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Zeitschriftenartikel zum Thema „Indigenous studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Lomawaima, K. Tsianina. "Indigenous Studies." American Quarterly 68, no. 1 (2016): 149–60. http://dx.doi.org/10.1353/aq.2016.0006.

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2

Rosas-Blanch, Faye. "Teaching Indigenous Studies." International Journal of Critical Indigenous Studies 9, no. 1 (2016): 49–51. http://dx.doi.org/10.5204/ijcis.v9i1.144.

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This paper looks at the experiences associated with teaching Indigenous studies in an Australian university. It employs the concept of racialized assemblages in relation to Indigenous academics and pre-service teachers when teaching about Indigenous students. It also investigates the university’s ethical obligation of teaching in this complex space. In the lecturing and tutoring, the Indigenous educator’s body is ‘raced’ and ‘othered’ within the dominant Western discourses of knowledge production. This paper challenges and disrupts Western epistemic knowledge practices of racializing Indigenou

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Norman, Heidi, Anne Maree Payne, and Leah Lui-Chivizhe. "'Indigenous Studies and Australian Studies'." Journal of Australian, Canadian, and Aotearoa New Zealand Studies 4 (August 1, 2024): 169–81. http://dx.doi.org/10.52230/zfww7134.

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4

Simon, Scott. "Ontologies of Taiwan Studies, Indigenous Studies, and Anthropology." International Journal of Taiwan Studies 1, no. 1 (2018): 11–35. http://dx.doi.org/10.1163/24688800-00101003.

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Indigenous studies and Taiwan studies have a rather tenuous intellectual relationship. From a Taiwanese perspective, the study of indigenous peoples has been a part of the inward-turning indigenisation (本土化, bentuhua) of Taiwan scholarship; affirmation of a locally-rooted, non-Chinese national identity. The idea that Taiwan is the starting point of the Austronesian diaspora makes Taiwan important to the world in new ways. For indigenous scholars, indigenous studies can also contribute to a pride of their places and cultures, meaningful on their own terms. Applied and action research can also b

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McCall, Sophie. "Teaching Indigenous Graphic Novels: English / Indigenous Studies 360." Studies in American Indian Literatures 34, no. 1-2 (2022): 92–111. http://dx.doi.org/10.1353/ail.2022.0008.

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6

Belcourt, Billy-Ray. "Indigenous Studies Beside Itself." Somatechnics 7, no. 2 (2017): 182–84. http://dx.doi.org/10.3366/soma.2017.0216.

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7

Barrenechea, Antonio, and Heidrun Moertl. "Hemispheric Indigenous Studies: Introduction." Comparative American Studies An International Journal 11, no. 2 (2013): 109–23. http://dx.doi.org/10.1179/1477570013z.00000000041.

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Cowie, Chadwick. "'Indigenous Studies, Canadian Studies, and Political Science'." Journal of Australian, Canadian, and Aotearoa New Zealand Studies 4 (August 1, 2024): 182–85. http://dx.doi.org/10.52230/sdbz3553.

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9

Jones, Carwyn. "'Indigenous Studies and Aotearoa New Zealand Studies'." Journal of Australian, Canadian, and Aotearoa New Zealand Studies 4 (August 1, 2024): 186–95. http://dx.doi.org/10.52230/aawq9285.

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10

Bullen, Jonathan, and Lynne D. Roberts. "Transformative learning within Australian Indigenous studies: a scoping review of non-Indigenous student experiences in tertiary Indigenous studies education." Higher Education Research & Development 40, no. 1 (2021): 162–77. http://dx.doi.org/10.1080/07294360.2020.1852184.

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11

Kruk-Buchowska, Zuzanna, and Elżbieta Wilczyńska. "Native American and Indigenous Studies." Studia Anglica Posnaniensia 53, s1 (2018): 263–66. http://dx.doi.org/10.2478/stap-2018-0012.

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12

Mary L. Keller. "Indigenous Studies and “the Sacred”." American Indian Quarterly 38, no. 1 (2014): 82. http://dx.doi.org/10.5250/amerindiquar.38.1.0082.

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13

Atalay, Sonya, William Lempert, David Delgado Shorter, and Kim TallBear. "Indigenous Studies Working Group Statement." American Indian Culture and Research Journal 45, no. 1 (2021): 9–18. http://dx.doi.org/10.17953/aicrj.45.1.atalay_etal.

