Native Studies Keywords is a genealogical project that looks at the history of words that claim to have no history. The end goal is not to determine which words are appropriate but to critically examine words that are crucial to Native studies, in hopes of promoting debate and critical interrogation.

Aileen Moreton-Robinson and the contributors to this important volume deploy incisive critique and analytical acumen to propose new directions for critical Indigenous studies in the First World. Leading scholars offer thought-provoking essays on the central epistemological, theoretical, political, and pedagogical questions and debates that constitute the discipline of Indigenous studies, including a brief history of the discipline.

Sources and Methods in Indigenous Studies is a synthesis of changes and innovations in methodologies in Indigenous Studies, focusing on sources over a broad chronological and geographical range. Written by a group of highly respected Indigenous Studies scholars from across an array of disciplines, this collection offers insight into the methodological approaches contributors take to research, and how these methods have developed in recent years. The book has a two-part structure that looks, firstly, at the theoretical and disciplinary movement of Indigenous Studies within history, literature, anthropology, and the social sciences. Chapters in this section reveal that, while engaging with other disciplines, Indigenous Studies has forged its own intellectual path by borrowing and innovating from other fields. In part two, the book examines the many different areas with which sources for indigenous history have been engaged, including the importance of family, gender, feminism, and sexuality, as well as various elements of expressive culture such as material culture, literature, and museums. Together, the chapters offer readers an overview of the dynamic state of the field in Indigenous Studies. This book shines a spotlight on the ways in which scholarship is transforming Indigenous Studies in methodologically innovative and exciting ways, and will be essential reading for students and scholars in the field.

The Routledge Handbook of Critical Indigenous Studies is the first comprehensive overview of the rapidly expanding field of Indigenous scholarship. The book is ambitious in scope, ranging across disciplines and national boundaries, with particular reference to the lived conditions of Indigenous peoples in the first world. The contributors are all themselves Indigenous scholars who provide critical understandings of indigeneity in relation to ontology (ways of being), epistemology (ways of knowing), and axiology (ways of doing) with a view to providing insights into how Indigenous peoples and communities engage and examine the worlds in which they are immersed. Sections include: • Indigenous Sovereignty • Indigeneity in the 21st Century • Indigenous Epistemologies • The Field of Indigenous Studies • Global Indigeneity This handbook contributes to the re-centring of Indigenous knowledges, providing material and ideational analyses of social, political, and cultural institutions and critiquing and considering how Indigenous peoples situate themselves within, outside, and in relation to dominant discourses, dominant postcolonial cultures and prevailing Western thought. This book will be of interest to scholars with an interest in Indigenous peoples across Literature, History, Sociology, Critical Geographies, Philosophy, Cultural Studies, Postcolonial Studies, Native Studies, Māori Studies, Hawaiian Studies, Native American Studies, Indigenous Studies, Race Studies, Queer Studies, Politics, Law, and Feminism.

In this volume, contributors demonstrate the real-world application of Indigenous theory to the work they do in their own communities and how this work is driven by urgency, responsibility, and justice—work that is from the skin. In From the Skin, contributors reflect on and describe how they apply the theories and concepts of Indigenous studies to their communities, programs, and organizations, and the ways the discipline has informed and influenced the same. They show the ways these efforts advance disciplinary theories, methodologies, and praxes. Chapters cover topics including librarianship, health programs, community organizing, knowledge recovery, youth programming, and gendered violence. Through their examples, the contributors show how they negotiate their peoples’ knowledge systems with knowledge produced in Indigenous studies programs, demonstrating how they understand the relationship between their people, their nations, and academia. Editors J. Jeffery Clark and Elise Boxer propose and develop the term practitioner-theorist to describe how the contributors theorize and practice knowledge within and between their nations and academia. Because they live and exist in their community, these practitioner-theorists always consider how their thinking and actions benefit their people and nations. The practitioner-theorists of this volume envision and labor toward decolonial futures where Indigenous peoples and nations exist on their own terms. Contributors Randi Lynn Boucher-Giago Elise Boxer Shawn Brigman J. Jeffery Clark Nick Estes Eric Hardy Shalene Joseph Jennifer Marley Brittani R. Orona Alexander Soto

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.

