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Journal articles on the topic 'Indigenous Literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

Matthews, Amber, Gavin Bennett, Maneja Joian, and Jenna Brancatella. "Indigenous Young Adult Literature." Emerging Library & Information Perspectives 2, no. 1 (May 31, 2019): 165–79. http://dx.doi.org/10.5206/elip.v2i1.6198.

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Over the last decade Indigenous Young Adult (YA) literature has risen in popularity and demand in library programming and collections. Many works draw on the rich historical and cultural significance of narratives, oral history and storytelling in Indigenous communities. Their rise in prominence presents new opportunities for libraries to work with Indigenous authors and groups to share the importance of Indigenous histories and works in and through library spaces, collections and programming. However, in the context of popular culture including Indigenous YA literature, it is important to consider the identity and representation of Indigenous people, cultures and histories. The following annotated bibliography has been developed to guide libraries on the appropriate professional and cultural competencies to compliment this rising body of work and foster respect and recognition of Indigenous communities and works.

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2

K.J.G. "Study in Indigenous Literature." Americas 45, no. 3 (January 1989): 416–17. http://dx.doi.org/10.1017/s0003161500075726.

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3

Smolina, Maia G. "eculiarities of Indigenous Children’s Literature." Journal of Siberian Federal University. Humanities & Social Sciences 9, no. 9 (September 2016): 1945–76. http://dx.doi.org/10.17516/1997-1370-2016-9-9-1945-1976.

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4

Gil, Yasnaya Elena Aguilar, and Gloria E. Chacón. "(Is There) An Indigenous Literature?" Diálogo 19, no. 1 (2016): 157–59. http://dx.doi.org/10.1353/dlg.2016.0024.

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5

Ribeiro, Berta G. "Desana mythology: Oral indigenous literature." Humanistic Psychologist 22, no. 2 (1994): 166–81. http://dx.doi.org/10.1080/08873267.1994.9976945.

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6

Beveridge, Lorraine, and Julie Hinde McLeod. "Action learning through Indigenous literature." Intercultural Education 20, no. 2 (April 2009): 187–97. http://dx.doi.org/10.1080/14675980902922218.

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7

Ozgan, Deniz, and Emily Kroeker. "Disrupting Literature: Facilitating Indigenous Book Clubs." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 1, no. 1 (March 27, 2020): 26–32. http://dx.doi.org/10.29173/pathfinder18.

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Book clubs are typically spaces in which individuals can discuss their favourite young adult novel or interrogate controversial topics from best-selling non-fiction. At the same time, book clubs, and the literature read within, can also be used as tools of assimilation used to push political and social agendas. But what if the same book clubs that promote assimilation and conformity, privileging some literatures and forms above others, could be used as spaces to create new communities that celebrate other literatures? Book clubs can be a potential space for the discussion of lesser-known and suppressed Indigenous literatures while creating communities. However, facilitating Indigenous book clubs requires conscious planning and preparation to ensure that the book clubs engage with Indigenous literatures in an appropriate way. Additionally, facilitators, depending on the mandate, need to be in partnership with Indigenous communities to ensure that book clubs are the right program to incorporate. As such, this presentation will provide best practices for facilitating Indigenous book clubs, including topics such as determining book club mandates, selecting literatures, interpreting Indigenous texts, and creating respectful environments.

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8

Haag, Oliver. "German Paratexts of Indigenous Australian Literature." Zeitschrift für Australienstudien / Australian Studies Journal 28 (2014): 48–66. http://dx.doi.org/10.35515/zfa/asj.28/2014.05.

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9

Von Der Porten, Suzanne. "Canadian Indigenous Governance Literature: A Review." AlterNative: An International Journal of Indigenous Peoples 8, no. 1 (March 2012): 1–14. http://dx.doi.org/10.1177/117718011200800101.

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Morgan, Dawn. "Indigenous Perspectives in Eighteenth-Century Literature." Eighteenth-Century Fiction 33, no. 2 (December 1, 2020): 209–19. http://dx.doi.org/10.3138/ecf.33.2.209.

