Day: September 15, 2015
Japan Moves to Protect Endangered Languages
Published 27 August 2015
Japan is seeking to safeguard some of its most endangered languages such as Ainu.
The Japanese government Thursday created a special committee to protect the country’s endangered languages.
EFE reports that the committee is part of the government’s cultural agency and will focus on creating a digital archive of endangered languages. The archive will include details of the languages’ speakers, and strategies to promote their continued use.
RELATED: Indigenous Languages Gaining Space in Ecuador
The initiative is based on the outcome of a 2009 UNESCO study, which found that eight of the world’s roughly 2,500 endangered languages are from the Japanese archipelago. The most well known language featured on the list is that spoken by the Ainu, the indigenous people of Japan’s northern island of Hokkaido. The language is generally considered extremely close to complete extinction.
The other endangered languages are from outlying islands in the archipelago, which speak Miyako, Amami, Hachijo, Yaeyama, Yonguni, Kuginami and the Okinawan languages.
Many of these languages slipped into decline in the 19th century and the first half of the 20th century, when the Japanese state consolidated control over Hokkaido in the north and outlying islands, like the Ryukyus in the south. It adopted standardized education and policies of forced cultural assimilation, such as blanket bans on speaking Ainu.
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MUSKOGEE CREEK JOY HARJO WINS $100,000 POETRY PRIZE BY LEVI RICKERT / CURRENTS / 12 SEP 2015
NEW YORK — American Indian poet and activist Joy Harjo (Muskogee Creek) has been selected to receive the Wallace Stevens Award for “proven mastery” by the Academy of American Poets. The award was announced on Thursday, September 10, 2015. With the award comes a $100,000 stipend.
The prestigious Wallace Stevens Award is given annually “to recognize outstanding and proven mastery in the art of poetry” for lifetime achievement. No applications are accepted; recipients are chosen by the Academy of American Poets Board of Chancellors.
“Throughout her extraordinary career as poet, storyteller, musician, memoirist, playwright and activist, Joy Harjo has worked to expand our American language, culture, and soul,” stated Academy of American Poets Chancellor Alicia Ostiker. “
“HARJO IS ROOTED SIMULTANEOUSLY IN THE NATURAL WORLD, IN EARTH—ESPECIALLY THE LANDSCAPE OF THE AMERICAN SOUTHWEST— AND IN THE SPIRIT WORLD. AIDED BY THESE REDEMPTIVE FORCES OF NATURE AND SPIRIT, INCORPORATING NATIVE TRADITIONS OF PRAYER AND MYTH INTO A POWERFULLY CONTEMPORARY IDIOM, HER VISIONARY JUSTICE-SEEKING ART TRANSFORMS PERSONAL AND COLLECTIVE BITTERNESS TO BEAUTY, FRAGMENTATION TO WHOLENESS, AND TRAUMA TO HEALING,” CONTINUED OSTIKER.
Born in Tulsa, Oklahoma, Harjo, 64, received a BA degree from the University of New Mexico before earning an MFA from the Iowa Writers Workshop in 1978.
Her books of poetry include How We Became Human: New and Selected Poems (W.W. Norton & Co., 2002); A Map to the Next World: Poems (W.W. Norton & Co., 2000); The Woman Who Fell From the Sky (W.W. Norton & Co., 1994), which received the Oklahoma Book Arts Award; In Mad Love and War (Wesleyan University Press, 1990), which received an American Book Award and the Delmore Schwartz Memorial Award; Secrets from the Center of the World (University of Arizona Press, 1989); She Had Some Horses (Thunder’s Mouth Press, 1983); and What Moon Drove Me to This? (Reed Books,1979). She has also written a memoir, Crazy Brave (W. W. Norton & Co., 2012), which describes her journey to becoming a poet, and which won the 2013 PEN Center USA literary prize for creative nonfiction.
Also a performer, Harjo has appeared on HBO’s Def Poetry Jam in venues across the U.S. and internationally. She plays saxophone with her band Poetic Justice, and has released four award-winning CD’s of original music. In 2009, she won a Native American Music Award (NAMMY) for Best Female Artist of the Year.
