Showing results for "Crime" in Indigenous Studies

It officially began on February 28, 2006, when a handful of protesters from the nearby Six Nations reserve walked onto Douglas Creek Estates, then a residential subdivision under construction, and blocked workers from entering. Over the course of the spring and summer of that first year, the...

"THIS WEEK'S HOTTEST NEW RELEASES: Murder befouls the outback... [A] gripping work of true crime." —USA TODAY Return to Uluru explores a cold case that strikes at the heart of white supremacy—the death of an Aboriginal man in 1934; the iconic life of a white, "outback" police officer...

After covering racial unrest in the remote northwest corner of his home state of Nebraska in 1999, journalist Stew Magnuson returned four years later to consider the larger questions of its peoples, their paths, and the forces that separate them. Examining Raymond Yellow Thunder’s death at the hands of four White men in 1972, Magnuson looks deep into the past that gave rise to the tragedy. Situating long-ranging repercussions within 130 years of context, he also recounts the largely forgotten struggles of American Indian Movement activist Bob Yellow Bird.

In the heart of Indian country in the American west, clandestine criminals were profiting greatly from the sale of sacred Native American artifacts stolen from tribal lands. These artifacts were so ancient they had been used since the migration of the first Americans into North America some 15,000 years ago. In the year 1998, the illegal trafficking of these artifacts peaked in Santa Fe, New Mexico.

For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system.

Realizing a good life is almost always defined in material terms, typified by individuals (usually men) who have considerable wealth. But classed, gendered and racialized social supports enable the “self-made man.” Instead, this book turns to Indigenous knowledge about realizing a good life to explore how marginalized men endeavour to overcome systemic inequalities in their efforts to achieve wholeness, balance, connection, harmony and healing.