This book assesses diverse ways to think about "others" while also emphasizing the advantages of decolonial intersectionality. The author analyzes a number of struggles that emerge among Andean indigenous intellectuals, governmental projects, and International Relations scholars from the Global North. From different perspectives, actors propose and promote diverse ways to deal with "others". By focusing on the epistemic assumptions and the marginalizing effects that emerge from these constructions, the author separates four ways to think about difference, and analyzes their implications. The genealogical journey linking the chapters in this book not only examines the specificities of Bolivian discussions, but also connects this geo-historical focal point with the rest of the world, other positions concerning the problem of difference, and the broader implications of thinking about respect, action, and coexistence. To achieve this goal, the author emphasizes the potential implications of intersectional decoloniality, highlighting its relationship with discussions that engage post-colonial, decolonial, feminist, and interpretivist scholars. He demonstrates the ways in which intersectional decoloniality moves beyond some of the limitations found in other discourses, proposing a reflexive, bottom-up, intersectional, and decolonial possibility of action and ally-ship. This book is aimed primarily at students, scholars, and educated practitioners of IR, but its engagement with diverse literature, discussions of epistemic politics, and normative implications crosses boundaries of Political Science, Sociology, Gender Studies, Latin American Studies, and Anthropology.

Veronika Groke interrogates the concept of the comunidad indigena (indigenous community) in the context of the history and social life of a Guarani community in eastern Bolivia. While this institution is today firmly embedded in Bolivian politics and society, different people and interest groups have varying understandings of its meaning and purpose. By showing the comunidad to be a multifaceted complex of diverging and sometimes competing ideas, desires, and agendas, Groke provides new insight into contemporary political tensions related to culture, identity, and development

The authors of Re-Indigenizing Ecological Consciousness and the Interconnectedness to Indigenous Identities share the diversity and complexities of the Indigenous context of worldviews, examining relationships between humans and other living beings within an eco-conscious lens. Michelle Montgomery's edited volume shows that we belong not only to a human community, but to a community of all nature as well. The contributors demonstrate that the reciprocity of Indigenous knowledges is inclusive and represents worldviews for regenerative solutions and the need to realign our view of the environment as a "who" rather than an "it." This reciprocity is intertwined as an obligation of environmental ethics to acknowledge the attributes of Indigenous knowledges as not merely a body of knowledge but as multiple layers or levels of placed-based knowledges, identities, and lived experiences.

Public school classrooms around the world have the power to shape and transform youth culture and identity. In this book, Mneesha Gellman examines how Indigenous high school students resist assimilation and assert their identities through access to Indigenous language classes in public schools. Drawing on ethnographic accounts, qualitative interviews, focus groups, and surveys, Gellman's fieldwork examines and compares the experiences of students in Yurok language courses in Northern California and Zapotec courses in Oaxaca, Mexico. She contends that this access to Indigenous language instruction in secondary schooling serves as an arena for Indigenous students to develop their sense of identity and agency, and provides them tools and strategies for civic, social, and political participation, sometimes in unexpected ways. Showcasing young people's voices, and those of their teachers and community members, in the fight for culturally relevant curricula and educational success, Gellman demonstrates how the Indigenous language classroom enables students to understand, articulate, and resist the systemic erasure and destruction of their culture embedded in state agendas and educational curricula. Access to Indigenous language education, she shows, has positive effects not only for Indigenous students, but for their non-Indigenous peers as well, enabling them to become allies in the struggle for Indigenous cultural survival. Through collaborative methodology that engages in research with, not on, Indigenous communities, Indigenous Language Politics in the Schoolroom explores what it means to be young, Indigenous, and working for social change in the twenty-first century.

This book rethinks the history of colonisation by focusing on the formation of the European aesthetic ideas of indigeneity and blackness in the Caribbean, and how these ideas were deployed as markers of biopolitical governance. Using Foucault's philosophical archaeology as method, this work argues that the European formation of indigeneity and blackness was based on aesthetically casting Aboriginal and African peoples in the Caribbean as monsters yet with a similar degree of Western civilisation and 'culture'. By focusing on the aesthetics of the first racial imageries that produced indigeneity and blackness this work takes a radical departure from the current Social Darwinian theorisations of race and racism. It reveals a new connection between the global origins of colonisation and local post-Enlightenment histories.