Harjo’s other honors include the PEN Open Book Award, the American Indian Distinguished Achievement in the Arts Award, the Josephine Miles Poetry Award, the Mountains and Plains Booksellers Award, the William Carlos Williams Award from the Poetry Society of America, and fellowships from the Arizona Commission on the Arts, the Witter Bynner Foundation, and the National Endowment for the Arts.
Most recently, she received the 2015 Wallace Stevens Award for proven mastery in the art of poetry by the Academy of American Poets. About Harjo, said: Harjo is Professor of English and American Indian Studies at the University of Illinois at Urbana-Champaign. She lives in Tulsa, Oklahoma.
Facilitator Aboriginal Cultural Competency Program
from PROVINCIAL HEALTH SERVICES AUTHORITY in British Columbia (Vancouver)
Date Posted: 05-09-2015 Category/Industry: Healthcare / Medical
Facilitator, Aboriginal Cultural Competency Program
Reference # 40878
Regular Full-Time (3 positions)
4500 Oak Street
Reporting to the Provincial Lead, Aboriginal Cultural Competency Program, the
Facilitator, Aboriginal Cultural Competency Program is responsible for
facilitating training of the PHSA Aboriginal Cultural Competency Training
program within PHSA, the five regional health authorities and provincial
ministries with social and health mandates through the application of adult
learning principles and experience working with Aboriginal peoples. The
Facilitator works collaboratively with the PHSA Aboriginal Program, including other facilitators, the Lead Facilitator, and is directed by the Provincial Lead, Aboriginal Cultural Competency program.
Duties & Accountabilities
* Provides key facilitation and leadership in the development and delivery of the PHSA Cultural Competency Program by supporting and shaping the ongoing development and implementation of the program.
* Identifies potential crisis responses, assesses situation, and manages conflict within an emotionally charged and complex cross racial learning dynamics utilizing highly specialized skills and knowledge.
* Works collaboratively within a team of facilitators in providing unique specialized cultural competency training to health authorities to develop individual competencies and promote positive partnerships.
* Works in collaboration with Aboriginal partners, internal management, Agency Learning and Development Teams, and OD Online Specialists to accomplish training needs analyses, curriculum design, and to develop and analyze non-clinical and clinical online training programs.
* Provides coaching and mentoring to participants. Guides and supports each participant through dynamic and interactive learning models. Calls participants to provide one to one assistance related to technical and or other issues with the program such as start dates, conference calls, and nudges the participants through the training when needed.
* Chairs and facilitates teleconferences with regard to the training program and provides direct group facilitation services when requested by the Provincial Lead, Aboriginal Cultural Competency Program.
A level of education, training and experience equivalent to a Master’s degree in Adult Learning or a related discipline plus three (3) years of recent related experience in the coaching, mentoring, training and provision of facilitation of indigenous cultural competency curriculum and training, including experience interacting with Aboriginal peoples and Aboriginal communities as well as government agencies and ministries. experience in consulting and delivery of specialized educational programs. Exceptional team facilitation skills and a demonstrated ability to lead a team to achieve goals and objectives. Excellent communication skills including the ability to train, facilitate, influence and persuade others. Demonstrated ability to teach, coach and mentor all levels of health care providers. Strong analysis and problem solving abilities required. Internal consulting role requires leadership, facilitation and problem solving and team skills, generally in the context of team challenges and conflict. Excellent organizational skills including the ability to prioritize workload to meet deadlines. Highly developed analytical and critical thinking skills. Demonstrated analytical and problem solving skills. Ability to deal effectively with all levels of staff. Requires skills to engage within divergent perspectives including aboriginal, immigrant and non-aboriginal populations. These skills include ability to engage with diversity of learning styles, education levels and motivational issues around challenging areas. Demonstrated ability to operate and update unique program training software, including graphical space layout, presentation, and on-line learning language and communication techniques. Ability to produce spreadsheet reports. Self-directed and motivated, with demonstrated ownership over assigned responsibilities. Be adaptable and flexible to meet changing priorities and resource constraints. We invite you to apply by clicking the “Apply Online Now” button where youcan register for the first time or enter your Username and Password in order to re-access your profile on our system.