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11

Croce, Francesca. "Contextualized indigenous entrepreneurial models: A systematic review of indigenous entrepreneurship literature." Journal of Management & Organization 23, no. 6 (November 2017): 886–906. http://dx.doi.org/10.1017/jmo.2017.69.

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AbstractGovernmental development strategies focus on entrepreneurship as a major resource for the economic development of indigenous peoples. While initiatives and programs are locally based, there is a debate in the academic literature about how contextual factors affect the identification of indigenous entrepreneurship. The purpose of this paper is to analyze and integrate indigenous entrepreneurship literature to identify the main indigenous entrepreneurship models. Thus, a systematic literature review was conducted. In total, 25 relevant articles were identified in selected electronic databases and manual searches of Australian Business Deans Council ranked journals from January 1, 1995 to the end of 2016. Using a systematic analysis of sociocultural contexts and locations, the paper proposed that a typology of contextualized indigenous entrepreneurship models was possible, that were classified as urban, remote and rural. The parameters of these models, and their potential theoretical and practical applications to the study and practice of indigenous entrepreneurship ecosystems were also outlined.

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12

Mussi, Francesca. "Why indigenous literatures matter." Journal of Postcolonial Writing 57, no. 4 (June 29, 2021): 578–79. http://dx.doi.org/10.1080/17449855.2021.1939581.

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13

Panofsky, Sarah, Marla J. Buchanan, Roger John, and Alanaise Goodwill. "Indigenous Trauma Intervention Research in Canada: A Narrative Literature Review." International Indigenous Policy Journal 12, no. 2 (July 26, 2021): 1–24. http://dx.doi.org/10.18584/iipj.2021.12.2.10936.

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Contemporary Indigenous mental health research is beginning to address colonization, contextualizing Indigenous health within a history of colonial relationships and inadequate mental health responses. In practice, however, dominant counselling models for mental health in Canada have neglected Indigenous perspectives and there is a paucity of research regarding interventions that address psychological trauma with Indigenous populations. We identified 11 Canadian studies that employed culturally appropriate trauma interventions within Indigenous communities. We discuss the findings in relation to the study participants, outcomes reported, and research design. Recommendations are provided to address the need for evidence-based trauma interventions that have efficacy for Indigenous people in Canada to address Indigenous historical trauma.

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14

Stagg Peterson, Shelley, and Red Bear Robinson. "Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens." Education Sciences 10, no. 10 (October 14, 2020): 281. http://dx.doi.org/10.3390/educsci10100281.

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Indigenous children’s literature supports Indigenous communities’ rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an Indigenous Knowledge Keeper, Red Bear, interprets 10 Indigenous picture books published in Canada between 2015 and 2019 by mainstream and Indigenous publishing companies. These books were selected from the International Best Books for Children Canada’s list of Indigenous books and websites of four Canadian Indigenous publishers. We discuss the Knowledge Keeper’s interpretation of books that are grouped within four categories: intergenerational impact of residential schools, stories using spiritual lessons from nature, autobiography and biography, and stories using teachings about relationships. Recognizing the richness, authenticity, and integrity of Red Bear’s interpretation of the books, we propose that all teachers should strive to learn Indigenous cultural perspectives and knowledge when reading Indigenous children’s literature.

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15

Dorrico, Julie. "Literatura Indígena e seus Intelectuais no Brasil: da autoafirmação e da autoexpressão como minoria à resistência e à luta político-culturais." Revista de Estudos e Pesquisas sobre as Américas 11, no. 3 (December 22, 2017): 23. http://dx.doi.org/10.21057/10.21057/repamv11n3.2017.26152.