Pennsylvania is one of the few states that neither contains a reservation nor officially recognizes any Native American group. The stance of state government is that there are no Native Americans in the state. However, there is a large and growing community of Native Americans that is growing more active and more frustrated with the state's position. Invisible Indians is based on three years of research with Native Americans in Pennsylvania. The authors have crossed the state to attend powwows and tribal meetings, as well as interview individual Indians. Based on several, extensive ethnographic interviews, this book provide an extremely insightful account of Native Americans in Pennsylvania. The book also examines the history of Native American/government relationships within the state, as well as critical issues such as casino gambling and state recognition that are the crux of current negotiations. The book is also about the ways Pennsylvania's Native Americans are reinventing their history and their cultures to meet their own social and psychological (identity) needs. This book is a much-needed addition to the literature on Native American identity today--the critical issue in contemporary Native American politics. The book also debunks the official state stance that no Native Americans exist in Pennsylvania. Invisible Indians will be a valuable reference both to social scientists interested in personal identity issues as well as all interested in Pennsylvania cultures and issues.

..".a thought-provoking book. Alia lays out the intricacies of Inuit naming so clearly, describes the Arctic environment so vividly, and conveys such a rich sense of Inuit values, concerns, and humour that readers are likely to hunger for more information and to pose ethnographic and on mastic questions that press forward the horizons of Inuit ethnography. Names and Nunavut is a welcome addition to Arctic ethnography and should be of interest not only to linguists and anthropologists working in the Arctic but to anyone interested in the relationship between onomasty, personhood, and cosmology and to anyone looking for fresh insights to the micropractices of linguistic and onomastic colonialism." . NAMES A Journal of Onomastics

"Embedded within this nuanced and extraordinarily well-researched account of the political onomastics (the politics of naming) involved with Inuit (colonial) history are an abundance of theoretical, ethical and political insights into both the complex nature of the Inuit and their evolving engagement with Qallunaat (non-Inuit, Euro-Canadian), as well as the complex nature of engaging in such research. This publication, refreshing in its focus on extensive local community research, delves into the complicated dynamic between colonial administration and its effects on the culture and identity of the Inuits. . British Journal of Canadian Studies

On the surface, naming is simply a way to classify people and their environments. The premise of this study is that it is much more - a form of social control, a political activity, a key to identity maintenance and transformation. Governments legislate and regulate naming; people fight to take, keep, or change their names. A name change can indicate subjugation or liberation, depending on the circumstances. But it always signifies a change in power relations. Since the late 1970s, the author has looked at naming and renaming, cross-culturally and internationally, with particular attention to the effects of colonisation and liberation. The experience of Inuit in Canada is an example of both. Colonisation is only part of the Nunavut experience. Contrary to the dire predictions of cultural genocide theorists, Inuit culture - particularly traditional naming - has remained extremely strong, and is in the midst of a renaissance. Here is a ground-breaking study by the founder of the discipline of political onomastics."

An outstanding resource for contemporary American Indians as well as students and scholars interested in community and ethnicity, this book dispels the myth that all American Indians live on reservations and are plagued with problems, and serves to illustrate a unique, dynamic model of community formation. City-dwelling American Indians are part of both the ongoing ethnic history of American cities in the 20th and 21st centuries and the ancient history of American Indians. Today, more than three-quarters of American Indians live in cities, having migrated to urban areas in the 1950s because of influences such as the Termination and Relocation policy of the federal government, which was designed to end the legal status of tribes, and because of the draw of employment, housing, and educational opportunities. This book documents how North America was home to many ancient urban Indian civilizations and progresses to describing contemporary urban American Indian communities, lifestyles, and organizations. The book concentrates on contemporary urban American Indian communities and the modern-day experiences of the individuals who live within them. The authors outline urban Indian identity, relationships, and communities, drawing connections between ancient urban Indian civilizations hundreds of years ago to the activism of contemporary urban Indians. As a result, readers will gain an in-depth understanding of both ancient and contemporary urban Indian communities; comprehend the differences, similarities, and overlap between reservation and urban American Indian communities; and gain insight into the key role of urban environments in creating ethnic community identities. Presents information on an important topic-the growing number of American Indians living in urban areas-and sheds light on cultural problems within the United States that are largely unknown to the average American Familiarizes readers with the policies of the U.S. federal government that created diasporas, removals, reservations, and relocations for American Indians Encourages readers to consider fresh perspectives on urban American histories and exposes readers to a thorough analysis of colonial space, race, resistance, and cultural endurance Written by expert scholars and civic leaders who are themselves American Indian

