Relevant bibliographies by topics / Indigenous storytelling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Indigenous storytelling'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Indigenous storytelling"

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Zhang, Helen. "Self-Representation and Decolonial Learning in Library Makerspaces." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 2, no. 2 (May 4, 2021): 53–69. http://dx.doi.org/10.29173/pathfinder33.

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This paper explores how Indigenous digital storytelling can be used as a mode for self-representation and decolonial learning in library makerspaces. Digital storytelling involves expressing your lived experiences and stories through a dynamic combination of textual and digital literacies. Implementing Indigenous digital storytelling programs allows library makerspaces to show the value of technology, digital and visual literacy, Indigenous Storytelling, and Ways of Knowing by letting Indigenous Peoples represent themselves and their lived experiences. This paper lays the groundwork on how library makerspaces can incorporate Indigenous approaches to digital storytelling. I argue that creating and implementing Indigenous-centered digital storytelling programs helps decolonize makerspace programming. Using integrative literature review methods, I will qualitatively identify the values of Indigenous Storytelling and digital storytelling to see how they interconnect. I examine how Indigenous Peoples have used digital storytelling and what libraries have done to support digital storytelling and Indigenous Storytelling to explore how these practices can be better adopted by library makerspaces.
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Iseke, Judy. "Indigenous Storytelling as Research." International Review of Qualitative Research 6, no. 4 (November 2013): 559–77. http://dx.doi.org/10.1525/irqr.2013.6.4.559.

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Caxaj, C. Susana. "Indigenous Storytelling and Participatory Action Research." Global Qualitative Nursing Research 2 (April 20, 2015): 233339361558076. http://dx.doi.org/10.1177/2333393615580764.

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Manley-Casimir, Kirsten. "Creating Space for Indigenous Storytelling in Courts." Canadian journal of law and society 27, no. 2 (August 2012): 231–47. http://dx.doi.org/10.3138/cjls.27.2.239.

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AbstractThis article advocates for the inclusion of intercultural dispute-resolution principles in Canadian courts to resolve conflicts between Indigenous communities and the Canadian state. These principles include judges' opening themselves up to discomfort, emotion, and unsettling in listening to Indigenous testimonies; facilitating ongoing processes for negotiation; and engaging the moral imagination to make court procedures more culturally appropriate for Indigenous testimonies. The author argues that by implementing these principles, courts can contribute to the creation of more respectful relationships between Indigenous and non-Indigenous people.
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Bonnell, Yolanda, and Spy Dénommé-Welch. "Engaging Indigenous Artistic Process through Embodied Practice." Canadian Theatre Review 187 (July 1, 2021): 30–34. http://dx.doi.org/10.3138/ctr.187.010.

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This essay explores a variety of questions about embodied approaches to Indigenous storytelling, artistic process, and methodology, and the ways which they are taken up in the creation of new theatre work. By engaging in a discussion with Yolanda Bonnell, creator of the play bug, this article examines some of the implications of embodied storytelling and new play development. The article also considers how new Indigenous theatre works and performances at festivals such as SummerWorks can offer audiences entry points and sites for engaging difficult topics and issues that pertain to Indigenous/non-Indigenous relations. Further, the reader is invited into a discussion that teaches about an artist’s own process and methodology and how these are mobilized and activated through Indigenous storytelling, memory, and embodied practice.
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Datta, Ranjan. "Traditional storytelling: an effective Indigenous research methodology and its implications for environmental research." AlterNative: An International Journal of Indigenous Peoples 14, no. 1 (November 9, 2017): 35–44. http://dx.doi.org/10.1177/1177180117741351.

