The story of Wilhelmina Yazzie and her son's effort to seek an adequate education in New Mexico schools revealed an educational system with poor policy implementation, inadequate funding, and piecemeal educational reform. The 2018 decision in the Yazzie/Martinez lawsuit proved what has always been known: the educational needs of Native American students were not being met. In this superb collection of essays, the contributors cover the background and significance of the lawsuit and its impact on racial and social politics. The Yazzie Case provides essential reading for educators, policy analysts, attorneys, professors, and students to understand the historically entrenched racism and colonial barriers impacting all Native American students in New Mexico's public schools. It constructs a new vision and calls for transformational change to resolve the systemic challenges plaguing Native American students in New Mexico's public education system. Contributors Georgina Badoni Cynthia Benally Rebecca Blum Martínez Nathaniel Charley Melvatha R. Chee Shiv Desai Donna Deyhle Terri Flowerday Wendy S. Greyeyes Alex Kinsella Lloyd L. Lee Tiffany S. Lee Nancy López Hondo Louis (photographer) Glenabah Martinez Natalie Martinez Jonathan Nez Carlotta Penny Bird Preston Sanchez Karen C. Sanchez-Griego Christine Sims Leola Tsinnajinnie Paquin Vincent Werito Wilhelmina Yazzie

Wastelanding tells the history of the uranium industry on Navajo land in the U.S. Southwest, asking why certain landscapes and the peoples who inhabit them come to be targeted for disproportionate exposure to environmental harm. Uranium mines and mills on the Navajo Nation land have long supplied U.S. nuclear weapons and energy programs. By 1942, mines on the reservation were the main source of uranium for the top-secret Manhattan Project. Today, the Navajo Nation is home to more than a thousand abandoned uranium sites. Radiation-related diseases are endemic, claiming the health and lives of former miners and nonminers alike. Traci Brynne Voyles argues that the presence of uranium mining on Diné (Navajo) land constitutes a clear case of environmental racism. Looking at discursive constructions of landscapes, she explores how environmental racism develops over time. For Voyles, the “wasteland,” where toxic materials are excavated, exploited, and dumped, is both a racial and a spatial signifier that renders an environment and the bodies that inhabit it pollutable. Because environmental inequality is inherent in the way industrialism operates, the wasteland is the “other” through which modern industrialism is established. In examining the history of wastelanding in Navajo country, Voyles provides “an environmental justice history” of uranium mining, revealing how just as “civilization” has been defined on and through “savagery,” environmental privilege is produced by portraying other landscapes as marginal, worthless, and pollutable.

Providing a comprehensive overview of diversity, equity, and inclusion (DEI) within individual, organizational, and societal contexts, this Handbook explores the multidimensional nature of DEI in public administration. It addresses the considerable influence that governing institutions have on societal norms, and acts as an important resource to inspire inclusion.

This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students. Taking the scholarship around this question, such as James S. Coleman’s 1965 report on the Equality of Educational Opportunity, as a starting point, it brings in an extensive range of contemporary data sources and statistical analysis to offer an updated, robust, and considered review of the issue. Moving beyond these empirical questions, it also explores how these empirical findings have been utilized in “education adequacy” litigation, discussing the evolving law of adequacy cases, while explaining the challenges of introducing complex data and analyses within a litigation framework. Judges typically have little experience with the complexity of modern education data and the analyses required to draw sound inferences. It will thus be of interest to scholars, researchers, and faculty with expertise in education policy, the economics and sociology of education, and public policy.

Evidence in Focus: A Practitioner’s Approach teaches the Federal Rules from a practicing lawyer’s perspective, illustrates their role within the context of litigation, and gives due consideration to how judges apply the rules in reaching a decision. Fascinating cases narrate the trials of intriguing characters and breathe life into legal theory. Approachable writing, clear explanations, and real-world hypothetical problems enliven class discussion and develop students' critical thinking skills. Humor, references to popular culture, and links to audio or video clips keep students engaged in learning the Rules of Evidence. Designed to be accessible, every chapter breaks down each rule into its component parts, explaining: 1) how each part functions separately, 2) how each part integrates with the remaining text of the rule, and 3) how the text of the rule fits into the overall structure of the Rules of Evidence. The Introduction provides helpful overviews of the foundational principles of the Rules of Evidence, and of how criminal and civil cases arrive at trial. While on their face the rules may appear to have a neutral application, they cannot be divorced from the historical period from which they emerged, or from the interests of the segment of society that wrote them. Evidence in Focus: A Practitioner’s Approach examines how some common law principles and their lingering presence within the Rules have created inequities in the civil and criminal trial system. Professors and students will benefit from: A practitioner’s approach to learning the Federal Rules of Evidence. Approachable writing, clear explanations, and straightforward examples. Salient criticism of antiquated common law principles and rules with discriminatory effect. Use of gender-neutral language in explanatory text. Case Previews and Post-Case Follow-Ups. To succeed, law students must know how to deconstruct and analyze cases. Case Previews highlight the legal concepts in a case before the student reads it. Post-Case Follow-Ups summarize the important points and ramifications but also goes one step further, noting the significance of a case to current law. Applying the Concepts and Evidence in Practice. Throughout the text, problems and examples based on real cases or hypothetical scenarios encourage students to synthesize chapter material and apply relevant legal doctrine to real-world scenarios. Students can use these exercises for self-assessment, or the professor can use them to promote class interaction.

Navajo peacemaking is one of the most renowned restorative justice programs in the world. Neither mediation nor alternative dispute resolution, it has been called a “horizontal system of justice” because all participants are treated as equals with the purpose of preserving ongoing relationships and restoring harmony among involved parties. In peacemaking there is no coercion, and there are no “sides.” No one is labeled the offender or the victim, the plaintiff or the defendant. This is a book about peacemaking as it exists in the Navajo Nation today, describing its origins, history, context, and contributions with an eye toward sharing knowledge between Navajo and European-based criminal justice systems. It provides practitioners with information about important aspects of peacemaking—such as structure, procedures, and outcomes—that will be useful for them as they work with the Navajo courts and the peacemakers. It also offers outsiders the first one-volume overview of this traditional form of justice. The collection comprises insights of individuals who have served within the Navajo Judicial Branch, voices that authoritatively reflect peacemaking from an insider’s point of view. It also features an article by Justice Sandra Day O’Connor and includes contributions from other scholars who, with the cooperation of the Navajo Nation, have worked to bring a comparative perspective to peacemaking research. In addition, some chapters describe the personal journey through which peacemaking takes the parties in a dispute, demonstrating that its purpose is not to fulfill some abstract notion of Justice but to restore harmony so that the participants are returned to good relations. Navajo Nation Peacemaking seeks to promote both peacemaking and Navajo common law development. By establishing the foundations of the Navajo way of natural justice and offering a vision for its future, it shows that there are many lessons offered by Navajo peacemaking for those who want to approach old problems in sensible new ways.