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In 2018, the authors were invited to share their perspectives as Indigenous studies scholars to the work of Breakthrough Listen, an organization affiliated with both the Berkeley SETI Research Center (BSRC) and the Search for Extraterrestrial Intelligence (SETI). This collectively authored statement highlights some of the ethical concerns these authors perceived regarding the history colonialism and the expectations to find “advanced” or “intelligent” extraterrestrial life. A prologue contextualizes the short working group statement and we then provide the unedited original statement in its en

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Lewis, Jane. "Studies of Non-indigenous species." Journal of the Marine Biological Association of the United Kingdom 101, no. 5 (2021): 765–66. http://dx.doi.org/10.1017/s0025315421000801.

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15

Keller, Mary L. "Indigenous Studies and “the Sacred”." American Indian Quarterly 38, no. 1 (2014): 82–109. http://dx.doi.org/10.1353/aiq.2014.0002.

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16

Sarra, Grace. "Indigenous studies in all schools." International Journal of Inclusive Education 15, no. 6 (2011): 611–25. http://dx.doi.org/10.1080/13603110903265040.

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17

Pivneva, Elena A. "INDIGENOUS TURN IN UGRIC STUDIES." Ural Historical Journal 82, no. 1 (2024): 188–96. http://dx.doi.org/10.30759/1728-9718-2024-1(82)-188-196.

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The article is devoted to the indigenous turn in Ugric studies, which refers to the cardinal changes that have occurred in Siberian ethnological and anthropological knowledge under the influence of the rapid entry into the humanities the Ob Ugrians (Khanty and Mansi) representatives, who are studying their culture “from the inside”. What is the specificity of this kind of research? What place do they occupy in the general scientific ethnographic field? What are their social functions and priorities, advantages and/or limitations? The article aims at searching for answers to these questions. Th

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Phillips, Sandra, Jean Phillips, Sue Whatman, and Juliana McLaughlin. "Introduction: Issues in (Re)Contesting Indigenous Knowledges and Indigenous Studies." Australian Journal of Indigenous Education 36, S1 (2007): 1–6. http://dx.doi.org/10.1017/s1326011100004634.

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19

Simon, Hemopereki. "Decolonizing Lamanite Studies—A Critical and Decolonial Indigenist Perspective." Religions 16, no. 6 (2025): 667. https://doi.org/10.3390/rel16060667.

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The emergence of Lamanite Studies exemplifies the need for decolonial and Indigenous-centered reevaluations of Mormon–Indigenous relations. This article advocates for the reclamation of Indigenous identity independent of the constraints imposed by Mormon doctrine. The incorporation of Indigenous genealogies into Mormon theology results in epistemic violence, disconnecting Indigenous peoples from their ancestral identities and substituting the latter with the settler/invader colonial construct of “Lamanite”. This paper advocates for the decolonization of Indigenous identities within Mormonism,

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Despagne, Colette. "Indigenous Education in Mexico: Indigenous Students' Voices." Diaspora, Indigenous, and Minority Education 7, no. 2 (2013): 114–29. http://dx.doi.org/10.1080/15595692.2013.763789.

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Nakata, Martin, Vicky Nakata, Sarah Keech, and Reuben Bolt. "Rethinking Majors in Australian Indigenous Studies." Australian Journal of Indigenous Education 43, no. 1 (2014): 8–20. http://dx.doi.org/10.1017/jie.2014.3.

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The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for fram

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Frederics, Bronwyn. "Indigenous Peoples." International Journal of Critical Indigenous Studies 2, no. 2 (2009): 46–47. http://dx.doi.org/10.5204/ijcis.v2i2.30.

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This book is an important read for a number of reasons. In an era where the term globalisation is bandied around in relation many fields of study ie , to resources, peoples, information, capital, biology, this book in its entirety attempts to address s the impact of globalisation on Indigenous communities and its people through a wide range of interdisciplinary perspective. This edited collection, therefore, brings to the fore some of the complex issues of Indigenous identity, Indigenous activism and case studies within different nation states. As a whole it attempts to answer some of the issu

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Groh, Arnold. "Culture, Language and Thought: Field Studies on Colour Concepts." Journal of Cognition and Culture 16, no. 1-2 (2016): 83–106. http://dx.doi.org/10.1163/15685373-12342169.

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In a series of studies the assumption of a lack of colour concepts in indigenous societies, as proposed by Berlin and Kay and others, was examined. The research took place in the form of minimally invasive field encounters with indigenous subjects in South East Asia and in India, as well as in West, Central, and South Africa. Subjects were screened for colour blindness using the Ishihara and Pflüger-Trident tests. Standardised colour tablets had to be designated in the indigenous languages; these terms were later translated by native speakers of the indigenous languages into a European languag

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Andersen, Chris. "Critical Indigenous Studies in the Classroom." International Journal of Critical Indigenous Studies 5, no. 1 (2012): 67–78. http://dx.doi.org/10.5204/ijcis.v5i1.95.