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Using traditional Western research methods to explore Indigenous perspectives has often been felt by the Indigenous people themselves to be inappropriate and ineffective in gathering information and promoting discussion. On the contrary, using traditional storytelling as a research method links Indigenous worldviews, shaping the approach of the research; the theoretical and conceptual frameworks; and the epistemology, methodology, and ethics. The aims of this article are to (a) explore the essential elements and the value of traditional storytelling for culturally appropriate Indigenous research; (b) develop a model of a collaborative community and university research alliance, looking at how to address community concerns and gather data that will inform decision-making and help the community prepare for the future; (c) build up and strengthen research capacity among Indigenous communities in collaboration with Indigenous Elders and Knowledge-holders; and (d) discuss how to more fully engage Indigenous people in the research process. In two case studies with Indigenous and immigrant communities in Canada and Bangladesh that are grounded in the relational ways of participatory action research, the author found that traditional storytelling as a research method could lead to culturally appropriate research, build trust between participants and researcher, build a bridge between Western and Indigenous research, and deconstruct meanings of research. The article ends with a discussion of the implications of using traditional storytelling in empowering both research participants and researcher.
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Cajete, Gregory A. "Children, myth and storytelling: An Indigenous perspective." Global Studies of Childhood 7, no. 2 (June 2017): 113–30. http://dx.doi.org/10.1177/2043610617703832.

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This essay explores childhood education, storytelling, and the nature of myth from an Indigenous perspective. Aspects of Indigenous teaching and learning are discussed related to the ways myth and storytelling have traditionally functioned in Indigenous communities in the education of children. The deeper psychological nature of myth as an integral part of human learning, teaching, and socialization is also explored. These explorations form the basis for advocacy toward the re-vitalization of story as an essential foundation for intergenerational community education and as a component of global childhood education.
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Summers, Krystal. "(Re)Positioning the Indigenous Academic Researcher." International Journal of Critical Indigenous Studies 6, no. 1 (January 1, 2013): 1–13. http://dx.doi.org/10.5204/ijcis.v6i1.105.

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This article aims to explore, (de)construct, (re)affirm and (re)position my experiences in Indigenous-centred research through an Indigenous lens. Specifically, I look to highlight my experiences as a fourth-year undergraduate student who undertook a two-month Indigenous- centred research journey in Peru. This writing is an examination of my research processes to determine if I was able to maintain integrity with ethical Indigenous research practices and protocols, as outlined in my initial project proposal. As part of this reflection, I will explore how the qualitative methods of a critical Indigenous ethnography (re)positions research through the re-conceptualisation of these methods as natural configurations of Indigenous epistemologies and methodologies. Indigenous epistemologies encompass the same relational, political and storytelling processes described in critical, reflexive and auto-ethnographic research. Storytelling has been said to blur the discursive lines of research traditions, and as an Indigenous researcher, I believe I have a responsibility to share this story.
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Friskie, Seren Micheal. "The Healing Power of Storytelling: Finding Identity Through Narrative." Arbutus Review 11, no. 1 (July 13, 2020): 19–27. http://dx.doi.org/10.18357/tar111202019324.

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This paper describes the power of storytelling in the context of an Indigenous youth collective, whichgathers each week to share their lived experiences and learn song, dance, and lessons through story. Ibegin with my own life narrative followed by an exploration of how the intergenerational transmissionof historical trauma has left many Indigenous youth searching for a connection to their culture. I thendiscuss research that reveals the importance of cultural continuity, self-determination, and engagementin the community to the healing journey of Indigenous youth. Next, I consider oral storytelling as onemethod of knowledge delivery, utilized by Indigenous Nations for thousands of years, that seamlesslyblends cultural learning and thus connection to identity. I detail the creation of a Youth StorytellingCircle which centres teachings from the Stó:lō, Haida, Nisga’a, Salish, and Popkum Coast Salish Nationssurrounding the shores and rainforests of what is now British Columbia. I conclude with reasons whyengaging youth in their wellbeing through traditional practices is of high importance to us all as Indigenouscommunity members.
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Iseke, Judy, and Sylvia Moore. "Community-based Indigenous Digital Storytelling with Elders and Youth." American Indian Culture and Research Journal 35, no. 4 (January 1, 2011): 19–38. http://dx.doi.org/10.17953/aicr.35.4.4588445552858866.

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Dissertations / Theses on the topic "Indigenous storytelling"

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Ryan, Keeley. "Community-based materials development : using digital storytelling for teaching and learning Indigenous langauges." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57760.