In this book, Po-Yi Hung uses tea production as a lens to investigate the tension between nature and society under the market economy in frontier China. By focusing on the landscape of the 'ancient tea forest' (guchalin), this book aims to understand the interactions among tea trees, entrepreneurs, the state, and the Bulang, an ethnic minority population. Intensive ethnographic research conducted by the author examines local Bulang villagers' everyday lives as entrepreneurs in the market economy at a time of changing moralities and cultural renovations. The author explores the dilemmas that arise in this unique region between tradition and modernity, territorial margin and connected space, and nature and development.

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

Manifest Destiny, as a term for westward expansion, was not used until the 1840s. Its predecessor was the Doctrine of Discovery, a legal tradition by which Europeans and Americans laid legal claim to the land of the indigenous people that they "discovered." Thus the competition among the United States and European nations to establish claims of who got there first became very important. In the United States, the British colonists who had recently become Americans were competing with the English, French, and Spanish for control of lands west of the Mississippi. Who would be the "discoverers" of the Indians and their lands, the United States or the European countries? We know the answer, of course, but in this book, Miller for the first time explains exactly how the United States achieved victory, not only on the ground, but also in the developing legal thought of the day. The American effort began with Thomas Jefferson's authorization of the Lewis & Clark Expedition, which set out in 1803 to lay claim to the West. Lewis and Clark had several charges, among them the discovery of a Northwest Passage--a land route across the continent--in order to establish an American fur trade with China. In addition, the Corps of Northwestern Discovery, as the expedition was called, cataloged new plant and animal life, and performed detailed ethnographic research on the Indians they encountered. This fascinating book lays out how that ethnographic research became the legal basis for Indian removal practices implemented decades later, explaining how the Doctrine of Discovery became part of American law, as it still is today.

This book describes the plight of Native Americans from the 17th through the 20th century as they struggled to maintain their land, culture, and lives, and the major Indian leaders who resisted the inevitable result. From the Indian Removal Act to the Battle of Little Bighorn to Geronimo's surrender in 1886, the story of how Europeans settled upon and eventually took over lands traditionally inhabited by American Indian peoples is long and troubling. This book discusses American Indian leaders over the course of four centuries, offering a chronological history of the Indian resistance effort. Legends of American Indian Resistance is organized in 12 chapters, each describing the life and accomplishments of a major American Indian resistance leader. Author Edward J. Rielly provides an engaging overview of the many systematic efforts to subjugate Native Americans and take possession of their valuable land and resources. Describes important leaders from King Philip in the 17th century to Dennis Banks, Russell Means, and Mary Brave Bird in the 20th century Presents a timeline citing significant events in history as they pertain to American Indian resistance Includes various historical photographs and illustrations Provides a bibliographic selection of recommended readings at the conclusion of each chapter as well as a more comprehensive bibliography at the end of the book Contains 24 sidebars that provide additional historical context and information about each leader

Scholarly considerations of the relationship between the United States government and Native Americans have largely ignored the rhetoric utilized by both in the course of their ongoing conflicts. This fascinating new study concentrates on the persuasive and public strategies of both government and Indian leaders, focusing on the written and oral records of several key episodes in American history. This approach, which author Janice Schuetz calls rhetorical ancestry reveals the ways in which government and Indian spokespersons have constituted and defined issues; created, prolonged, and managed conflict; and silenced and empowered each other's voices.