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Part of the mandate of most Indigenous Studies faculties/departments is to critically examine the historical and contemporary relationship between Aboriginal and settler societies. However, the multidisciplinarity of Indigenous Studies scholars and scholarship means that such critical examination can and does vary widely by institution and even between faculty members within the same institution. This article positions three pedagogical choices - studying ‘the local’, the use of primary evidence and the use of discourse analysis-as promoting the integration of disciplinary methodological diffe

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Johnson, Jessica Marie. "Many Small Nations: Black, Indigenous, Black/Indigenous Bvlbancha." William and Mary Quarterly 80, no. 4 (2023): 745–50. http://dx.doi.org/10.1353/wmq.2023.a910405.

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Warrior, Robert. "Organizing Native American and Indigenous Studies." PMLA/Publications of the Modern Language Association of America 123, no. 5 (2008): 1683–91. http://dx.doi.org/10.1632/pmla.2008.123.5.1683.

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For me, entering this profession involved the broader context of native american and indigenous studies as well as native American literary studies. My scholarship, pedagogy, and professional connections have relied on a synergy between texts as Native authors have crafted them and the social, political, and experiential contexts from which those authors and their texts emerged. Though plenty of work in Native literary studies does not draw on the broader field of Native studies, my own approach has most often placed me firmly in the overlapping space between the two.

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Allen, Chadwick. "Mita Banerjee, editor. Comparative Indigenous Studies." Seminar: A Journal of Germanic Studies 55, no. 4 (2019): 417–19. http://dx.doi.org/10.3138/seminar.55.4.rev002.

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28

Bourke, Colin, and Eleanor Bourke. "Indigenous Studies: New pathways to development." Journal of Australian Studies 26, no. 74 (2002): 181–99. http://dx.doi.org/10.1080/14443050209387792.

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Richmond, Laurie, Beth Rose Middleton, Robert Gilmer, et al. "Indigenous Studies Speaks to Environmental Management." Environmental Management 52, no. 5 (2013): 1041–45. http://dx.doi.org/10.1007/s00267-013-0173-y.

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Lambe, Jeff. "Indigenous Education, Mainstream Education, and Native Studies: Some Considerations When Incorporating Indigenous Pedagogy into Native Studies." American Indian Quarterly 27, no. 1 (2003): 308–24. http://dx.doi.org/10.1353/aiq.2004.0046.

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31

Thieme, Katja, and Jennifer Walsh Marr. "First-Year International Students and the Language of Indigenous Studies." College Composition & Communication 74, no. 3 (2023): 522–50. http://dx.doi.org/10.58680/ccc202332365.

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We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.

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Recht, Jo. "Hearing Indigenous Voices, Protecting Indigenous Knowledge." International Journal of Cultural Property 16, no. 3 (2009): 233–54. http://dx.doi.org/10.1017/s0940739109990166.

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AbstractIn a rapidly globalizing world, indigenous knowledge is in mortal danger, and it will require new forms of intellectual property protection to save it. There are fundamental incongruities between Western intellectual property law and indigenous knowledge that prevent the current international intellectual property framework from fully comprehending or addressing the contexts and needs of indigenous knowledge. This article will review the history of international and regional initiatives to develop protection for indigenous knowledge. It will consider the geopolitical context that has i

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Herbert, Jeannie. "Indigenous Studies: Tool of Empowerment Within the Academe." Australian Journal of Indigenous Education 39, S1 (2010): 23–31. http://dx.doi.org/10.1375/s1326011100001101.

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AbstractIn this paper, I consider the importance of Indigenous studies programs, at both undergraduate and postgraduate levels, as critical elements in enabling Indigenous Australian students to engage in the academe in ways that not only allow them to empower themselves, but, ultimately, to become effective change agents within both their own and the wider Australian community. While this paper will highlight the challenges that Indigenous Australians face in their engagement within the university learning environment, it will also reveal the increasingly successful outcomes that are being ac

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Clapano, Esperanza Y. "THE INDIGENOUS PERSPECTIVE." International Review of Mission 90, no. 356-357 (2001): 113–17. http://dx.doi.org/10.1111/j.1758-6631.2001.tb00266.x.

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Olsen, Torjer A. "Gender and/in indigenous methodologies: On trouble and harmony in indigenous studies." Ethnicities 17, no. 4 (2016): 509–25. http://dx.doi.org/10.1177/1468796816673089.

