Studies in American Indian Literatures, vol. 26, no. 2, Tribalography, Summer, 2014, pp. 75-93
Description
LeAnne Howe discusses the ongoing development and application of tribalography through the relationship between Native baseball, people and land.
Entire issue on one pdf. To access article, scroll to page 75.
Looks at a collaboration of "bringing together decolonizing pedagogies and methodologies which focus on [the authors] responsibilities from respective epistemological traditions".
Findings suggest that media coverage perpetuated stereotyping.
Honors paper towards undergraduate degree in Environment, Sustainability, and Society--Dalhousie University, 2014.
Studies in American Indian Literatures, vol. 26, no. 2, Tribalography, Summer, 2014, pp. 13-25
Description
Discusses how LeAnne Howe’s writing combines historic and contemporary cross-cultural interactions to bridge the gaps between sovereignty, issues of land and place, history, and culture.
Entire issue on one pdf. To access article, scroll to page 13.
Canadian Journal of Native Studies, vol. 24, no. 2, 2004, pp. 227-252
Description
Findings of an ethnographic study done by Aboriginal residents to explore the importance of cultural orientation for the future direction of urban development.
Women's History Review, vol. 23, no. 6, 2014, pp. 976-995
Description
Using a gendered approach to look at the history of Indigenous women's participation and impact on sports culture. Focuses on the Indigenous boarding school basketball team the Fort Shaw Blues.
Journal of the Motherhood Initiative for Research and Community Involvement, vol. 5, no. 1, MOthering, Popular Culture and the Arts, Spring/Summer, 2014, pp. 35-53
Description
Looks at historical maternal traditions and the empowering influences on contemporary motherhood practices.
Decolonization, vol. 3, no. 1, Indigenous Art, Aesthetics and Decolonial Struggle, 2014, pp. i-xii
Description
Introduction to a special themed issue on the connections and relationships between art, activism, resurgence, and resistance and how Indigenous artistic creation is connected to history, land, and community.
Explains how gathering at the Point to roast wild rice and therefore renewing and honouring relationships between Anishinaabeg, the location and the sacred food constitutes an act of governance.
Journal of Indigenous Social Development, vol. 3, no. 1, August 2014, pp. 1-15
Description
Discusses how western colonial ideals, that form the basis of the current education system, must be replaced with Indigenous philosophical systems as a foundation.
Journal of Indigenous Social Development, vol. 3, no. 2, December 2014, pp. 1-17
Description
Author uses a Muskego Inninuwuk (Swampy Cree) methodology based on principles of relationality to study experiences of identity in herself and others of Cree and non-Indigenous ancestry.
Canadian Journal of Law and Jurisprudence, vol. 27, no. 1, January 2014, pp. 213-223
Description
Looks at different evaluations of the idea of reconciliation that mask assimilation or governmental efforts to look good and why the real concept should not be abandoned.
[ISID Conference 2014: Whose Truth? What Kind of Reconciliation?]
Media » Film and Video
Author/Creator
Murray Sinclair
Description
Presentation by the Chair of the Truth and Reconciliation Commission of Canada on the history of residential schools, treaty promises, abuse in the schools and more.
Duration: 44:59.
Discuss views by Aboriginal scholar Taiaiake Alfred, theorist on Aboriginal self-governance, and Andrea Smith feminist and activist against violence against women.
Journal of American Indian Education, vol. 53, no. 3, Examining and Applying Safety Zone Theory: Current Policies, Practices, and Experiences, 2014, pp. 1-10
Description
Introduction to three papers delivered at the 2014 Annual Meeting of the American Educational Research Association in Philadelphia.
Uses traditional stories to illustrate fundamental principles of Indigenous education and argues that it must take place in the context of a relationship with the land.
Describes the land- and culture-based healing program developed by the Cree Nation of Chisasibi which promotes personal, family and community wellness rooted in the Cree way of life. Participants spend two- to three-weeks at a bush camp located 500 km east the community.