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A literatura indígena na contemporaneidade tem, em suas expressões, não somente a figura do escritor que publiciza a cultura, as práticas e os valores comunitário-tradicionais, mas também o protagonismo do intelectual indígena que defende os direitos dos povos indígenas, atuando no cenário nacional e internacional. É na literatura indígena que esses escritores e intelectuais encontram espaço para uma expressão e uma autoafirmação étnicas que também significam e apontam para a resistência e a luta como minorias. Nesse sentido, com o objetivo de defender este argumento em torno à constituição da literatura indígena brasileira, o texto se divide em três eixos: o primeiro trata da produção literária realizada por essas lideranças indígenas; o segundo tematiza o conceito de literatura utilizado para se pensar essas respectivas obras; e, por fim, o terceiro reflete como esse conceito e essa publicização favorecem a expressão indígena dentro e fora do país, de modo que, aqui, a literatura indígena contribui de modo muito consistente para a consolidação na esfera público-política da causa indígena, fortalecendo o movimento indígena brasileiro.Palavras-Chave: Intelectuais Indígenas; Literatura Indígena; Autobiografia Extrospectiva; Autoafirmação; Resistência.Indigenous Literature and its Intellectuals in Brazil: from self-affirmation and self-expression as minorities to political-cultural resistance and struggleAbstractcontemporary Indigenous literature manifest itself in several forms, not only in the role of the writer, but also in the posture of the intellectual who defends Indian rights, acting as such nationally and internationally. It is in Indigenous literature that these writers and intellectuals find a field for ethnic expression and self-affirmation, to which they give meaning, and also points to their resistance and struggle as minorities. In this sense, with the aim of defending the argument of the establishment of Brazilian Indigenous literature, the paper is dived into three parts: the first part reflects on the production of literature by these Indigenous intellectuals; the second part examines the concept of literature used for thinking about these works; and the third part looks at how this concept and publicity of Indigenous intellectuals favor Indigenous expression both national and internationally, so that, here, Indigenous literature contributes in a very consistent way to the publicization of the Indigenous cause, thereby strengthening the Brazilian Indigenous movement.Key-Words: Indigenous Intellectuals; Indigenous Literature; Extrospective Autobiography; Self-Affirmation; Resistance.Literatura Indígena y sus Intelectuales en Brasil: de la auto-afirmación y auto-expressión como minoria a la resistência y lucha político-culturalesResúmen La literatura indígena en la contemporaneidad tiene, en sus expresiones, no sólo la figura del escritor, sino también la figura del intelectual indígena que defiende los derechos de los pueblos indígenas, actuando dentro y fuera del escenario nacional. Es en la literatura indígena que esos escritores e intelectuales encuentran espacio para una expresión y una auto-afirmación étnicas que también significan y apuntan a la resistencia y la lucha como minorías. En ese sentido, con el objetivo de defender este argumento en torno a la constitución de la literatura indígena brasileña, el texto se divide en tres ejes: el primero trata de la producción literária realizada por esos líderes indígenas; El segundo tematiza el concepto de literatura utilizado para pensar esas respectivas obras; y, por último, el tercero refleja cómo ese concepto y esa publicidad favorecen la expresión indígena dentro y fuera del país, de modo que aquí la literatura indígena contribuye de modo muy consistente a la publicidad de la causa indígena, fortaleciendo el movimiento indígena brasileño.Palavras-Clave: Intelectuales Indígenas; Literatura Indígena; Auto-Biografía Extrospectiva; Auto-Afirmación; Resistência.

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16

Ahmadi, Anas, Darni Darni, and Bambang Yulianto. "Understanding Indonesian People through Literature: Indigenous Psycho-Sociology Perspectives." International Journal of Criminology and Sociology 10 (August 3, 2021): 1277–83. http://dx.doi.org/10.6000/1929-4409.2021.10.147.

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Indigenous studies are currently attracting humanities researchers, one of which is the field of literature. Literary researchers explore the locality contained in literary texts through the perspective of indigenous studies. In this regard, this study explored Indonesian literature through the perspective of indigenous studies. The theory used in this study was literary criticism associated with indigenous psychology and indigenous sociology. The data source used was the Rafilus novel written by Budi Darma. The research method used was qualitative because the researchers emphasized the interpretation of the text. Data analysis techniques included the stages of indexation, reduction, exposure, and interpretation. The results showed that the character Rafilus displays the psychological side of indigenous people of Java through segmentation: friendliness dan politeness in life, self-awareness in life, a simple life desire, and loves to learn.