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Gender and indigeneity themselves are contested terms and fields of conflict. In this article, I bring the fields of gender studies and indigenous studies into conversation with each other. Starting from indigenous studies, I aim to let insights and perspectives from gender studies challenge and shed light on the methodology of indigenous studies. An outspoken gender perspective would contribute to, as well as challenge, the research on indigenous issues and thus, also, indigenous methodologies. I argue that gender and, following gender, also intersectional perspectives, are important in order

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O'Neal, Jennifer R. "Introduction: Indigenous Studies in Archives and Beyond: Relationships, Reciprocity, and Responsibilities." Transactions of the American Philosophical Society 113, no. 1 (2024): 1–9. http://dx.doi.org/10.1353/tap.2024.a925829.

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Abstract: This article provides an overview of the entire volume, as well as each article, focused on honoring and centering Indigenous ways of knowing in research through relationality, responsibility, and reciprocity. Each article highlights collaborative, community-engaged, and innovative research projects from various institutions and repositories related to Native American and Indigenous studies. Major themes include preserving Indigenous knowledge systems through language revitalization, establishing Indigenous archives, developing tribal research protocols, repatriating collections, con

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Ma Rhea, Zane, and Lynette Russell. "The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education." Australian Journal of Indigenous Education 41, no. 1 (2012): 18–25. http://dx.doi.org/10.1017/jie.2012.4.

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The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, a

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Segovia, Aguilar Blas, Silvia Abad-Merino, Segura Sonia Garcia, and de Sousa Marcondy Mauricio. "Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba." European Proceedings of Social and Behavioural Sciences (EpSBS) 60 (June 7, 2019): 10–21. https://doi.org/10.15405/epsbs.2019.04.02.3.

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This contribution consists of the first case study involving the research project INDI-AGE –Indigenous Studies: Curriculum Innovation, Internationalization of Brazilian Universities and Strengthening of National and International Indigenous Researchers which has been funded by the Brazilian Ministry of Education, and involves the participation of the University of Cordoba (Spain) and the Federal University of Sao Carlos (Brazil).The main objective of the project is to analyze the academic, organizational, and cultural factors that contribute to the success of visiting undergraduate indig

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Choque-Caseres, Dante. "THE THE INDIGENOUS IDENTITY INTERPRETED AS A CATEGORY OF ANALYSIS IN POPULATION STUDIES." Enfermería: Cuidados Humanizados 6, Especial (2017): 105. http://dx.doi.org/10.22235/ech.v6iespecial.1458.

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In Latin America, based on the recognition of Indigenous Peoples, the identification of gaps or disparities between the Indigenous and non-Indigenous population has emerged as a new research interest. To this end, capturing Indigenous identity is key to conducting certain analyses. However, the social contexts where the identity of Indigenous persons are (re)produced has been significantly altered. These changes are generated by the assimilation or integration of Indigenous communities into dominant national cultures. Within this context, limitations emerge in the use of this category, since I

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Byrd, Jodi A. "What’s Normative Got to Do with It?" Social Text 38, no. 4 (2020): 105–23. http://dx.doi.org/10.1215/01642472-8680466.

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This article considers the queer problem of Indigenous studies that exists in the disjunctures and disconnections that emerge when queer studies, Indigenous studies, and Indigenous feminisms are brought into conversation. Reflecting on what the material and grounded body of indigeneity could mean in the context of settler colonialism, where Indigenous women and queers are disappeared into nowhere, and in light of Indigenous insistence on land as normative, where Indigenous bodies reemerge as first and foremost political orders, this article offers queer Indigenous relationality as an additive

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Sweet, Melissa, Luke Pearson, and Pat Dudgeon. "@Indigenousx: A Case Study of Community-Led Innovation in Digital Media." Media International Australia 149, no. 1 (2013): 104–11. http://dx.doi.org/10.1177/1329878x1314900112.

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The ever-increasing uses for social media and mobile technologies are bringing new opportunities for innovation and participation across societies, while challenging and disrupting the status quo. Characteristics of the digital age include the proliferation of user-driven innovation and the blurring of boundaries and roles, whether between the producers and users of news and other products or services, or between sectors. The @IndigenousX Twitter account, which has a different Aboriginal or Torres Strait Islander person tweeting each week, is an example of user-driven innovation and of how Ind

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Kim-Cragg, David Andrew. "“We Take Hold of the White Man’s Worship with One Hand, but with the Other Hand We Hold Fast Our Fathers’ Worship”: The Beginning of Indigenous Methodist Christianity and Its Expression in the Christian Guardian, Upper Canada circa 1829." Religions 14, no. 2 (2023): 139. http://dx.doi.org/10.3390/rel14020139.