Chronicling the emergence of government and Indian leaders who were forced to deal with conflicts in new ways, each chapter makes use of historical evidence to draw inferences about the rhetorical features of the discourse and its effects. Both verbal and nonverbal rhetoric--including treaties, letters, oral histories, speeches, ritual performances, media reports, biographical narratives, protests and demonstrations, political hearings, and legal proceedings--are represented here, illuminating a legacy that evolved in the personal and political language of its participants.

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada's First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries' and Indigenous peoples in developed countries' efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks,

A comparative history of the relocation and removal of indigenous societies in the Greater American Southwest during the mid-nineteenth century Lost Worlds of 1863: Relocation and Removal of American Indians in the Central Rockies and the Greater Southwest offers a unique comparative narrative approach to the diaspora experiences of the Apaches, O'odham and Yaqui in Arizona and Sonora, the Navajo and Yavapai in Arizona, the Shoshone of Utah, the Utes of Colorado, the Northern Paiutes of Nevada and California, and other indigenous communities in the region. Focusing on the events of the year 1863, W. Dirk Raat provides an in-depth examination of the mid-nineteenth century genocide and devastation of the American Indian. Addressing the loss of both the identity and the sacred landscape of indigenous peoples, the author compares various kinds of relocation between different indigenous groups ranging from the removal and assimilation policies of the United States government regarding the Navajo and Paiute people, to the outright massacre and extermination of the Bear River Shoshone. The book is organized around detailed individual case studies that include extensive histories of the pre-contact, Spanish, and Mexican worlds that created the context for the pivotal events of 1863. This important volume: Narrates the history of Indian communities such as the Yavapai, Apache, O'odham, and Navajo both before and after 1863 Addresses how the American Indian has been able to survive genocide, and in some cases thrive in the present day Discusses topics including Indian slavery and Lincoln's Emancipation Proclamation, the Yaqui deportation, Apache prisoners of war, and Great Basin tribal politics Explores Indian ceremonial rites and belief systems to illustrate the relationship between sacred landscapes and personal identity Features sub-chapters on topics such as the Hopi-Navajo land controversy and Native American boarding schools Includes numerous maps and illustrations, contextualizing the content for readers Lost Worlds of 1863: Relocation and Removal of American Indians in the Central Rockies and the Greater Southwest is essential reading for academics, students, and general readers with interest in Western history, Native American history, and the history of Indian-White relations in the United States and Mexico.

"His narrative is griping....Mr. Utley transforms Sitting Bull, the abstract, romanticized icon and symbol, into a flesh-and-blood person with a down-to-earth story....THE LANCE AND THE SHIELD clears the screen of the exaggerations and fantasies long directed at the name of Sitting Bull."
THE NEW YORK TIMES BOOK REVIEW
Reviled by the United States government as a troublemaker and a coward, revered by his people as a great warrior chief, Sitting Bull has long been one of the most fascinating and misunderstood figures in American history. Now, distinguished historian Robert M. Utley has forged a compelling new portrait of Sitting Bull, viewing the man from the Lakota perspective for the very first time to render the most unbiased and historically accurate biography of Sitting Buil to date.
WINNER OF THE SPUR AWARD FOR BEST WESTERN NONFICTION
HISTORICAL BOOK OF 1993
A MAIN SELECTIN OF THE HISTORY BOOK CLUB
A FEATURED ALTERNATE SELECTION OF THE QUALITY PAPERBACK BOOK
CLUB

Knowing Native Arts brings Nancy Marie Mithlo's Native insider perspective to understanding the significance of Indigenous arts in national and global milieus. These musings, written from the perspective of a senior academic and curator traversing a dynamic and at turns fraught era of Native self-determination, are a critical appraisal of a system that is often broken for Native peoples seeking equity in the arts. Mithlo addresses crucial issues, such as the professionalization of Native arts scholarship, disparities in philanthropy and training, ethnic fraud, and the receptive scope of Native arts in new global and digital realms. This contribution to the field of fine arts broadens the scope of discussions and offers insights that are often excluded from contemporary appraisals.