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Indigenizing the Academy
Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
For Indigenous Eyes Only
Recognizing an urgent need for Indigenous liberation strategies, Indigenous intellectuals met to create a book with hands-on suggestions and activities to enable Indigenous communities to decolonize themselves. The authors begin with the belief that Indigenous Peoples have the power, strength, and intelligence to develop culturally specific decolonization strategies for their own communities and thereby systematically pursue their own liberation. These scholars and writers demystify the language of colonization and decolonization to help Indigenous communities identify useful concepts, terms, and intellectual frameworks in their struggles toward liberation and self-determination. This handbook covers a wide range of topics, including Indigenous governance, education, language, oral tradition, repatriation, images and stereotypes, and truth-telling. It aims to facilitate critical thinking while offering recommendations for fostering community discussions and plans for meaningful community action.
Remember This!
Situating Dakota language and oral tradition within the framework of decolonization, Remember This! Dakota Decolonization and the Eli Taylor Narratives makes a radical departure from other works in Indigenous history because it relies solely on Indigenous oral tradition for its primary sources and privileges Dakota language in the text. ΓΈ Waziyatawin Angela Wilson, both a historian and a member of the Dakota Nation, demonstrates the value of oral history in this bilingual presentation and skillful analysis of the stories told by the Dakota elder Eli Taylor (1908?99). Taylor lived on the Sioux Valley Reserve in Manitoba, Canada, and was adopted into Wilson?s family in 1988. He agreed to tell...
Indigenizing the Academy
Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
What Does Justice Look Like?
During the past 150 years, the majority of Minnesotans have not acknowledged the immense and ongoing harms suffered by the Dakota People ever since their homelands were invaded over 200 years ago. Many Dakota people say that the wounds incurred have never healed, and it is clear that the injustices: genocide, ethnic cleansing, mass executions, death marches, broken treaties, and land theft; have not been made right. The Dakota People paid and continue to pay the ultimate price for Minnesota's statehood. This book explores how we can embark on a path of transformation on the way to respectful coexistence with those whose ancestral homeland this is. Doing justice is central to this process. Wi...
For Indigenous Minds Only
Included in this book are discussions of global collapse, what to consider in returning to a land-based existence, demilitarization for imperial purposes and re-militarization for Indigenous purposes, survival strategies for tribal prisoners, moving beyond the nation-state model, a land-based educational model, personal decolonization, decolonization strategies for youth in custody, and decolonizing gender roles.
Natives and Academics
Ten leading Native scholars examine the state of scholarly research and writing on Native Americans. Their distinctive perspectives and telling arguments lend clarity to the heated debate about the purpose and direction of Native American scholarship. All too frequently, Native Americans have little control over how they and their ancestors are researched and depicted in scholarly writings. The relationship between Native peoples and the academic community has become especially rocky in recent years. Both groups are grappling with troubling questions about research ethics, methodology, and theory in the field and in the classroom. In this timely and illuminating anthology, ten leading Native...
Decolonizing Methodologies
'A landmark in the process of decolonizing imperial Western knowledge.' Walter Mignolo, Duke University To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited second edition, this bestselling book has been substantially revised, with new case-studies and examples and important additions on new indigenous literature, the role of research in indigenous struggles for social justice, which brings this essential volume urgently up-to-date.
Theology and the Crisis of Engagement
"What does theology have to do with sociology? Do the social sciences in general provide helpful assistance to theologians? Does theology have anything to contribute to social theory? This compendium of essays attempts to address such questions. In so doing, it confronts assumptions about how academic disciplines are best articulated, whether within their own airtight frames or in dialogue with one another. The essays in the first half of the book accomplish this from historical and methodological perspectives, while the remaining essays present case studies or constructive proposals for how theology might engage the social sciences in productive ways. For those particularly interested in th...
Troubling Education
Few books have addressed research for teachers to turn to as a resource for classroom practice but here Kumashiro draws on interviews with gay activists as a starting point for discussion of models of reading and challenging oppression.
