1. Engaging a Diverse Oregon: Opportunities for Community-Based Research

2. Diversity & Cultural Engagement at OSU
Overview
Diversity & Cultural Engagement at OSU
Engagement Academy as Laboratory
Notions of Community and Community Research
Unique Oregon --- Your Tour
Tribal Communities
Ethical Dilemmas and Cartesian Demons
Conclusion
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3. Diversity & Cultural Engagement
DCE Web Site
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4. Engagement Academy as Laboratory
How do you understand the term community?
How do you understand community research?
“It is futile to attempt to categorize these aspects of the community for they frequently overlap. For example, the spiritual element of Aztlan crosses over into its social-historical aspect because Aztlan is not only a physical region but is also a state of mind, a spiritual belief” ( Blea, 1995).
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5. Engagement Academy As Laboratory
Big Questions:
Who defined the research problem?
For whom is this study worthy and relevant?
What knowledge will the community gain from this study?
What knowledge will the researcher gain from this study?
What are some possible negative outcomes?
How can the negative outcomes be eliminated?
What are some likely positive outcomes from this study?
To whom is the researcher accountable?
What processes and resources are in place to support the research, the researched and the researcher?
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6. Unique Oregon --- Your Tour
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7. Unique Oregon --- Your Tour
Historical Antecedents:
1830s Westward movement
1840s slavery abolished – “Lashlaws” – Settlement Wars
1850s exclusion laws against African Americans – Rogue River war ended.
1860s tax levied on Blacks, mulattoes, Kanakas, and Chinese – banned interracial marriages – Vaqueros from Mexico enhance cattle industry
1870 Chemawa Indian School created
1880 Chinese driven out by mobs – Japanese immigration begins
1903 the Advocate started “intelligent discussion on matters pertaining to the colored people”
1910 Oregon ranked 7th of states outside the southwest with a high Latino population
1920 growth of the Klan – Alien Land Law denies Japanese opportunity to own land. State constitution amended to allow Blacks and Chinese the vote.
1930s segregation of Native Americans and Latinos
WWII growth in Af. Am. Population – Anti Asian sentiment – Braceros program.
1948 Vanport flood – African American community affected
1954 termination of Oregon Tribes
1957 Oregon Fair Housing act
1970s grassroots organizations founded – Colegio Cesar Chavez in Silverton
1980 restoration of tribes – Skinhead activity increases
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8. Unique Oregon - Tribal Communities
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9. Unique Oregon-Tribal Communities
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10. Unique Oregon- Tribal Communities
Land use / Natural Resources
Cultural / Linguistic preservation
Archiving
Health
Sovereignty
Nation Building
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11. Ethical Dilemmas and other Cartesian Demons
Cultural and intellectual appropriation
Economic gain off research
Age and gender
Bio-politics of Native Identity
Traditional v. Progressive
Methodology/Methods
Good research v. not so good research
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12. Ethical Dilemmas and other Cartesian Demons
Ask if…..
Tribe has IRB
Cultural Guide—Governance system
Understand and Learn…
Treaty History/obligations
Community Genogram—social structure
Engage in…
Critical Analysis of your own research goals and process
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13. Conclusion
Mission of Outreach and Engagement
Outreach and engagement at Oregon State University enhances access to enrichment and problem solving through reciprocal relationships for the exchange of knowledge and resources in partnership with individuals, communities, businesses, industries, government and educational institutions.
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14. Diversity and Cultural Engagement
Allison Davis-White Eyes, Ph.D. 228 Student Experience Center
new web address: dce.oregonstate.edu
December 7, 2018