Applications will be accepted until this position has been filled.
For more information on all that the PHSA has to offer, please visit:
For more information on PHSA’s Indigenous Cultural Competency Training Program
PHSA is committed to employment equity and hires on the basis of merit. We
encourage applications from all qualified individuals, including Aboriginal
peoples, persons with disabilities and members of visible minorities
Assistant Professor, Spanish and Spanish American Studies
About Mills College:
Located in Oakland, California, in the heart of the San Francisco Bay Area, Mills College is a nationally renowned independent liberal arts college for women with graduate programs for women and men. Ranked one of the top-tier regional universities in the West by U.S. News & World Report, Mills is also recognized as one of The Best 380 Colleges in the nation by The Princeton Review. Since 1852 we’ve been empowering students to become creative, independent thinkers who take and inspire action. For more information, visit http://www.mills.edu.
The Department of Languages and Literatures [DLL] invites applications for a tenure-track Assistant Professor position in the Spanish and Spanish American Studies Program [SSAS] to begin Fall 2016.
We seek an engaged scholar with a demonstrated commitment to teaching, advising undergraduate students, and cutting edge research. The successful candidate will teach all levels of Spanish language, including specialized courses, such as Spanish for Heritage Speakers and Translation. In addition, the candidate will teach classes in culture, film and literature. The successful candidate will also direct the Language Club, co-supervise undergraduate research by SSAS Majors, contribute to the Spanish and Spanish American Studies program and particularly to the discipline of Latin American and Latino(a) Literature, play an active role in departmental and College service, and maintain an active research agenda.
Evidence of excellence in teaching, demonstrated knowledge of current trends in pedagogy, critical theory, and new technologies necessary. Candidates are expected to have a Ph.D in hand at the time of appointment, native or near-native fluency in Spanish and English, and a commitment to the education of undergraduate students.
Women and other traditionally underrepresented groups are encouraged to apply. Mills College seeks to recruit and retain a diverse workforce as a reflection of our commitment to diversity and our desire to maintain the excellence of our faculty. In so doing, we offer our students not only the opportunity to learn about varied disciplines, but to engage diverse perspectives, and ways of knowing and learning.
Mills College does not permit discrimination based on pregnancy, childbirth or related medical conditions, race, religious creed, color, national origin or ancestry, physical or mental disability, medical condition, marital status, age, sex, sexual orientation, or gender identity. For more information on Mills’ non-discrimination policy, pleased go to:
- Cover letter
- Curriculum vitae
- Contact information for three references
- A teaching statement outlining candidate’s approach to teaching
- Teaching evaluations
- Writing samples
To receive full consideration, applications must be received by November 15, 2015. Inquiries may be addressed to SpanishSearch@mills.edu.
Coyote’s Keyboard – Writing the Ph.D. Thesis in an Indigenous Voice: Content, Context, and Controversy, Sep. 30, 2015
12:30 – 1:30
CFP – Indigenous Knowledge and the Academy SIG for the 60th CIES conference in Vancouver, BC, Due: Oct .15, 2015
Indigenous Knowledge and the Academy SIG
Call for Proposals
The Indigenous Knowledge and the Academy (IKA) SIG is issuing a call for proposals for the 60th CIES conference in Vancouver, B.C., 6th – 10th March 2015. We seek proposals that connect Indigenous perspectives to this year’s theme – Six Decades of Comparative and International Education: Taking Stock and Looking Forward.
Indigenous knowledge has a long history that predates colonialism, yet the legacy of colonialism persists in many contexts and manifests in multiple aspects of knowledge re/production and education. Sixty years ago, in 1956 when CIES was formed, the idea of a SIG focusing on Indigenous knowledge would perhaps have been inconceivable. Discussions in academic literature of Indigenous peoples and their cultures ranged from natural, wild to primitive individuals incapable of attending to their own affairs (Semali & Kincheloe, 2002).