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17

Seow, Florence. "Indigenous Communities and Indigenous Children." International Journal of Children’s Rights 23, no. 4 (December 21, 2015): 844–66. http://dx.doi.org/10.1163/15718182-02304009.

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A move away from the traditional child-parent-state model of children’s rights in favour of a four-party model which includes indigenous communities can be identified in international legal discourse. The basis for this phenomenon can be found in arguments for the preservation of indigenous culture. However, whether this argument is adequate for such a fundamental change in the conceptualisation of children’s rights is questionable. This article discusses various legal conceptualisations of children’s rights in academic literature and compares these with sociological theories of children’s development. It identifies an emerging four-party model of children’s rights in international legal discourse, and points to practical problems of implementation and weak philosophical justifications. The article concludes that a four-party model based on sociological theories of children’s development would assist in overcoming these weaknesses, and allow the incorporation of other social groupings into conceptualisations of children’s rights.

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18

Joseph, Kelly, and Lew Hunter. "Indigenous Voices." World Literature Today 83, no. 5 (2009): 4. http://dx.doi.org/10.1353/wlt.2009.0116.

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19

Anaya, Rudolfo. "Indigenous Cultures." World Literature Today 76, no. 1 (2002): 108. http://dx.doi.org/10.2307/40157017.

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20

Amy Ransom. "Indigenous Futurism." Science Fiction Studies 40, no. 1 (2013): 167. http://dx.doi.org/10.5621/sciefictstud.40.1.0167.

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21

Watchman, Renae. "Teaching Indigenous Film through an Indigenous Epistemic Lens." Studies in American Indian Literatures 34, no. 1-2 (March 2022): 112–34. http://dx.doi.org/10.1353/ail.2022.0009.

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22

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

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23

Dean, Amber. "Violence Against Indigenous Women: Literature, Activism, Resistance." Contemporary Women's Writing 13, no. 3 (October 24, 2019): 382–84. http://dx.doi.org/10.1093/cww/vpz015.

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24

Khalifa, Muhammad A., Deena Khalil, Tyson E. J. Marsh, and Clare Halloran. "Toward an Indigenous, Decolonizing School Leadership: A Literature Review." Educational Administration Quarterly 55, no. 4 (December 2, 2018): 571–614. http://dx.doi.org/10.1177/0013161x18809348.

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Background: The colonial origins of schooling and the implications these origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices. Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

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Hess, Justin L., and Johannes Strobel. "Indigenous Ways of Doing: Synthesizing the Literature on Ethno-Engineering." International Journal of Engineering, Social Justice, and Peace 2, no. 2 (December 29, 2013): 55–80. http://dx.doi.org/10.24908/ijesjp.v2i2.4333.

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This paper synthesizes the literature on indigenous ways of doing, what we call ethno-engineering. Indigenous societies have faced countless years of oppression at the hands of Western colonization and assimilation. Western literature on indigenous knowledge is expansive, yet a deliberate focal point on ethno-engineering in indigenous literature is missing. In this paper, we have collected literature on indigenous knowledge and synthesized articles specifically on ethno-engineering, setting the papers in contrast to Western-engineering praxis. Our literature review methods proceeded in two phases. During the first phase we accumulated relevant sources (N=87), compiled these in a database, and coded these with a 10-item coding framework. In the second phase, we sampled literature from the initial database (N=31) and coded these items more extensively using an inductively developed coding scheme. Our intent was to contribute to a starting conversation on indigenous engineering bringing it to forefront of social justice/engineering discourse.

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Nelson, Joshua B. "The Uses of Indigenous Literatures." World Literature Today 88, no. 5 (2014): 28–32. http://dx.doi.org/10.1353/wlt.2014.0012.

