as using best methods for Indigenous language learning (revitalization), we get a larger picture of how to be medicine to each other when we are speaking/learning/teaching Daḳota. This thesis should be accessible to all Daḳota people and other Indigenous language learners and teachers. It is not intended for an academic audience only. In an ongoing effort to decolonize the academy or at least create places of decolonization within the academy, this is necessary to facilitate open discussion on creating and maintaining a safe place to teach and learn our languages.Item Ella Cara Deloria(Voices from the Gaps, 1996) Miller, Carol; Curtright, LaurenItem Exploring a Cultural Intervention's Influence on Sense of Belonging: Bringing Dakota Story into 6th and 10th Grade Social Studies Classrooms(2015-06) Peterson, TeresaResearch has determined the importance of sense of belonging on one's health and well-being. Furthermore, sense of belonging has been correlated to academic success. The persistent academic achievement gap in the American Indian student population afflicts both educational policy makers and classroom teachers. This community-based participatory action research project drew upon the recommendations of the American Indian community to establish partnerships with American Indian communities and the inclusion of American Indian representation in curricula. This project utilized a mixed methodology to investigate the pilot of a cultural intervention (i.e., a culturally-based curriculum built upon storytelling) in sixth and tenth grade social studies classrooms and explored its influence on American Indian student's sense of belonging. The results also assisted in improving the curriculum and effectively meeting the state's new mandate that calls for the inclusion of American Indian contributions in curricula.Item Vietnam Akíčita: Lakota And Dakota Military Tradition In The Twentieth Century(2020-05) Little, JohnThis dissertation examines the impact of military tradition among Native Americans, embracing many of the twentieth-century wars but with particular emphasis on Vietnam. In total over 42,000 Native Americans served in Vietnam. For the majority of this dissertation, I have centered the experiences of Lakota and Dakota veterans. In using the Lakota and Dakota as a microcosm, I demonstrate how military service has innovated throughout the twentieth-century but also how Indigenous people have strategically used it to continue culture, language, and traditions in everyday life. A variety of factors influenced the high per capita rates of Native service in the twentieth century. For some Native soldiers, military service provided the opportunity to continue and connect with earlier warrior traditions. Those connections included the protection of traditional homelands, their People, and their communities as well as for the survival of their cultural traditions. Other Native veterans turned to the military as an opportunity to leave their isolated and impoverished reservations communities. This dissertation combines oral interviews, autobiographies, Native literature, vinyl records, and powwow music to demonstrate the complexities of Native military service and move beyond stereotypical assumptions.