University of Minnesota Ph.D. dissertation.October 2018. Major: Geography. Advisors: Bruce Braun,... more University of Minnesota Ph.D. dissertation.October 2018. Major: Geography. Advisors: Bruce Braun, George Henderson. 1 computer file (PDF); x, 329 pages.In the past sixty-odd years, Indigenous nations and tribal groups have increasingly expanded their authority and advanced their communities’ interests in the realm of environmental protection. Multiple Sovereigns and Transient Resources: Contested Ecosystems and Expanding Tribal Jurisdiction in the Great Lakes Region seeks to understand some of the ways in which tribes and inter-tribal groups in the Lake Superior region have extended their influence over, engagement with, and impacts on environmental management and resource regulation. In particular, this dissertation investigates how tribes have mobilized jurisdictional authority to demand a seat at the table in regulatory discussions that impact their reservations and the treaty-ceded territories in the region. In so doing, this dissertation builds an empirical record of some of the strategies and mechanisms that tribes have used to advance their environmental interests in practical terms. This empirical record forms the basis of a more sustained critical engagement with the concept of jurisdiction. Intervening in legal geography, political ecology, and Indigenous legal scholarship, this dissertation argues that contests over environmental jurisdiction are not just disputes about static administrative units within fixed governmental hierarchies, but also enroll the authority to interpret and define the law and its normative orders. Through interviews, participant observation, archival review, and doctrinal legal analysis, I demonstrate how jurisdiction is practiced and produced through the day to day acts of permitting, rule-making, enforcing regulatory standards, litigating conflicts, building infrastructures, degrading and restoring habitats, and negotiating between governmental entities. Tracing the jurisdictional expansions of the Indigenous “third sovereign” illuminates the particular ontologies that ground state and federal environmental regulatory practices, but also provides a set of alternatives for thinking about resource protection in an integrated, dynamic, and co-dependent ecosystem
In analyzing refugee's responses, [I]t became clear that the myth of return was contingent on the... more In analyzing refugee's responses, [I]t became clear that the myth of return was contingent on the 'constructed notion' of home as physical territory, space and symbol .... [T]here is an implicit assumption, in the concept of displacement and return, that 'a natural identity exists between people and places. .. bounded territories which demarcate their distinct cultures.' Id. (citations omitted).
ABSTRACT Web mapping involves publishing and using maps via the Internet, and can range from pres... more ABSTRACT Web mapping involves publishing and using maps via the Internet, and can range from presenting static maps to offering dynamic data querying and spatial analysis. Web mapping is seen as a promising way to support development of spatial thinking in the classroom but there are unanswered questions about how this promise plays out in reality. This article examines the resource demands and pedagogical value of Web mapping for geographical education for the case of an undergraduate introductory geography course designed to develop spatial thinking in students. Web mapping can be effective but is subject to a range of pedagogical, institutional, and technological caveats and corollaries.
Manoomin, the Ojibwe word for wild rice, grows in shallow lakes and streams and provides physical... more Manoomin, the Ojibwe word for wild rice, grows in shallow lakes and streams and provides physical, spiritual, and cultural sustenance as a sacred food and relative for Indigenous peoples across the Great Lakes region of North America. Unfortunately, Manoomin has been declining due to multiple environmental stressors. In 2018, an interdisciplinary group from the University of Minnesota came together with natural resource managers from tribes and inter-tribal organizations to understand Manoomin within its socio-environmental context. This partnership grew despite a history fraught with settler colonial structures of knowledge production and commodification. Based on lessons learned from building this transformational partnership, this paper describes ten tenets for responsible research: 1) Honor Indigenous sovereignty and rights; 2) Address past and present harms; 3) Be on the path together with researchers and Indigenous partners; 4) Recognize, respect, and value Indigenous participation and intellectual labor; 5) Encourage the robust exchange of ideas; 6) Recognize that documents formalizing a relationship are not the whole relationship; 7) Make a plan for identifying and protecting sensitive Indigenous data; 8) Be prepared to navigate institutional obstacles; 9) Seek, support, and collaborate with diverse students; and 10) Actively listen and be open to different ways of engaging with the