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Gray, Marion A., and Florin I. Oprescu. "Role of non-Indigenous researchers in Indigenous health research in Australia: a review of the literature." Australian Health Review 40, no. 4 (2016): 459. http://dx.doi.org/10.1071/ah15103.

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Objective This paper explores the body of knowledge around Indigenous health research and aims to outline what roles are appropriate for non-Indigenous researchers within Indigenous health research in Australia. Methods A literature review was conducted using CINAHL, PubMed and Scopus in May 2015. The search terms were ‘non-Indigenous researchers’ AND ‘Indigenous health research’ and other combinations of these terms. Additional documents were sourced by hand using the reference lists of key articles. Results Seven thematic categories were identified: (1) Closing the Gap: implications for research; (2) history of Indigenous research; (3) developing Indigenous research using a capacity-building approach; (4) the cultural interface between Western paradigms and Indigenous knowledge; (5) ethical Indigenous research; (6) culturally safe Indigenous research; and (7) positive roles for non-Indigenous researchers in Indigenous research. Conclusion It is important that non-Indigenous researchers become more aware of culturally appropriate ways in which to undertake Indigenous research and to ensure that the research undertaken is safe, ethical and useful for participants. Fostering partnerships between non-Indigenous academic organisations and researchers and Indigenous health researchers is an important development that can promote and enhance the emerging field of Indigenous inquiry. Actively contributing to capacity building with Indigenous researchers and research initiatives is a key role that non-Indigenous researchers and academic institutions can have in improving Indigenous health. Self-determination through health research capacity building and evidence-based advocacy may provide the most useful outcomes for Indigenous people. What is known about the topic? The health status of Indigenous Australians is well below that of other Australians. Historically, research about Indigenous health has been undertaken by non-Indigenous researchers using Western research paradigms. There is a need to identify appropriate roles for non-Indigenous researchers supportive of culturally safe and ethical research. What does this paper add? This paper synthesises available knowledge about the role of non-Indigenous researchers with Indigenous health research and provides suggestions for their contribution to Indigenous research practice. What are the implications for practitioners? Non-Indigenous researchers need to: (1) focus on culturally safe research practices; (2) be willing to address power imbalances within the research process; and (3) advocate for change within academic institutions to support culturally safe research practices.

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Nelson, Heather Joyce, Twana Lee-Ann Cox-White, and Beverlee Ann Ziefflie. "Indigenous students: Barriers and success strategies-A review of existing literature." Journal of Nursing Education and Practice 9, no. 3 (November 22, 2018): 70. http://dx.doi.org/10.5430/jnep.v9n3p70.

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There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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Castagno, Angelina E., and Bryan McKinley Jones Brayboy. "Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature." Review of Educational Research 78, no. 4 (December 2008): 941–93. http://dx.doi.org/10.3102/0034654308323036.

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This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes—none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth.

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Sandefur, Gary, and Philip J. Deloria. "Indigenous Leadership." Daedalus 147, no. 2 (March 2018): 124–35. http://dx.doi.org/10.1162/daed_a_00496.

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A short contextual overview of the past and present opens up a discussion of the challenges surrounding American Indian leadership in the contemporary world and into the future. We survey some of the literature on Native American leadership and consider leadership issues in institutional settings such as academia, tribal governments, pan/inter-Indian organizations, public interest and NGO groups, and global Indigenous structures, suggesting ways in which non-Native organizations can better recognize, respect, and partner with American Indian leaders.

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Sanjida, Saira, Gail Garvey, James Ward, Roxanne Bainbridge, Anthony Shakeshaft, Stephanie Hadikusumo, Carmel Nelson, Prabasha Thilakaratne, and Xiang-Yu Hou. "Indigenous Australians’ Experiences of Cancer Care: A Narrative Literature Review." International Journal of Environmental Research and Public Health 19, no. 24 (December 16, 2022): 16947. http://dx.doi.org/10.3390/ijerph192416947.