The last decades have also seen an upsurge of scholarship and shifts in policy throughout the world that challenge the historical and the continued denigration of Indigenous peoples, advocating for representation, sovereignty and change (Cortina, 2013). Today Indigenous peoples are directly engage in global conversations about their progress, oppression and aspirations on their/our own behalf. Moreover, many alternative and integrated models of teaching and learning have emerged within their communities and across the nation.
The 60th anniversary of CIES provides an opportunity to pause and reflect on the journey we have made as an academic organization and consider ways forward to transform IKA SIG’s aims to engage the “Academy through Alternative Ways of Knowing, thinking and Doing”. Greater sharing of current policies, educational practices, and research initiatives will help build bridges with new understandings for the future.
The IKA SIG-invites you to participate in the 60th anniversary by contributing to furthering the conversation on Indigenous knowledge and:
- Indigenous peoples and academic practices
- Reassessing the progress lexicon: indigeneity and educational policy
- Indigenous ways of knowing and the teaching of science
- Emerging technologies and the design of alternative learning environments
- Youth and youth culture
- Indigenous curricula and pedagogies
- Traditional ecological/environmental knowledge (TEK) and its place in education (in collaboration with Environmental and Sustainability Education – ESE)
- Indigenous Languages (in collaboration with Language Issues)
We seek proposals for individual and group papers and proposals that reflect these themes in relation to Indigenous Knowledge in the Academy and beyond. In addition to such contributions, we also welcome submissions that tie Indigenous ways of knowing to the theme: Six Decades of Comparative and International Education: Taking Stock and Looking Forward.
All proposals must be submitted via the CIES 2016 conference website on or before October 15, 2015 (early bird deadline is September 15, 2015). Please make note that the final submission deadline for the 2016 conference is in October rather than in December (as was the case last year). Submission guidelines: Indigenous Knowledge and the Academy SIG-2016-CFP
Proposals MUST be electronically submitted through the CIES 2014 website (http://cies2015.com/) and comply with the requirements detailed in the guidelines. The early submission deadline for the 2014 conference is 15th September 2013 (final submission deadline of 15th October 2015).
If you have any question, please contact IKA SIG co-chairs the Tutaleni I. Asino or Miye Nadya Tom – firstname.lastname@example.org.
Cortina, R. (Ed.). (2013). The education of indigenous citizens in Latin America (Vol. 95). Multilingual Matters.
Semali, L. M., & Kincheloe, J. L. (2002). What is indigenous knowledge?: Voices from the academy. Routledge.
Director of the School of Gender, Race and Nations
The School of Gender, Race and Nations (SGRN) is a ground-breaking and newly established collaboration that will advance the dynamic interdisciplinary studies of historically underserved populations and their contributions. The founding units of the School include: Black Studies; Indigenous Nations Studies; Chicano/Latino Studies; and Women, Gender and Sexuality Studies. The School’s mission is to forge alliances across disciplines to critique and displace entrenched orthodoxies, discourses and practices of power and privilege. Its research agenda and curriculum will critically examine and challenge exclusionary disciplinary boundaries as well as conceptual and systemic borders including, but not limited to, those of the nation-state, race, ethnicity, immigration, gender and sexuality—as reflected in the name “School of Gender, Race and Nations.”
The School of Gender, Race and Nations in the College of Liberal Arts and Sciences at Portland State University invites applications for a 3-year renewable position as Director to begin September 16, 2016. The Director will also hold a tenurable academic rank of Associate or Full Professor in Black Studies, Chicano/Latino Studies or Indigenous Nations Studies. We seek an individual with proven success in the administration of interdisciplinary academic units, a distinguished scholar in a field related to the School’s mission, and an experienced teacher. The Director will report to the Dean of the College of Liberal Arts and Sciences.