Kinship Worldview: Indigenous Authors Going Deeper with Holistic Education is a collection of essays and poems offering testimony to the holism of original traditional Indigenous ways of knowing, teaching and learning. Each chapter describes an Indigenous orientation to holistic education that explores deeply into the sacred interconnectedness of all life on Mother Earth. This collection from internationally recognized Indigenous scholars and leaders reflects a “coherent worldview encompassing the processes of the world and how we humans find meaning in those processes” (Wildcat 2001, 7 – From Power and Place: Indian Education in America. Fulcrum Publishing). Indigenous worldview is the ultimate foundation for holistic education. Unfortunately, holistic education has been held back by post-colonial worlding, defined as the result of colonizing hegemony being intrinsic to most educational systems in dominant cultural schooling. As a result, implementation of this holistic ideal has fallen short of what we need to achieve in education. Here is a collection that returns to the roots of holism. ENDORSEMENTS: "This is an extraordinary collection of essays by wise Indigenous educators who share wisdom and practices from their personal experiences. In reading these, it becomes heartbreakingly clear how our profound levels of disconnection from each other and Mother Earth have brought us to this present reality of disaffected and lost students, exhausted teachers, overwhelmed administrators, and the escalating intrusion of political agendas into the classroom. Thankfully, for those of us willing to stay in the struggle, this beautiful work offers true solutions for how to reconnect with Life’s energies and persevere together, just as Native peoples have done for millennia. I am so grateful for this book." — Margaret Wheatley, Author "We two legged, big brained, hominid creatures are kin to all that ever was, is, and ever will be. The contributors here ask what that means for how we think, learn, and educate our young. This is no fringe pedagogy, but educational first responders coming to rescue a culture in a five-alarm crisis. It is a very good time to reconsider education--the process of drawing forth--and summon the Angels of our better natures, who have been there all along." — David W. Orr, Arizona State University "For too long, we have sought to impose the tyranny of our pulverising mind on the self-creating, self-organising, and self-sustaining generosity of the all-blessing universal soul manifesting itself in all phenomena - unconditionally and impartially. Modern education, for all the good that it has done, has progressively alienated itself from the nourishing graces of the Sector Noble it was meant to be and stands in dire need of resuscitation and restoration to its original purpose. The present anthology offers, in my view, a most compelling invitation to look into the soul of education deriving its vital life-force from the deep recesses of the fecund womb of all-embracing sovereign Nature." — Thakur S Powdyel, former Minister of Education, Royal Government of Bhutan

A collaboration exploring the importance of the Ojibway-Anishinabe worldview, use of ceremony, and language in living a good life, attaining true reconciliation, and resisting the notions of indigenization and colonialization inherent in Western institutions. Indigenization within the academy and the idea of truth and reconciliation within Canada have been seen as the remedy to correct the relationship between Indigenous Peoples and Canadian society. While honourable, these actions are difficult to achieve given the Western nature of institutions in Canada and the collective memory of its citizens, and the burden of proof has always been the responsibility of Anishinabeg. Authors Makwa Ogimaa (Jerry Fontaine) and Ka-pi-ta-aht (Don McCaskill) tell their di-bah-ji-mo-wi-nan (Stories of personal experience) to provide insight into the cultural, political, social, and academic events of the past fifty years of Ojibway-Anishinabe resistance in Canada. They suggest that Ojibway-Anishinabe i-zhi-chi-gay-win zhigo kayn-dah-so-win (Ways of doing and knowing) can provide an alternative way of living and thriving in the world. This distinctive worldview — as well as Ojibway-Anishinabe values, language, and ceremonial practices — can provide an alternative to Western political and academic institutions and peel away the layers of colonialism, violence, and injustice, speaking truth and leading to true reconciliation.

A comprehensive perspective on multiculturalism in libraries! Diversity Now: People, Collections, and Services in Academic Libraries delivers a comprehensive look at diversity issues for librarians. It examines partnerships between academic research libraries and campus agencies and provides effective retention strategies for diverse employees. It also shows how librarians can lobby for domestic partner benefits for university employees who are unmarried same- and opposite-sex couples. Diversity Now: People, Collections, and Services in Academic Libraries provides a unique research perspective on assessment and diversity integration in the academic libraries and highlights effective working strategies for a multicultural library environment, examining: partnerships between academic research libraries and campus agencies which work directly with students assessment and diversity integration in the academic library workplace and six critical challenges for working well in a multicultural environment communication and teaching incorporating service learning experiences in the library and information science curriculum model retention programs for junior faculty of color

This book presents knowledge from Indigenous women who enact decolonization and wellbeing through physical activity. In sport, physical activity, and health disciplines, there is a significant need for Indigenous women’s theoretical and methodological perspectives. While much research is published from a Western perspective on Indigenous peoples’ health, sport, and physical activity, less is known from Indigenous feminist and community perspectives. The chapters therefore inform the broader sociology of sport and Indigenous feminist fields on Indigenous cultural perspectives of physical activity.