Native American Pau-Wau
Hannah Kajer, Elise Quam, Megan Reuwsaat
Historical Trauma and Oppression
Disrespect for their culture and practices
U.S. vs. Dakota War of 1862
Class Concepts: Cultural Identity
-Powwows= congregation of the community in order to keep traditional rituals alive
-Young participants dance with the elders
- This time is considered to be a time of remembering the past, the old ways, and also a time of dreaming for the future
Class Concepts: Religion/Spirituality
The U.S. Has a long history of oppressing the Native American's religious practicesThe Native American Religious Freedom Act in 1978...poorly enforced (peyote, eagle bones/feathers, religious sites)
"Social work requires working with religion" (Knitter, 2010). Why?
-Socialization of behavior
-Behavior and beliefs are linked
-Native American spirituality has strong belief in the circle of life and the pau-wau celebrates the circle with tribal drums, dancing, food, chanting and traditional healing rituals.
Class Concepts: Intersectionality
-Elders are highly regarded in the Native American community and hold privilege from the respect that they receive.
-Older adults are commonly oppressed in the white main stream culture
-Native American elders are simultaneously a minority facing oppression in the white main stream culture
Class Concepts: Power/Privilege
We felt "on guard" attending a new ceremony, at a new place, with different traditions than our own experiences
It is sometimes "mentally taxing" and brought a lot of introspection of how that may feel
What Can We Do?
-Actively be an ally
-Respectfully asking questions
-THIS BOOK "Everything You Wanted to Know about Indians but Were Afraid to Ask" by Anton Treur
Crisp, C. (2014). White and lesbian: Intersections of privilege and oppression. Journal of Lesbian Studies, 18(2), 106–117.
Knitter, Paul, F. (2010) Social work and religious diversity: Problems and possibilities, journal of religion & spirituality in social work: Social Thought, 29:3, 256-270
McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2005). Overview. In M. McGoldrick, J. Giordano, & N. Garcia-Preto (Eds.), Ethnicity and family therapy (3rd ed., pp. 1–40). New York, NY: Guilford Press
hooks, b. (1989). Keeping close to home: Class and education. In Talking back: Thinking feminist, thinking black (pp. 73–83). Boston, MA: South End Press.