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To provide the latest evidence for future research and practice, this study critically reviewed Indigenous peoples’ cancer care experiences in the Australian healthcare system from the patient’s point of view. After searching PubMed, CINAHL and Scopus databases, twenty-three qualitative studies were included in this review. The inductive approach was used for analysing qualitative data on cancer care experience in primary, tertiary and transitional care between systems. Three main themes were found in healthcare services from Indigenous cancer care experiences: communication, cultural safety, and access to services. Communication was an important theme for all healthcare systems, including language and literacy, understanding of cancer care pathways and hospital environment, and lack of information. Cultural safety was related to trust in the system, privacy, and racism. Access to health services was the main concern in transitional care between healthcare systems. While some challenges will need long-term and collective efforts, such as institutional racism as a downstream effect of colonisation, cultural training for healthcare providers and increasing the volume of the Indigenous workforce, such as Indigenous Liaison Officers or Indigenous Care Coordinators, could effectively address this inequity issue for Indigenous people with cancer in Australia in a timely manner.

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Hegeman, Susan. "The Indigenous Commons." Minnesota review 2019, no. 93 (November 1, 2019): 133–40. http://dx.doi.org/10.1215/00265667-7737367.

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The concept of the commons is central to an argument that connects indigenous people and their struggles both to global politics and to radical reconceptualizations of the relationships among knowledges, resources, and human communities. This article considers the use of the idea of a commons in water and atmosphere in the 2016 protest on the Standing Rock Sioux Reservation against the construction of the Dakota Access Pipeline. It also contextualizes the concept of the commons in relation to the historical expropriation of land from native peoples in North America.

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Jones, Jennifer. "Indigenous Life Stories." Life Writing 1, no. 2 (January 2004): 209–18. http://dx.doi.org/10.1080/10408340308518268.

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Collins-Gearing, Brooke. "Re-Reading Representations of Indigenality in Australian Children’s Literature: a History." Australian Journal of Indigenous Education 35 (2006): 61–67. http://dx.doi.org/10.1017/s1326011100004178.

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AbstractAustralian children’s literature has a history of excluding Indigenous child readers and positioning non-Indigenous readers as the subject. Rather than portray such literature, particularly before the 1950s, as simply racist or stereotypical, I argue that it is important for teachers, of all students, to help readers understand how nationalist or white Australian myths were constructed on Indigenous land and knowledges.

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Chiu, Kuei-fen. "The Production of Indigeneity: Contemporary Indigenous Literature in Taiwan and Trans-cultural Inheritance." China Quarterly 200 (December 2009): 1071–87. http://dx.doi.org/10.1017/s0305741009990634.

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AbstractThis study investigates the complicated interplay between indigenous and mainstream discourse in the production of Taiwanese indigeneity. Via the case study of Syaman Rapongan 夏曼藍波安, an indigenous writer in Taiwan known for his ethnographic portrayal of his tribal culture, I examine how the production of indigeneity in Taiwan involves not only inscription of resistance from indigenous people but also strategic exploitations of transnational legacies by different social groups as they struggle over the definition of indigeneity to formulate their own specific agendas. It is the contention of this article that the question of Taiwanese indigeneity is not just about indigenous self-representation, that is, claiming the subject position of the indigenous people and seeking to restore declining, oppressed indigenous cultural heritages. The study shows that we need to go beyond the familiar scheme of binary opposition to deal with the complexity of the question of indigeneity. The article ends with a re-theorization of the relationship between indigenous and new Taiwanese identity discourse in terms of Jacques Derrida's notion of “inheritance.”

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Tsao, Tiffany. "Indigenous Agency and Compliance: Contemporary Literature about Dayaks." PMLA/Publications of the Modern Language Association of America 131, no. 3 (May 2016): 686–700. http://dx.doi.org/10.1632/pmla.2016.131.3.686.