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This study examined the potential of using digital storytelling as a mechanism for materials development and Indigenous language learning. Study participants (N = 4) were interviewed after a series of three digital storytelling workshops offered in a First Nations community. The findings of the study support the use of digital storytelling for both materials development and documentation purposes. Digital stories have the potential to be employed to support Indigenous language learning in a number of domains. The highly portable nature of the stories may bring language learning out of the classroom and into other spaces, reducing barriers to language learning for individuals living outside of their home communities. Moreover, the process of creating digital stories also holds possibilities for teaching and learning Indigenous languages. For example, developing the text required that participants use complex literacy skills, such as translanguaging (García, 2009). Brayboy et al. (2011) have asserted that knowledge is created through relationships with ourselves, others, and the world around us. Digital storytelling is a reflection of this epistemology, as it is grounded in relationality; participants built relationships with each other, community knowledge keepers, and the community and territory over the course of the digital storytelling workshops.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Carew, Colleen 'Co' M. "The Moccasin Project| Understanding a Sense of Place through Indigenous Art Making and Storytelling." Thesis, Lesley University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428314.

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The purpose of this arts-based, and Indigenous research study was to explore how Native Americans understand ‘place-based imagery’ through an Indigenous art making and storytelling experience in order to illuminate perspectives and experiences of a ‘sense of place’. Storywork, an Indigenous research method directed the culturally grounded research project. The Native American moccasin was the symbolic cultural catalyst used to create a multimedia art piece to express and reflect traditional cultural knowledge rooted within this symbol. Native Americans representing five federally recognized tribes participated in the study. As a result of a pilot study, a definition of place-based imagery was developed. Place-based imagery is making or creating meaning of symbols, shapes, colors and designs, related to P-People, L-Land, A-Ancestry, C-Culture, E-Experiences that may foster, awaken and/or deepen one’s connection and understanding of self and a sense of place.

The research findings were examined and derived using an Indigenous paradigm. A culturally based understanding of a ‘sense of place’ was developed from the stories and imagery. Perspectives relating to unwavering support, interconnection of culture and land, intergenerational knowledge transfer, deepened cultural knowledge, balance, and an understanding of a felt sense of place, emerged as a result of the moccasin making and storytelling experience. Secondly, an approach was developed using ‘response art’ as a technique that may be used to mitigate secondary trauma. The study showed that Expressive Arts is an effective intervention used with Native Americans to inspire strength based cultural stories and images that encouraged self-understanding.

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Christian, Dorothy. "Gathering knowledge : Indigenous methodologies of land/place-based visual storytelling/filmmaking and visual sovereignty." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61166.

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This dissertation addresses two questions that examine how localized cultural knowledge informs production practices in visual narratives produced for Fourth World Cinema and how Indigenous visual storytelling/filmmaking styles based in that knowledge determine the film elements, thus the cultural congruency of their selected aesthetics. Secwepemc-Syilx systems of knowledge in British Columbia are used as an exemplar for the development of a localized theory for creating visually sovereign narratives for Fourth World Cinema. This culturally specific ontology formulates a land/place-based identity, specific to Secwepemc-Syilx territories. Land, story and cultural protocols are central to this work and the seamless relational quality is illustrated by emphasizing how integral they are to Indigenous self-representation and identity. In the film discourse, the researcher brings together Manuel (Secwepemc) and Poslun’s Fourth World (1974) and Barclay’s (Maori) (1990, 2003a, 2003b) assertion of a Fourth Cinema to further develop the notion of a Fourth World Cinema. The ways that Indigenous film aesthetics shape the meaning of visual sovereignty and the concept of cultural congruency in constructing film elements are fundamental for Fourth World Cinema. In the globalization and film discourses the researcher interrogates how the concepts of political identity (indigeneity) and geographical location (deterritorialization) affect the treatment of Indigenous representation. An Indigenous Inquiry process is set in an Indigenous research paradigm that privileges Indigenous systems of knowledge. Indigenous and Euro-Western systems of knowledge(s) are juxtaposed to reveal the philosophical differences that affect land, story, and cultural protocols. Archibald’s (2008) seven Indigenous storywork principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy set the framework for the shared conversations of 13 Indigenous knowledge keepers. The findings of the knowledge gathered illustrate the commonalities in the cosmologies within the diverse expansive Indigenous worldviews. Another layer of investigation documents a peer-to-peer discussion between the researcher who is a visual storyteller and a diverse group of 17 Indigenous filmmakers who shared stories from their film production experiences. Their perspectives affirmed the role of culture in contemporary film production practices and led to the development of the concepts of story, land, cultural protocols, and Indigenous identity in Fourth World Cinema.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Cooper, Christopher. "EXPLORING THE IDENTIFICATION OF AMERICAN INDIAN CHILDREN WITH AUTISM SPECTRUM DISODER THROUGH THE STORY OF A PARENT." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3739.

