1. Diné Policy Institute University of New Mexico October 8, 2007

2. History 2005 Navajo Nation Council and Diné College create “Diné Policy Institute” to research and examine contemporary problems from a Navajo Perspective We work to research how the “Foundational Laws of the Diné” could be better incorporated into the Navajo Nation governmental process

3. Diné Policy Institute’s Mission and Purpose Through Sa’ah Naaghái Bik’eh Hozhóón, the Diné Policy Institute provides quality research and well-reasoned policy recommendations to the Navajo Nation government.

4. DPI framework Nihigáál Economic Policy Research Alhaánaá’ooniil Social, Educational and Family Policy Research Siihasin Environmental Policy Research Bik’ehgo Da’iinaanii Research in Navajo Ethics and Spirituality

5. Key DPI assumptions 1. Problems exist within current system of research and analysis. 2. Research must be based in Dine’ thinking Dine’ bintsekees. 3. Research based in Dine’ thinking is culturally appropriate.

6. Theoretical Assumptions Dominant ‘western’ ontology and epistemology does not fit with Dine’ thinking. Western ontology is unconsciously utilized in many analysis processes within the Navajo Nation. Dine’ ontology and epistemology based on key concepts such as K’e can inform analysis processes in the Navajo Nation. Using such foundational concepts as K’e in the analysis process can be called culturally appropriate.

7. Balancing the worldviews Navajo Thinking: I am SNBH. I know k’e. I treat mother earth and all living things with reverence and respect. Western Thinking: I am an individual. I treat people with respect so long as it fits into my plans. I treat the earth with respect insomuch as I can benefit How do you “mesh” these two worldviews?

8. ‘Cultural Appropriate’ Myth : If a Native American does it, it is culturally appropriate. DPI examines this notion of cultural appropriate and seeks to move beyond the current understanding.

9. Cultural Appropriate 1. Identify driving assumptions of the process or method being used. 2. Identify the world view that motivate those particular assumptions. 3. Ask, “Does this fit with indigenous notions of the world?”

10. Cultural Appropriate cont’d 4. Identify particular indigenous worldview. 5. Identify key assumptions that motive and inform that worldview. 6. Ask, “Are these values/assumptions being sacrificed? If so, to what extent?”

11. Research Areas Economic Development Social/Governmental Development Educational Development Environmental Development

12. Past Projects Response to Desert Rock Environmental Impact Statement--from the perspective of the “Foundational Laws of the Diné” Wal-Mart Position Papers Navajo Values vis-à-vis uranium mining Extension of Council Delegate term.

13. Economic Policy: Navajo notions of ‘taxation’ and ‘poverty’ Elimination of sales tax on Food Assessment of Navajo Nation Tax system Economic Development Workshops Sustainable Development Conference Waivers of Sovereign Immunity Intellectual Property Rights Creation of Economic and Market Union ‘638’ contracting

14. Social and Governmental Policy Government Reform Project Females in the Navajo Work Place Assessment of Gaming Initiatives Health issues Family issues Partnership Project with other institutions

15. Research in Foundational Laws Foundational Paper on K’e Democratic notions in Navajo Navajo Policy analysis methods Foundational Paper on SNBH

16. Environmental Policy Desert Rock Uranium in the Navajo Nation Land and grazing issues and reform Water rights and resources Global Warming

17. Internship Program Purpose: 1. To provide experience to Native students in working in Indian country; 2. To help students utilize skills in culturally appropriate ways; 3. To help students identify ways to come back to their Nations.

18. Interns Internship will include research and analysis of issues pertinent to SNBH, and how current Navajo decision-making processes, Navajo society (including sub-sets), and Navajo government are affected by external influences. This will include working with the Navajo governmental, educational, religious, and economic systems of the Navajo Nation.

19. Government Reform Project Slides prepared by Wendy Greyeyes, University of Chicago

20. History of the project Mandate from speaker, 8/07 Recommend for NNC an “Alternative Government” that reflects Navajo culture, Navajo values, and Navajo political character Due: 12/07

21. What’s in the Recommendations? Present several “alternative governments” to the Speaker by December 15, 2007 The models must be backed-up by research and built to consider: Historical Transitions Contemporary Challenges Other Government Forms

22. UNM’s Role The Native American Studies program at UNM offers an opportunity for collaboration with DPI on this project Research Interns will assist in developing several models of “Alternative Government,” participate in Nation building Interns will participate in the research design and conduct field work

23. Other Collaborators Dine College student interns BYU graduate student Interns University of Chicago Researcher UCLA American Indian Studies graduate students Russian President Vladimir Putin

24. Research Outline There are 5 segments of the research design Historical Transitions: An Evolvement of NN Government Contemporary Challenges to NN Government Comparing Our Government: An Examination of Other Government Forms The Alternative Government Models Implementation

25. Research Outline UNM students will assist with the following: Segment I: Historical Transitions: An Evolvement of NN Government Segment II: Contemporary Challenges to NN Government

26. Contemporary Review Perspective Research Topics What are some challenges to the current government? What are the demographics of the existing population affected by the current government? Are the Foundational Laws meaningful for the Navajo Nation government? What are some failures and/or successes of the Foundational Laws of the Diné What is the role of civil society in our current government

27. Diagram Current Gov. Show in an image of sources of power Show how power and decisions are made Show where the constraints are in the system

28. Segment 2: Contemporary Review Incorporate Final Report with Segment 1 Submit to DPI by end of Spring Semester Final Report should be clear and concise Citations should be clear

29. How this will look? Team Meetings For questions regarding the research pursuit contact: Andrew Curley apcurley@dinecollege.edu Weekly team meetings will be done via conference phone Full Reporting all efforts of research and accomplished sections

30. Axhe’ hee’ If you have any further questions contact Diné Policy Institute Diné College, Tsaile AZ--86556 (928) 724-6945