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Based on an analysis of three literary texts about Dayaks—the indigenous peoples of Kalimantan (Borneo) in Indonesia—this essay argues that strategic submission can play an important role in indigenous peoples' attempts to obtain and maintain agency under the shadow of dominant discourse. Discussions foundational to the field of postcolonial studies have tended to focus on the importance of subversion, resistance, and counterdiscourse in liberating the oppressed subject. Taking reading cues from anthropological and sociological accounts of Dayak compliance with various constructions of Dayaks, this essay looks at how the writing of literature about Dayaks (by both non-Dayaks and Dayaks) functions as an enactment of and meditation on the application of dominant discourse to indigenous peoples and the opportunities that such discourse affords for carving out spaces of autonomy.

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Rath, Dr Tapan Kumar, and Dr Arun Behera. "Maneuvering Indigenous Literature in English Language Teaching Classes." Dawn Journal 9, no. 2 (June 15, 2020): 1458–63. http://dx.doi.org/10.56602/tdj/9.2.1458-1463.

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Holt, Keri. "Queequeg’s Coffin: Indigenous Literacies and Early American Literature." Safundi 14, no. 1 (January 2013): 128–30. http://dx.doi.org/10.1080/17533171.2012.760827.

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Althouse, Aaron P. "Queequeg’s Coffin: Indigenous Literacies and Early American Literature." Hispanic American Historical Review 93, no. 3 (August 1, 2013): 490–91. http://dx.doi.org/10.1215/00182168-2210894.

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Sayre, G. M. "Queequeg's Coffin: Indigenous Literacies and Early American Literature." Journal of American History 99, no. 3 (December 1, 2012): 903–4. http://dx.doi.org/10.1093/jahist/jas483.

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Piatote, B. H. "Queequeg's Coffin: Indigenous Literacies and Early American Literature." English 62, no. 236 (July 19, 2012): 89–91. http://dx.doi.org/10.1093/english/efs032.

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Byars-Nichols, Keely. "Indigenous through One's Southernness: Reading Native Southern Literature." Native South 12, no. 1 (2019): 10–29. http://dx.doi.org/10.1353/nso.2019.0002.

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Low, Denise. "Composite Indigenous Genres: Cheyenne Ledger Art as Literature." Studies in American Indian Literatures 18, no. 2 (2006): 83–104. http://dx.doi.org/10.1353/ail.2006.0027.

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Justice, Daniel Heath. "Introduction: Conjuring Marks: Furthering Indigenous Empowerment through Literature." American Indian Quarterly 28, no. 1 (2004): 3–11. http://dx.doi.org/10.1353/aiq.2005.0012.

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Pereira, Edson Oliveira, Bernardino Vitoy, Daniel Ignacchiti Lacerda, and Damaris Silveira. "Indigenous pharmaceutical assistance and the scientific silence: a review of the literature." Research, Society and Development 10, no. 12 (September 27, 2021): e478101220344. http://dx.doi.org/10.33448/rsd-v10i12.20344.

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Although the importance of Pharmaceutical Assistance, there is no global instrument that specifically justifies its necessity on the specificity of indigenous health. This article lists existing studies on pharmaceutical assistance in an indigenous context. It has a qualitative character, conducted through an integrative literature review. National and international databases were consulted for the scientific articles searching, using specific descriptions of the object of interest. Three thousand nine hundred fifteen articles were found in the databases searched, related to the object of interest, in this case, Indigenous Pharmaceutical Assistance. Many studies did not have any relation with the object of interest, and most of them aimed to understand, from the conventional biomedical perspective, the mechanisms of the therapeutic resources of the indigenous people in the world, as well as to investigate scientifically plant and animal materials used in the indigenous traditional medicine, by using known conventional methodologies. A range of studies has addressed specifically illnesses through case studies, in which the focus is the evolution of the disease or western therapy were applied to the indigenous subject, in a research form that tries to indicate different clinical responses to the treatment and the outcome of the pathology. Researches involving planning, implementation, development, and evaluation of Indigenous Pharmaceutical Assistance are crucial for the future development of global policies for these people.

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Cox, James H. "Indigenous Destinies." American Literary History 32, no. 2 (2020): 385–95. http://dx.doi.org/10.1093/alh/ajaa012.

