Indigenous Studies

Compares Indigenous worldview, knowledge and philosophy to Western academic tradition.

Viewpoints from a panel discussion on issues in American Indian Studies and the importance of decolonization of Native Americans.

Looks at the authors experiences in teaching American Indian literature at Skidmore College. Entire issue on one PDF. To access article, scroll down to appropriate page.

Interview with professor at the University of Manitoba regarding his thoughts on Native Studies, the Métis and other projects he is working on. Duration: 28:14.

Discusses the occupation of Alcatraz Island in 1969 by students and the American Indian Studies Department at the San Francisco State University.

Overview of Indigenous ways of knowing, education assimilation policy, first Nations control of education and post-secondary Indigenous Studies programs. Entire issue on one pdf. To read article scroll to p. 11.

Personal perspectives, by the author, on the emergence of American Indian Studies as an autonomous discipline in the United States.

Discusses some of the issues of the beginnings of Native and Indigenous studies. The article also suggests that what one needs to look at more precisely is at what people mean when they talk about those beginnings, namely specific figures and practices within indigenous traditions.

Ponders what the future holds for American Indian studies.

Examines the trends and future research directions for Indigenous studies programs.

Examines the history of the Department of Indigenous Studies, at Trent University, as it brought Indigenous Knowledge to the intellectual arena.

Short synopses by the contributors to this volume about the Gathering of Native scholars.

Briefly describes origins of the Michif language and the efforts being made to preserve and revive it.

Analysis of the first dissertation written about Elizabeth Cook-Lynn's role in the development of Native studies as a discipline: Reading Cook-Lynn: Anti-Colonialism, Cultural Resistance, and Native Empowerment by Kodjo Ruben Afagla.

Overview of prominent academic's views on the purpose of Indigenous studies and scholarship.

Provides a comprehensive and alphabetical survey of U.S. and Canadian Native American Studies programs that are being offered as majors, minors and certificates at the baccalaureate level or above. Current as of January, 2013.

Website includes links to the Harvard University Native American Program, Native Nations Institute, Education and Outreach, Publications & Research and much more.

Presents a letter to the editor responding to the article, "Historical Trauma: Holocaust Victims, American Indians Recovering from Abuses of the Past" in Vol. 17, Spring 2006, Issue no. 3.

Discusses reasons behind establishing a program to promote Aboriginal participation in higher education.

Discusses the involvement of Rupert and Jeannette Costo, whose influence developed the unique program.

Results of study conducted of First Nations graduates of the Northern Teacher Education Program (NORTEP) shows impact of Aboriginal identity on school practices and development in their communities.

Article discusses the influence of state ideology on social thought as it applies to the coverage of American Indian topics in the Soviet press and in Indian Studies.

Discusses unique methodological learning perspectives and approaches to ways of knowing that challenge Indigenous studies.

Article explores different theories and methods surrounding the discipline of American Indian or Indigenous Studies. Makes recommendations for best practices.

Sociology and Anthropology Thesis (M.A.)--Simon Fraser University, 2001.

Presents eleven position papers in an effort to examine the extent of the Indian Studies area. 1)A Vision: The Warrior-Scholar-Community Activist, The End Product of Indian Studies by Henrietta V.

Looks at the function and development of the department beginning in 1970.

Describes some of the problems in Indigenous studies and argues that these programs are trying to perform several confusing and conflicting missions.

Argues that academic process can be used to restore traditional knowledge and that the Tribal Community College provides a forum for discussion of concerns.

Discussion of U of S English Professor Len Findlay's exhortation to "Always Indigenize" and how universities are complacent with respect to the inequality of Indigenous peoples.

Author articulates many of the differences between Indigenous ways of learning and knowing and mainstream Western pedagogies and epistemologies; suggests considerations and strategies for integrating the different worldviews in postsecondary education settings.

Article uses the 2003 Convention as a baseline to develop a framework for tenure and promotion policy and for the appropriate evaluation of Indigenous scholarship, argues that Indigenous scholarship is embedded in intangible culture.

Looks at the historical conferences on the multi- and interdisciplinary field of Native American Studies held in the Spring and Summer of 1998 and organized by the University of California.

Examines how cultural differences, between Indigenous and Western world views, have been dealt with when teaching the Ojibwe language at the Michigan State University.

Discusses the graduate program's history, curriculum, study tracks, faculty, and scholarships.

Book review of: Indigenous Sovereignty in the 21st Century by Michael Lerma Gainsville.

A look at the University of Alberta's Indigenous Governance and Partnership Program.

Overview of the Institute of American Indian Studies founded in 1955 at the University of South Dakota.

Focuses on reclaiming Aboriginal Peoples' heritage through Aboriginal controlled institutions.

Introduction to a conference, held in the Fall of 2004, in Winnipeg, that brought together Native and non-Native scholars and Aboriginal writers/community activists for a three-day gathering.

Introduces a special section of the CJNS "devoted specifically to questions of commentary, criticism and discussion" in the field of Native Studies.

Brief introduction celebrating four decades of an American Indian cultural and political renaissance.

Discussion on how Native American studies has evolved over the last 40 years, and the relationship between Native communities and the contemporary academic enterprise.

Introduction to 1985 meeting at Trent University of the Canadian Indian/Native Studies Association (CINSA).

Looks at the movement towards autonomy of American Indigenous peoples and American Indian Studies; and how this is not completely understood by mainstream institutions.

Advocates what Indigenous adult education must be in order to have relevance for future generations.

Book review of: Out of the Background: Readings on Canadian Native History edited by Ken S. Coates and Robin Fisher.

Critical examination of First Nations Studies; the writer looks forward to the day when there are more First Nations' students participating in these courses.

Describes how the Kaska language was taught at a university-level course in the Yukon by Kaska Elders.