In Search of Theory and Method in American Indian Studies

Champagne, Duane

doi:10.1353/aiq.2007.0028

Cited by 36 publications

(18 citation statements)

References 6 publications

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“…Public schooling experiences, in large part, shape this region’s student perceptions about college as a place for attaining credentials, skills, and knowledge sought out by employers (Gossman, 2015). Additionally, Western, academic, elite settings, such as universities, have not valued Indigenous knowledge, perspectives, and lived experiences, further influencing students’ perceptions after they enroll in universities (Battiste, Bell, & Findlay, 2002; Champagne, 2007).…”

Section: The Learning Community and Responsibility Of Nasmentioning

confidence: 99%

Native American studies: a place of community

Lee

2017

AlterNative: An International Journal of Indigenous Peoples

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Native American Studies at the University of New Mexico in the USA aims to practice a pedagogy of community, which facilitates students’ engagement and contribution to community. I first examine Native American Studies’ growth in the USA toward nurturing a collective and intellectual learning community. Then, I share students’ viewpoints to demonstrate how Native American Studies practices a pedagogy of community. Students exhibit critical Indigenous consciousness, which is the embodiment of perspectives beyond individualistic goals and places the significance of their education on community well-being. Students also display an inward gaze, a necessity for implementing a pedagogy of community. An inward gaze is a critical examination of our communities and how they might be perpetuating the hegemonic, oppressive, and assimilationist conditions under which colonialism has placed them. Practicing a pedagogy of community is about community sustainability.

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Section: The Learning Community and Responsibility Of Nasmentioning

confidence: 99%

Native American studies: a place of community

Lee

2017

AlterNative: An International Journal of Indigenous Peoples

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“…(Battiste, Bell, & Findlay, 2002;Neegan, 2005). Two overarching concerns frame the recent store of literature about Indigenous Studies specifically: defining the discipline and its goals (Andersen, 2009;Champagne, 2007;Kidwell, 2011;Thornton, 1978;Warrior, 2011;Wheeler, 2001); and protecting and defending the discipline within the broader academy (Champagne, 2008;Cook-Lynn, 1997;Fitzmaurice, 2011;Innes 2010;Stevenson, 1998). Discussions on teaching practices are far less numerous and tend to address local contexts or discipline-specific challenges, particularly the ways in which Indigenous studies programs or departments can collaborate with local communities (Andersen, 2012;Chartrand, 2012;Lambe, 2003;Mcgloin, Marshall, & Adams, 2010;Ray & Cormier, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses

Augustus

2015

CJHE

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Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities’ strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous epistemologies, knowledge translation, and Sue Crowley’s (1997) levels of analysis to propose “knowledge liaisons” as a teaching model that addresses these challenges.

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“…Indigenous studies has focused on making the sovereignty and cultural perspectives of native groups central to academic analyses. 1 According to Vicente Diaz and J. Kēhaulani Kauanui, Pacific Native studies "involves at least two interconnected fronts: the identification and dismantling of colonial structures and discourses variously conceptualized and theorized, and cultural reclamation and stewardship." 2 Such an emphasis is necessary to understand the historical colonial context and complex issues facing indigenous groups.…”

Section: Bridging Indigenous and Immigrant Struggles: A Case Study Ofmentioning

confidence: 99%

“…Duane Champagne claimed that "the primary focus of indigenous studies should concentrate on defining, analyzing, theorizing, making policy, and supporting indigenous nations." 3 Issues surrounding immigrant rights further complicate such research. Academics such as J. Kēhaulani Kauanui have discussed the incongruities between immigrant and indigenous rights.…”

Section: Bridging Indigenous and Immigrant Struggles: A Case Study Ofmentioning

confidence: 99%

Bridging Indigenous and Immigrant Struggles: A Case Study of American Sāmoa

Poblete-Cross¹

2010

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In American Sāmoa, lines are being drawn between immigrants from Western Sāmoa, Tonga and the Philippines, and the indigenous population. A close study of the 2007 Future Political Status report, as well as the responses to the closure of the Chicken of the Sea tuna cannery, demonstrate how anti-immigrant sentiment has grown, along with fears over the stability and survival of the local economy. Such tensions between American Sāmoans and immigrant workers have masked potential synergies in the struggles of both groups. This essay provides preliminary suggestions on how the goals of colonized indigenous groups might be combined with those of exploited working-class immigrants living in the same region. As part of the same U.S. colonial legacy, both groups have a historical basis for joining together and fighting against continued imperialism in the region. Each group could benefit from collaboration to contest colonial structures that constrain their daily lives.

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In Search of Theory and Method in American Indian Studies

Cited by 36 publications

References 6 publications

Native American studies: a place of community

Native American studies: a place of community

Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses

Bridging Indigenous and Immigrant Struggles: A Case Study of American Sāmoa

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