As American Indian tribes seek to overcome centuries of political and social marginalization, they face daunting obstacles. The successes of some tribal casinos have lured many outside observers into thinking that gambling revenue alone can somehow mend the devastation of culture, community, natural resources, and sacred spaces. The reality is quite different. Most tribal officials operate with meager resources and serve impoverished communities with stark political disadvantages. Yet we find examples of Indian tribes persuading states, localities, and the federal government to pursue policy change that addresses important tribal concerns. How is it that Indian tribes sometimes succeed against very dim prospects?
In Power from Powerlessness, Laura Evans looks at the successful policy interventions by a range of American Indian tribal governments and explains how disadvantaged groups can exploit niches in the institutional framework of American federalism to obtain unlikely victories. Tribes have also been adept at building productive relationships with governmental authorities at all levels. Admittedly, many of the tribes' victories are small when viewed on their own: reaching cooperative agreements on trash collection with municipalities and successfully challenging other localities for more control over fisheries and waterway management. However, Evans shows that in combination, their victories are impressive-particularly when considering that the poverty rate among American Indians on reservations is 39 percent. Not simply a book about American Indian politics, Power from Powerlessness forces scholars of institutions and inequality to reconsider the commonly held view that the less powerful are in fact powerless.

The first book to chart autonomy's conceptual growth in Native American literature from the late eighteenth to the early twenty-first century, A New Continent of Liberty examines, against the backdrop of Euro-American literature, how Native American authors have sought to reclaim and redefine distinctive versions of an ideal of self-rule grounded in the natural world. Beginning with the writings of Samson Occom, and extending through a range of fiction and nonfiction works by William Apess, Sarah Winnemucca, Zitkala-Sa, N. Scott Momaday, Gerald Vizenor, and Louise Erdrich, Geoff Hamilton sketches a movement of gradual but resolute ascent: from often desperate early efforts, pitted against the historical realities of genocide and cultural annihilation, to preserve any sense of self and community, toward expressions of a resurgent autonomy that affirm new, iIndigenous models of eunomia, a fertile blending of human and natural orders.

Presenting an innovative, interdisciplinary approach to colonial America's best-known literary genre, Andrew Newman analyzes depictions of reading, writing, and recollecting texts in Indian captivity narratives. While histories of literacy and colonialism have emphasized the experiences of Native Americans, as students in missionary schools or as parties to treacherous treaties, captivity narratives reveal what literacy meant to colonists among Indians. Colonial captives treasured the written word in order to distinguish themselves from their Native captors and to affiliate with their distant cultural communities. Their narratives suggest that Indians recognized this value, sometimes with benevolence: repeatedly, they presented colonists with books. In this way and others, Scriptures, saintly lives, and even Shakespeare were introduced into diverse experiences of colonial captivity. What other scholars have understood more simply as textual parallels, Newman argues instead may reflect lived allegories; the identification of one's own unfolding story with the stories of others. In an authoritative, wide-ranging study that encompasses the foundational New England narratives, accounts of martyrdom and cultural conversion in New France and Mohawk country in the 1600s, and narratives set in Cherokee territory and the Great Lakes region during the late eighteenth century, Newman opens up old tales to fresh, thought-provoking interpretations.

The faking of Native American art objects has proliferated as their commercial value has increased, but even a century ago experts were warning that the faking of objects ranging from catlinite pipes to Chumash sculpture was rampant. Through a series of historical and contemporary case studies, Janet Catherine Berlo engages with troubling and sometimes confusing categories of inauthenticity. Based on decades of research as well as interviews with curators, collectors, restorers, replica makers, reenactors, and Native artists and cultural specialists, Not Native American Art examines the historical and social contexts within which people make replicas and fakes or even invent new objects that then become "traditional." Berlo follows the unexpected trajectories of such objects, including Northwest Coast carvings, "Navajo" rugs made in Mexico, Zuni mask replicas, Lakota-style quillwork, and Mimbres bowl forgeries. With engaging anecdotes, the book offers a rich and nuanced understanding of a surprisingly wide range of practices that makers have used to produce objects that are "not Native American art."

At one time there were almost as many different versions of the Quechan creation story as there were Quechan families. Now few people remember them. This volume, presented in the Quechan language with facing-column translation, provides three views of the origins of the Quechan people. One synthesizes narrator George Bryant's childhood memories and later research. The second is based upon J. P. Harrington's A Yuma Account of Origins (1908). The third provides a modern view of the origins of the Quechan, beginning with the migration from Asia to the New World and ending with the settlement of the Yuman tribes at their present locations.

For decades, studies of oil-related conflicts have focused on the effects of natural resource mismanagement, resulting in great economic booms and busts or violence as rebels fight ruling governments over their regions' hydrocarbon resources. In "Oil Sparks in the Amazon," Patricia I. Vasquez writes that while oil busts and civil wars are common, the tension over oil in the Amazon has played out differently, in a way inextricable from the region itself.
Oil disputes in the Amazon primarily involve local indigenous populations. These groups' social and cultural identities differ from the rest of the population, and the diverse disputes over land, displacement, water contamination, jobs, and wealth distribution reflect those differences. Vasquez spent fifteen years traveling to the oilproducing regions of Latin America, conducting hundreds of interviews with the stakeholders in local conflicts. She analyzes fifty-five social and environmental clashes related to oil and gas extraction in the Andean countries (Peru, Ecuador, and Colombia). She also examines what triggers local hydrocarbons disputes and offers policy recommendations to resolve or prevent them.
Vasquez argues that each case should be analyzed with attention to its specific sociopolitical and economic context. She shows how the key to preventing disputes that lead to local conflicts is to address structural flaws (such as poor governance and inadequate legal systems) and nonstructural flaws (such as stakeholders' attitudes and behavior) at the outset. Doing this will require more than strong political commitments to ensure the equitable distribution of oil and gas revenues. It will require attention to the local values and culture as well.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph of scholarly works that are seeking to advance knowledge and understanding of a diverse range of Indigenous or First Peoples across the globe. With the overarching emphasis being towards education, this collection of works outlines the unique history, policy, and lived experiences of Indigenous peoples within education systems around the world. The volume itself is split into three sections that offer: (i) an overview of the past and current educational conditions of Indigenous peoples; (ii) policy and practice aimed at enhancing cultural inclusiveness and resisting deculturalization, and (iii) finally the identification of pedagogical factors that may be important for the educational progress of a diversity of Indigenous students. Overall, this volume will act as a valuable source for those seeking to maintain and restore Indigenous cultures and languages within the education system, as well as identifying other methods and practices that may increase the engagement and resilience of Indigenous students within a variety of education settings. As a result, this collection of works will be a valuable tool for educators, researchers, policy makers, and school counselors who may be seeking to further understand the experiences of Indigenous students within the education system.