Assistant Professor of Indigenous Languages/Minority Languages – Carleton University, School of Linguistics and Language Studies, Due: Nov. 6, 2015
Carleton University’s School of Linguistics and Language Studies invites applications for a tenure-‐track position in Applied Linguistics and Discourse Studies at the rank of Assistant Professor, commencing July 1, 2016. We are looking for an individual with a research specialization in Indigenous language issues and/or minority language issues more generally, especially in the Canadian context. Applicants should have an expertise in the maintenance, revitalization, and use of Indigenous/minority languages, as well as expertise that can complement and/or enhance current strengths in the School, for example: assessment; critical literacies; curriculum design; digital literacies; identity; learning/teaching; policy/planning. By July 1, 2016, applicants will have in hand a Ph.D. in Applied Linguistics, Discourse Studies, or related field, a well-‐defined research agenda and an active research profile with a strong commitment to the dissemination of scholarship through!
The successful candidate will be expected to teach to a culturally diverse student body in both undergraduate and graduate programs, to provide graduate supervision at the MA and PhD levels, to develop a program of research leading to significant peer-‐reviewed publications, and to contribute effectively to academic life in the School of Linguistics and Language Studies.
The School’s programs in Applied Linguistics and Discourse Studies are housed in a large unit representing a rich diversity of perspectives on language, with courses in these areas as well as in Linguistics, American Sign Language, Arabic, Chinese (Mandarin), German, Italian, Japanese, Portuguese, Russian, Spanish, and less commonly taught languages such as Anishinaabemowin (Ojibwe), Ki-Swahili and Korean, as well as Communication Courses for Disciplines and Professions and courses in English as a Second Language for international students, immigrants and refugees. Detailed information on the School can be found at http://www.carleton.ca/slals/.
Applications should be submitted electronically to Professor Randall Gess at Randall.Gess@Carleton.ca. Hard copies will not be accepted. Applications should include three separate PDF documents, including: 1) letter of application; 2) a curriculum vitae; as well as 3) a concise dossier that includes written evidence of teaching effectiveness (minimally, teaching evaluations). Three letters of reference should be sent directly to the Director, also electronically. The closing date for receipt of applications, including the letters of reference, is November 6, 2015.
Please indicate in your application if you are a Canadian citizen or permanent resident of Canada.
Located in Ottawa, Ontario, Carleton University is a dynamic and innovative research and teaching institution committed to developing solutions to real world problems by pushing the boundaries of knowledge and understanding. Its internationally recognized faculty, staff, and researchers provide academic opportunities in more than 65 programs of study to more than 27,000 full-‐ and part-‐time students, from every province and more than 100 countries around the world. Carleton’s creative, interdisciplinary, and international approach to research has led to many significant discoveries and creative work in science and technology, business, governance, public policy, and the arts.
Minutes from downtown, Carleton University is located on a beautiful campus, bordered by the Rideau River and the Rideau Canal. With over 12 national museums and the spectacular Gatineau Park close by, there are many excellent recreational opportunities for individuals and families to enjoy. The City of Ottawa, with a population of almost one million, is Canada’s capital city and reflects the country’s bilingual and multicultural character. Carleton’s location in the nation’s capital provides many opportunities for research with groups and institutions that reflect the diversity of the country.
Carleton University is strongly committed to fostering diversity within its community as a source of excellence, cultural enrichment, and social strength. We welcome those who would contribute to the further diversification of our University including, but not limited to: women; visible minorities; First Nations, Inuit and Métis peoples; persons with disabilities; and persons of any sexual orientation or gender identity and expressions.
Those applicants that are selected for an interview will be requested to contact the Chair of the Search Committee as soon as possible to discuss any accommodation requirements. Arrangements will be made to accommodate requests in a timely manner.
All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. All positions are subject to budgetary approval.
Dr. Jennifer Adese
Assistant Professor, School of Canadian Studies
Carleton University, Dunton Tower 1219, 1125 Colonel By Dr.
