|2014 Theme Issue – CALL FOR PAPERSIndigenizing the International Academy
Deadline: April 15, 2014
The Canadian Journal of Native Education (CJNE), is pleased to announce a cooperative editorship for the 2014 CJNE theme issue with:
Shelly Mukwa Musayett Johnson, University of British Columbia, Canada
Jo-ann Archibald, Q’um Q’um Xiiem, University of British Columbia, Canada
Lester-Irabinna Rigney, University of Adelaide, Australia
Graduate students, University of British Columbia
A five-day invited international Indigenous roundtable conference was held at the University of British Columbia (Vancouver campus) in May 2013. Sponsored primarily by the Peter Wall Institute for Advanced Studies, it focused on the theme, Place, belonging and promise: Indigenizing the international academy. This roundtable recognized the contested discourse, tensions, possibilities, and sites related to actions, expectations and aspirations of Indigenous faculty, post-secondary students, community activists, Elders and youth to “Indigenize the Academy”. Indigenous participants came from colonized countries such as Canada, the United States of America (USA), Australia and New Zealand, which were the last Western countries to become signatories to the United Nations Declaration on the Rights of Indigenous Peoples. The domestic and international dimensions of the roundtable added richness and extended our understandings of the challenges and possibilities of Indigenizing the International Academy.
Throughout the five days, the Indigenous roundtable participants wove five key principles of 1) legal sovereignty, 2) cultural self-determination, 3) activism, 4) rights and 5) reconciliation into their keynotes and discussions to address six core roundtable themes including: 1) Community engagement (How does the academy engage Indigenous knowledges, peoples, and communities?), 2) Teaching/learning (How does this differ between academic and Indigenous contexts?), 3) Research (How does the academy view differences between University vs Indigenous ethics, participants, data?), 4) Governance (What does this mean if the academy does not reflect an Indigenous governance process, or there are no Indigenous peoples at the governance levels in the academy?), 5) Human resources; faculty, staffing & finance (How does the academy deal with Indigenous employees vs non Indigenous employees?), 6. Indigenous student success (What does this mean from Indigenous perspectives vs academic perspectives?)
There is still much to share and learn at the local and international levels; therefore, the 2014 CJNE theme issue invites articles that will extend the examination of Indigenizing the International Academy. Articles do not have to include a comparative examination of local and international contexts; however, they must consider ways that the topic of the article can inform an international context. Questions of interest to this 2014 theme issue include, but are not limited to:
Ø What is the difference between ‘Indigenizing the Academy’ and ‘Indigenizing the International Academy’? Is either possible? How is it/could it be possible?
Ø How can the academy engage Indigenous Knowledges, peoples, and communities in meaningful ways? What are the barriers to such approaches? What are the strategies?
Ø How can a sense of belonging in the academy occur without giving up one’s Indigenous Knowledge and identity?
Ø How can university governance systems include Indigenous peoples and Indigenous approaches?
Ø In which ways can academic teaching/learning, research, and/or community service be transformed through Indigenous Knowledges, peoples, and approaches?
Please send two digital Word copies with abstract: (one digital copy to include name and contact address info and one digital copy without name and contact info for blind review) to email@example.com CJNE uses APA style. Submissions should be no longer than 8,000 words in length.