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Abstract Gerald Vizenor displays his playful wit and provocative theorizing of Indigenous creativity in Native Provenance (2019), a collection of essays adapted from material that appeared in other forms between 2004 and 2019. He uses familiar concepts (survivance, transmotion, gossip theory) to drive discussions of familiar topics (World War I veterans from White Earth, the White Earth constitution, Indigenous abstract expressionist painters). Devoted readers of Vizenor will appreciate but also wonder about the persistence in his work over many decades of certain topics and critical emphases. A decreased interest in crossbloods as trickster figures represents one of the most significant shifts in emphasis from the middle to the later part of Vizenor’s career. Louis Owens admired Vizenor’s work on crossbloods, and he lived an experience fundamental to his view of the world that he called, similarly, “mixedblood.” Yet, as many of the contributors to Louis Owens: Writing Land and Legacy (2019) demonstrate, Owens consistently recognized distinct Native and non-Native worlds in his scholarship and drew upon tribal nation-specific beliefs and practices in his novels. His characters often struggled to understand their connection to Indigenous histories, communities, and families, all of which Owens valued, even when they remained inaccessible, either to him or his characters.

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Bhattacharjee, Ranjana, and Alana Maltby. "What does ‘holism’ mean in Indigenous mental health?" University of Western Ontario Medical Journal 86, no. 2 (December 3, 2017): 25–27. http://dx.doi.org/10.5206/uwomj.v86i2.1997.

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In Canada, suicide and depression rates are much higher among Indigenous populations compared to the general population. Colonial practices, cultural discontinuity, marginalization, and oppression have led to many of the mental health issues faced by Indigenous populations today. Recent literature emphasizes the importance of culture in the treatment and prevention of mental health problems among Indigenous peoples. Unfortunately, Indigenous perspectives on mental health or wellness in the peer-reviewed literature are often limited. This review aims to incorporate the grey literature produced by Indigenous organizations to better describe what ‘holism’ is as it relates to the wellness of Indigenous peoples, and to identify some practical implications of this understanding for healthcare providers addressing the needs of Indigenous patients and clients.

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Coupal, Michelle, and Deanna Reder. "A Call to Teach Indigenous Literatures." Studies in American Indian Literatures 34, no. 1-2 (March 2022): ix—xxi. http://dx.doi.org/10.1353/ail.2022.0001.

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McIvor, Onowa, Art Napoleon, and Kerissa M. Dickie. "Language and Culture as Protective Factors for At-Risk Communities." International Journal of Indigenous Health 5, no. 1 (June 4, 2013): 6. http://dx.doi.org/10.18357/ijih51200912327.

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A comprehensive review and analysis of the literature related to the role of Indigenous language and culture in maintaining and improving the health as well as reducing the risk factors for health problems of Indigenous people. Although much literature exists on various topics related to culture, language and health, the specific focus of this paper was studying the effects of the use of language and culture on the health of Indigenous people. Once all relevant literature was gathered, six linked themes emerged as protective factors against health issues; land and health, traditional medicine, spirituality, traditional foods, traditional activities and language. Findings included evidence that the use of Indigenous languages and cultures do have positive effects on the health and wellness of Indigenous people. However, the majority of the existing literature focuses on culture and its effects on health. Therefore, more studies are needed specifically on the potential health benefits of Indigenous language use. Other recommendations for ways forward include more targeted research on urban Indigenous populations, and making links between the loss of traditional land, contaminants in the food chain and the health of Indigenous people in Canada.

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Waterman, Stephanie J. "New Research Perspectives on Native American Students in Higher Education." JCSCORE 5, no. 1 (May 24, 2019): 60–80. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.1.60-80.

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This chapter begins with a brief history of higher education’s role in assimilation, oppression, and removal of Indigenous people. A short literature review outlines the progression of higher education literature from deficit focused ideologies to current research that decolonizes and centers of Indigenous Knowledge Systems. “Sharing circles” as an Indigenous methodology is described. Centering Indigenous experiences in higher education and Indigenous knowledge systems focus on ways that Western forms of education can be used as tools to strengthen Native nations.

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