Ottawa, ON K1S 5B6
Tel: (613)-520-2600 ext 4031 Fax: (613)-520-3903
Assistant or Associate Professor, Ethnoecology (tenure-track or tenured)
School of Environmental Studies, University of Victoria
Assistant Professor or Associate Professor, Ethnoecology (Tenure-track or tenured),
July 1, 2016 start date
We seek an Assistant or Associate Professor for our distinctive program in ethnoecology, which we define as the study of cultural ecological knowledge of the interactions between human societies and their environments. We are interested in sustaining our strength in ethnobotany, or the study of the relationships between plants and people, but are open to all concentrations within the field. Ethnoecology provides an integrated approach to understanding and appreciating human relationships with their environments, inclusive of lands, waters and the life forms they support. The ecological knowledge systems of Indigenous and other local peoples are increasingly being brought into dynamic dialogue with conservation biology and ecological restoration, and are also intimately connected to political dynamics. Ecological restoration and political ecology are the other two research and teaching streams of our School.
The successful applicant will have leadership experience with demonstrable potential to carry forward the momentum in ethnoecology that has been built by Professor Nancy Turner. We seek an applicant who has a proven track record of rigorous community-engaged research that is responsive to the needs of Indigenous peoples on environmental issues, and an interest in working alongside First Nations communities in British Columbia. The successful candidate will hold a Ph.D. in a relevant discipline, have demonstrated ability to connect ecological and cultural knowledge, a strong track record of interdisciplinary work with faculty and students of diverse interests, evidence of high-quality undergraduate teaching and graduate supervision, and dedication to long-term community-based knowledge and learning. We are open to any area of concentration within the field of ethnoecology. A focus on ethnobotany would be a strong asset as would experience working with BC First Nations and north-western North American plants and ecosystems.
The School of Environmental Studies, http://web.uvic.ca/enweb/ is supported by three overlapping streams of scholarship: ethnoecology, ecological restoration and political ecology. Please visit our website for more details about our program.
The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, Aboriginal Peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the University.
All qualified candidates are encouraged to apply; in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority. Please provide a single PDF which includes a research statement, the names of three referees we may contact, a copy of your CV, and a teaching dossier. You may apply by hard copy, or by email.
We will begin reviewing applications by October 15, 2015.
Please send hard copy, if you prefer, to:
Karena Shaw Ph.D.
Director, School of Environmental Studies
University of Victoria
PO BOX 1700 STN CSC
Victoria, British Columbia
V8W 2Y2 Canada
NOTE: Courier use:
David Turpin Building B243
3800 Finnerty Road (Ring Road)
Victoria, B.C. V8P 5C2
You may also submit your application via email to: email@example.com
Linking Language, Culture, and the Environment: Twenty years of Biocultural Diversity Research and Action, 11:30 am – 1 pm, Sep. 24, 2015
Thursday, September 24: Linking Language, Culture, and the Environment: Twenty years of Biocultural Diversity Research and Action
Indigenous societies tend to make no distinction between “nature” and “culture”, seeing people as an intrinsic part of a greater whole that is the natural world. In Western ways of thinking, instead, “nature” and “culture” have often been conceptualized as distinct realms, and people have been seen as separate from (and even dominant over) nature. So pervasive has this dichotomy been, that our vocabularies contain no words to refer to “nature and culture” together.
The concept of biocultural diversity emerged two decades ago as a way of bridging this gap. A new word had to be coined to encapsulate the idea that diversity in nature (biodiversity) and diversity in culture (cultural and linguistic diversity) are all manifestations of the diversity of life, and that they are interconnected and interdependent. This lecture by Dr. Luisa Maffi reviews the history and conceptual foundations of biocultural diversity and its applications in a variety of “real-world” situations.
Hosted by the First Nations and Endangered Languages Program & Department of Anthropology.
Thursday, September 24
11:30 AM-1:00 PM
Anthropology and Sociology Building (near MOA)
Room 1109, 6303 NW Marine Drive’
Everyone is welcome.
For more information, contact Mark Turin, firstname.lastname@example.org, 604-827-0613.
Source: The Talking Stick: News and Information from the First Nations Longhouse, September 15, 2015