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With more and more evidence coming to light of the cultural genocide inflicted by settler Christians upon Indigenous peoples through the residential school system, it is hard to see how Christian and Indigenous identities can hold together in the current Canadian context. Nevertheless, many in the Indigenous community within Canada continue to call themselves Christian, and Indigenous Christians continue to provide important leadership for the Canadian church. This phenomenon cannot be properly understood or appreciated without knowledge of the longstanding tradition of Indigenous Christianity

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Pecson, Ryan R., Allyssa Mae S. Paz, Jhanica D. Celaje, et al. "Immersion Experiences of Teacher Education Students in Conducting Indigenous Studies." Asian Journal of Community Services 3, no. 10 (2024): 1007–16. http://dx.doi.org/10.55927/ajcs.v3i10.10464.

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Indigenous studies is a popular research interest among social studies teacher education students, emphasizing the importance of properly educating them to conduct these studies and prepare them for immersion experiences. This study explores the experiences of teacher education students during their immersion in Indigenous studies in Bataan and proposes instructional support to enhance sustainable practices for future researchers. Utilizing phenomenological research, student teachers who have conducted Indigenous studies were purposefully interviewed. The results demonstrate that despite encou

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Aye, Inatoli. "Queer(y)ing Naga Indigenous Theology." Feminist Theology 30, no. 1 (2021): 37–51. http://dx.doi.org/10.1177/09667350211031181.

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This article engages Queer Theology in conversation with Naga Indigenous Theology. A Naga folk poem is employed to help navigate the intricacies of indigenous experiences and the questions of sexuality in Naga Indigenous Theology. I do this by engaging both Marcella Althaus-Reid and Wati Longchar in their Liberation Theology and move towards queering Longchar’s theology. Using the hermeneutical lens of Althaus-Reid, I demonstrate that there are possible avenues of queering Longchar’s theology. There is also the prerequisite of a justice lens that demands a deconstruction of the colonial legacy

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Ho, David Y. F. "Indigenous Psychologies." Journal of Cross-Cultural Psychology 29, no. 1 (1998): 88–103. http://dx.doi.org/10.1177/0022022198291005.

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Laidlaw, Leon, and Natasha Stirrett. "Unsettling the Conversation on Trans Rights." TSQ 10, no. 3-4 (2023): 484–507. http://dx.doi.org/10.1215/23289252-10900970.

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Abstract This article argues that trans rights are trapped within settler frameworks of gender and rights, therefore making them incompatible with and in opposition to Indigenous lifeways. Starting with the premise that engagement with the settler state is not benign, the authors argue that trans rights-based organizing diverts and thwarts the potential for solidarity work with Indigenous struggles for freedom and is inherently limited in its potential to secure Indigenous futurity. The authors hope that trans studies and collective struggles organized around gender embrace anti-colonial and a

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McGloin, Colleen, and Bronwyn L. Carlson. "Indigenous Studies and the Politics of Language." Journal of University Teaching and Learning Practice 10, no. 1 (2013): 26–36. http://dx.doi.org/10.53761/1.10.1.3.

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Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples’ preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact

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Segal, Aaron, Bassey W. Andah, and Gloria Thomas-Emeagwali. "Nigeria's Indigenous Technology." African Studies Review 37, no. 3 (1994): 135. http://dx.doi.org/10.2307/524914.

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McCallum, Kerry, and Lisa Waller. "Indigenous Media Practice." Media International Australia 149, no. 1 (2013): 67–69. http://dx.doi.org/10.1177/1329878x1314900108.

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This article introduces the Indigenous Media Practice special issue through a discussion of the aims and scope of the edition. It identifies three major currents in contemporary international research on media and indigeneity, which are reflected in the suite of scholarship presented here. The first is the importance of continuing to critically analyse media systems, institutions and policies that enable and constrain the production and dissemination of information for, by and about Indigenous populations. The second emphasises media-related practices in specific media production and social po

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McGloin, Colleen. "Considering The Work of Martin Nakata's “Cultural Interface”: a Reflection on Theory and Practice by a Non-Indigenous Academic." Australian Journal of Indigenous Education 38, no. 1 (2009): 36–41. http://dx.doi.org/10.1375/s1326011100000570.

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AbstractThis is a reflective paper that explores Martin Nakata's work as a basis for understanding the possibilities and restrictions of non-Indigenous academics working in Indigenous studies. The paper engages with Nakata's work at the level of praxis. It contends that Nakata's work provides non-Indigenous teachers of Indigenous studies a framework for understanding their role, their potential, and limitations within the power relations that comprise the “cultural interface”. The paper also engages with Nakata's approach to Indigenous research through his “Indigenous standpoint theory”. This

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