Lisa K Neuman
Biographic Data
| ID | 645077 |
|---|---|
| NAME | Lisa K Neuman |
| GIVEN NAMES | Lisa K |
| FAMILY NAME | Neuman |
| SIGNATURE | NEUMAN L K |
| AFFILIATIONS | University of Maine |
| ORCID | 0000-0003-0045-0303 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 0 |
Bureau of Indian Affairs
The Bureau of Indian Affairs (BIA) is an agency of the US government with a complex relationship to Native Americans, their lands, their cultures, and their sovereignty. American Indians and Alaska Natives possess a unique government‐to‐government status vis‐à‐vis the United States stemming from treaties, which transferred indigenous land rights in return for federal promises. The BIA (now in the Department of the Interior) was designed to help f…
Marinella Lentis. Colonized through Art: American Indian Schools and Art Education, 1889–1915
In Colonized through Art: American Indian Schools and Art Education, 1889–1915, Marinella Lentis traces how artworks—predominantly drawing, basketry, and weaving—were employed in some federal schools for Native Americans from 1889 to 1915 to assimilate students to European American values and integrate them into an industrializing (and gendered) economy. Yet teaching art in the schools was part of something even more insidious. Borrowing from the…
Bureau of I ndian Affairs
The Bureau of Indian Affairs (BIA) is an agency of the US government with a complex relationship to Native Americans, their lands, their cultures, and their sovereignty. American Indians and Alaska Natives possess a unique government‐to‐government status vis‐à‐vis the United States, stemming from treaties which transferred indigenous land rights in return for federal promises. The BIA (now in the Department of the Interior) was designed to help f…
Community Self-Determination: American Indian Education in Chicago, 1952-2006
How did urban American Indians living in Chicago during the period from 1952 to 2006 use education and community action to advance their goals, ultimately making the city a “Native place” (p. xvi)? This fundamental question drives John J. Laukaitis's Community Self-Determination. Laukaitis shifts our attention from the narratives of distant rural reservations, federal and mission boarding schools, and cultural loss, instead asking us to consider …
Indian Play: Indigenous Identities at Bacone College
Indian Play: Students, Wordplay, and Ideologies of Indianness at a School for Native Americans
Indian PlayStudents, Wordplay, and Ideologies of Indianness at a School for Native Americans Lisa K. Neuman (bio) Missionaries come to Oklahoma, Find Indians need much knowledge, Build big school on hill-top, Call 'em Bacone College. Indians hear 'bout big school On hill-top far away, Send boys and girls—learn something— Humph! Maybe so, some day. Indians come from all directions; From Montana, land of Crow, Through Nevada, Oklahoma, Texas, New M…
Selling Indian Education: Fundraising and American Indian Identities at Bacone College, 1880-1941
When we think of schools run by the federal government or by Christian missionaries for American Indians, we are reminded that Indian education was designed—to borrow the words of Richard Henry Pratt, the government’s notorious Carlisle Indian Industrial School founder—to “kill the Indian to save the man.” Historically, American Indian education in the United States was inextricably linked to Euro-American colonialism. By the late nineteenth cent…
Painting Culture: Art and Ethnography at a School for Native Americans
During the mid-twentieth century in Oklahoma, young artists at a school for American Indians selectively used ethnographic accounts of Native American cultures written by anthropologists to enhance their artistic representations. While creating Indian art became an important means of preserving knowledge of tribal cultures, cultural preservation took on a larger significance in the school's goal to train professional Indian artists whose liveliho…
No prominent works on this page.
Painting Culture: Art and Ethnography at a School for Native Americans
During the mid-twentieth century in Oklahoma, young artists at a school for American Indians selectively used ethnographic accounts of Native American cultures written by anthropologists to enhance their artistic representations. While creating Indian art became an important means of preserving knowledge of tribal cultures, cultural preservation took on a larger significance in the school's goal to train professional Indian artists whose liveliho…
Selling Indian Education: Fundraising and American Indian Identities at Bacone College, 1880-1941
When we think of schools run by the federal government or by Christian missionaries for American Indians, we are reminded that Indian education was designed—to borrow the words of Richard Henry Pratt, the government’s notorious Carlisle Indian Industrial School founder—to “kill the Indian to save the man.” Historically, American Indian education in the United States was inextricably linked to Euro-American colonialism. By the late nineteenth cent…
Indian Play: Students, Wordplay, and Ideologies of Indianness at a School for Native Americans
Indian PlayStudents, Wordplay, and Ideologies of Indianness at a School for Native Americans Lisa K. Neuman (bio) Missionaries come to Oklahoma, Find Indians need much knowledge, Build big school on hill-top, Call 'em Bacone College. Indians hear 'bout big school On hill-top far away, Send boys and girls—learn something— Humph! Maybe so, some day. Indians come from all directions; From Montana, land of Crow, Through Nevada, Oklahoma, Texas, New M…
Indian Play: Indigenous Identities at Bacone College
Community Self-Determination: American Indian Education in Chicago, 1952-2006
How did urban American Indians living in Chicago during the period from 1952 to 2006 use education and community action to advance their goals, ultimately making the city a “Native place” (p. xvi)? This fundamental question drives John J. Laukaitis's Community Self-Determination. Laukaitis shifts our attention from the narratives of distant rural reservations, federal and mission boarding schools, and cultural loss, instead asking us to consider …
Bureau of I ndian Affairs
The Bureau of Indian Affairs (BIA) is an agency of the US government with a complex relationship to Native Americans, their lands, their cultures, and their sovereignty. American Indians and Alaska Natives possess a unique government‐to‐government status vis‐à‐vis the United States, stemming from treaties which transferred indigenous land rights in return for federal promises. The BIA (now in the Department of the Interior) was designed to help f…
Bureau of Indian Affairs
The Bureau of Indian Affairs (BIA) is an agency of the US government with a complex relationship to Native Americans, their lands, their cultures, and their sovereignty. American Indians and Alaska Natives possess a unique government‐to‐government status vis‐à‐vis the United States stemming from treaties, which transferred indigenous land rights in return for federal promises. The BIA (now in the Department of the Interior) was designed to help f…
Marinella Lentis. Colonized through Art: American Indian Schools and Art Education, 1889–1915
In Colonized through Art: American Indian Schools and Art Education, 1889–1915, Marinella Lentis traces how artworks—predominantly drawing, basketry, and weaving—were employed in some federal schools for Native Americans from 1889 to 1915 to assimilate students to European American values and integrate them into an industrializing (and gendered) economy. Yet teaching art in the schools was part of something even more insidious. Borrowing from the…
Sociology (7 works) · Law (6 works) · Political science (6 works) · Indigenous Health, Education, and Rights (5 works) · Art (4 works) · Politics (4 works) · Social science (4 works) · History (3 works) · Law (3 works) · Advertising (2 works)