University of Minnesota Ph.D. dissertation.October 2018. Major: Geography. Advisors: Bruce Braun,... more University of Minnesota Ph.D. dissertation.October 2018. Major: Geography. Advisors: Bruce Braun, George Henderson. 1 computer file (PDF); x, 329 pages.In the past sixty-odd years, Indigenous nations and tribal groups have increasingly expanded their authority and advanced their communities’ interests in the realm of environmental protection. Multiple Sovereigns and Transient Resources: Contested Ecosystems and Expanding Tribal Jurisdiction in the Great Lakes Region seeks to understand some of the ways in which tribes and inter-tribal groups in the Lake Superior region have extended their influence over, engagement with, and impacts on environmental management and resource regulation. In particular, this dissertation investigates how tribes have mobilized jurisdictional authority to demand a seat at the table in regulatory discussions that impact their reservations and the treaty-ceded territories in the region. In so doing, this dissertation builds an empirical record of some of the strategies and mechanisms that tribes have used to advance their environmental interests in practical terms. This empirical record forms the basis of a more sustained critical engagement with the concept of jurisdiction. Intervening in legal geography, political ecology, and Indigenous legal scholarship, this dissertation argues that contests over environmental jurisdiction are not just disputes about static administrative units within fixed governmental hierarchies, but also enroll the authority to interpret and define the law and its normative orders. Through interviews, participant observation, archival review, and doctrinal legal analysis, I demonstrate how jurisdiction is practiced and produced through the day to day acts of permitting, rule-making, enforcing regulatory standards, litigating conflicts, building infrastructures, degrading and restoring habitats, and negotiating between governmental entities. Tracing the jurisdictional expansions of the Indigenous “third sovereign” illuminates the particular ontologies that ground state and federal environmental regulatory practices, but also provides a set of alternatives for thinking about resource protection in an integrated, dynamic, and co-dependent ecosystem
In analyzing refugee's responses, [I]t became clear that the myth of return was contingent on the... more In analyzing refugee's responses, [I]t became clear that the myth of return was contingent on the 'constructed notion' of home as physical territory, space and symbol .... [T]here is an implicit assumption, in the concept of displacement and return, that 'a natural identity exists between people and places. .. bounded territories which demarcate their distinct cultures.' Id. (citations omitted).
ABSTRACT Web mapping involves publishing and using maps via the Internet, and can range from pres... more ABSTRACT Web mapping involves publishing and using maps via the Internet, and can range from presenting static maps to offering dynamic data querying and spatial analysis. Web mapping is seen as a promising way to support development of spatial thinking in the classroom but there are unanswered questions about how this promise plays out in reality. This article examines the resource demands and pedagogical value of Web mapping for geographical education for the case of an undergraduate introductory geography course designed to develop spatial thinking in students. Web mapping can be effective but is subject to a range of pedagogical, institutional, and technological caveats and corollaries.
Manoomin, the Ojibwe word for wild rice, grows in shallow lakes and streams and provides physical... more Manoomin, the Ojibwe word for wild rice, grows in shallow lakes and streams and provides physical, spiritual, and cultural sustenance as a sacred food and relative for Indigenous peoples across the Great Lakes region of North America. Unfortunately, Manoomin has been declining due to multiple environmental stressors. In 2018, an interdisciplinary group from the University of Minnesota came together with natural resource managers from tribes and inter-tribal organizations to understand Manoomin within its socio-environmental context. This partnership grew despite a history fraught with settler colonial structures of knowledge production and commodification. Based on lessons learned from building this transformational partnership, this paper describes ten tenets for responsible research: 1) Honor Indigenous sovereignty and rights; 2) Address past and present harms; 3) Be on the path together with researchers and Indigenous partners; 4) Recognize, respect, and value Indigenous participation and intellectual labor; 5) Encourage the robust exchange of ideas; 6) Recognize that documents formalizing a relationship are not the whole relationship; 7) Make a plan for identifying and protecting sensitive Indigenous data; 8) Be prepared to navigate institutional obstacles; 9) Seek, support, and collaborate with diverse students; and 10) Actively listen and be open to different ways of engaging with the
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