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American Indian or Alaska Native children are diagnosed with Autism Spectrum Disorder at later ages than Non-Hispanic White children. Other than being included in prevalence studies, in the last thirty years, there has been less than a handful of studies that have looked specifically at Autism Spectrum Disorder within the AI/AN community. No studies looked at the assessment experience of parents. This exploratory study used Indigenous Storytelling Methodology to hear an AI/AN parent’s initial developmental concerns about their child and their experience with the Autism Spectrum Disorder diagnosis process. The system of assessment created a frustrating experience, and the parent believed the child made eye contact, but found out later that there was really a lack of sustained eye contact. This research creates a base to start looking at Autism Spectrum Disorder symptoms to use for better outreach in the community and informs Tribal Health Clinics and Early Childhood Programs to better help guide parents through the Autism Spectrum Disorder assessment process.
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Manuelito, Brenda K. "Creating Space for an Indigenous Approach to Digital Storytelling: "Living Breath" of Survivance Within an Anishinaabe Community in Northern Michigan." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433004268.

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Talavera, Eutimio. "The Unsung Hero Character: A Harbinger Device of Misfortune." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3564.

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This thesis introduces an obscure storytelling device, The Unsung Hero character, as one way of examining how movies function as stories. This character is often overlooked, as it frequently cloaks its idiosyncrasies, thus it lacks any apparent signs of internal conflict. This analysis foregrounds the character’s overall functionality, found only in rare instances and typically in the story of a movie. With effective implementation in a story, as a functional harbinger device, brief appearances of The Unsung Hero character demonstrate flashpoints or disclosures of a forthcoming misfortune in the story. This movie analysis shows how The Unsung Hero character functions effectively as a harbinger device in stories.
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Pepion, Jody. "Aawaatowapsiiksi "those people that have sacred ceremonies" indigenous women's bodies recovering the sacred, restoring our lands, decolonizaton [sic] /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Fall2009/j_pepion_120309.pdf.

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Nordin, Hanna. "Storing Stories : Digital Render of Momentous Living Archives." Thesis, Umeå universitet, Institutionen för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172696.

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Storytelling presented in digital archives can provide indigenous communities with a voice needed to tell stories and thus enhance the society’s understanding for that community. The objective was to evaluate a digital archive prototype from a perspective of rendering Sami stories and storytelling. This was done by collecting data with the method Research through Design where a prototype was designed and demonstrated in two steps to the indigenous people of Scandinavia known as the Sami people. The findings suggest that the prototype can render Sami storytelling to some extent but that digital archives, in regard to indigenous cultures, must be designed with sensitive ethicalities in mind. These digital archives must also be designed so that immersive stories can be rendered whilst also providing the indigenous people the right to be prosumers in order to provide them the empowerment to own their own culture. These issues and future research are discussed in the paper.
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Rodriguez, Carmella M. "The Journey of a Digital Story: A Healing Performance of Mino-Bimaadiziwin: The Good Life." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433005531.

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Campbell, Ashley. "Be/longing to Places: The Pedagogical Possibilities and His/Her/Stories of Shifting Cultural Identities." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39707.

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Looking to the places we live to inform our understandings of identity and belonging, this métissage of place-based stories draws on personal narratives and intergenerational stories to re/create meaning in new spaces and contexts. Through the interweaving of personal and academic stories, this research provides a space for critical engagement, creative scholarship and learning. The pedagogical possibilities of places and understanding of curriculum as both the lived experiences and knowledge/s that shape and in/form our identities and understandings. As newcomers, settlers, and treaty members, living on Turtle Island/North America, perhaps we must begin by looking at the places where we live and dwell, to better understand our responsibilities to both the land and peoples. Unsettling narratives that disrupt textbooks histories, and the re/telling of new/old stories. Using bricolage to gather up the fragments and/or pieces left behind – artefacts, memories and stories, I begin to re/trace the footsteps of my grandmothers - the re/learning his/her/stories, stories of shifting cultural identities and landscapes - and be/longing to places, while also examining how notions of be/longing are transformed through intergenerational stories and our connections to places. Stories that may help to move and guide us forward in a good way. From wasteland to reconciliation, this work examines the meaning of places to our lives and learning, as well as our responsibilities to land and peoples – those who came before, and the generations before us.
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Books on the topic "Indigenous storytelling"

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The testimonial uncanny: Indigenous storytelling, knowledge, and reparative practices. Albany: SUNY Press, 2014.

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McCall, Sophie. First person plural: Aboriginal storytelling and the ethics of collaborative authorship. Vancouver: UBC Press, 2011.

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Research is ceremony: Indigenous research methods. Black Point, N.S: Fernwood Pub., 2008.

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Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver: UBC Press, 2008.

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R, Dion Michael, ed. Braiding histories: Learning from Aboriginal peoples' experiences and perspectives : including the Braiding histories stories co-written with Michael R. Dion. Vancouver: UBC Press, 2009.

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Dion, Susan D. Braiding histories: Learning from Aboriginal peoples' experiences and perspectives : including the Braiding histories stories co-written with Michael R. Dion. Vancouver: UBC Press, 2009.

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Amun: Indigenous Storytelling Powerful with Emotion and Sensitivity. Exile Editions, Limited, 2020.

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Decolonizing Research: Indigenous Storywork as Methodology. Zed Books, 2019.

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Decolonizing Research: Indigenous Storywork As Methodology. Zed Books, Limited, 2019.

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Pratt, Yvonne Poitras. Educating with Digital Storytelling: A Decolonizing Journey for an Indigenous Community. Taylor & Francis Group, 2021.

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Book chapters on the topic "Indigenous storytelling"

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Acebo, Nathan P. "Survivance Storytelling in Archaeology." In The Routledge Handbook of the Archaeology of Indigenous-Colonial Interaction in the Americas, 468–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429274251-33.

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Clark, Tom, and Ravi de Costa. "Testimonial Textures: Examining the Poetics of Non-Indigenous Stories about Reconciliation." In Storytelling: Critical and Creative Approaches, 28–41. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137349958_3.

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Ramsay, Raylene. "Indigenous Literatures in the Pacific: The Question of the Didactic in Storytelling." In Storytelling: Critical and Creative Approaches, 42–54. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137349958_4.

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Barton, Georgina, and Robert Barton. "The importance of storytelling as a pedagogical tool for indigenous children." In Narratives in Early Childhood Education, 45–58. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge Research in Early Childhood Education: Routledge, 2017. http://dx.doi.org/10.4324/9781315640549-4.

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BigFoot, Dolores Subia. "Storytelling and Other Indigenous Teachings: From Culture to Clinical Practice : Upon the Back of a Turtle: From Traditional Indigenous Stories and Practices to Psychological Interventions." In Handbook of Multicultural Counseling, 197–213. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n20.

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Archibald, Jo-ann, and Q’um Q’um Xiiem. "INDIGENOUS STORYTELLING." In Memory, 233–42. Peter Wall Institute for Advanced Studies, 2018. http://dx.doi.org/10.2307/j.ctvbtzpfm.30.

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"Storytelling, Culture, and Indigenous Methodology." In Discourses, Dialogue and Diversity in Biographical Research, 170–85. BRILL, 2021. http://dx.doi.org/10.1163/9789004465916_012.

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Pratt, Yvonne Poitras. "Introduction." In Digital Storytelling in Indigenous Education, 1–5. Routledge, 2019. http://dx.doi.org/10.4324/9781315265544-1.

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Pratt, Yvonne Poitras. "My Roots, My Story, My Positioning." In Digital Storytelling in Indigenous Education, 6–21. Routledge, 2019. http://dx.doi.org/10.4324/9781315265544-2.

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Pratt, Yvonne Poitras. "Introducing the Métis and Their Story." In Digital Storytelling in Indigenous Education, 22–43. Routledge, 2019. http://dx.doi.org/10.4324/9781315265544-3.

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Conference papers on the topic "Indigenous storytelling"

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Rodil, Kasper, and Heike Winschiers-Theophilus. "Indigenous Storytelling in Namibia: Sketching Concepts for Digitization." In 2015 International Conference on Culture and Computing (Culture Computing). IEEE, 2015. http://dx.doi.org/10.1109/culture.and.computing.2015.42.

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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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