presented by Indigenous Gatherings
February 18th – 19th 2014 – Calgary, Alberta, CANADA
Call for Workshop Proposals – Deadline November 22nd, 2013
The “Integrating Traditional Indigenous Culture and Practices into Health Care Conference” is designed to facilitate the transmission of knowledge between indigenous peoples. We extend a heartfelt invitation to our indigenous partners to share knowledge that will contribute to the well-being of our Indigenous Peoples. We are also aware that many non-indigenous persons have made significant, meaningful contributions in health care delivery and we also invite these presenters to submit their proposals, provided that explicit permission of the indigenous group/organization that one is representing has been obtained.
Ultimately, each presenter is responsible for their own presentation. Please come to our conference with respect for each other. Indigenous Gatherings is promoting workshops that embrace Indigenous Knowledge. Presenters are encouraged to provide strategies that are practical and immediately applicable. All workshops will be 1–1.5 hour long including time for questions and discussions.
All presenters and co-presenters must pay registration fee. Complete and submit a separate registration form for each presenter/co-presenter.
Handouts: Power point presentations, handouts, must be pre-sent via email to firstname.lastname@example.org to be included in the Conference Binder. You will be notified on the number copies of materials for participants. Copy services will NOT be available at the site.
The Institute for Gender, Race, Sexuality and Social Justice Indigenous Pedagogies Social Justice @UBC Research Network (HTTP://BLOGS.UBC.CA/IPSJ/), CSIS and the Jane Rule Endowment (www.csis.arts.ubc.ca) invite you to join us for the art gallery exhibition RezErect: Native Erotica and a reception and thought-provoking panel discussion on Responses to RezErect.
Please save the date — November 20th — in your calendar.
RezErect is an exhibition that explores First Nations erotica. It is a fresh, playful, provocative insight into sensuality and sexuality. The exhibition features works by 27 mid-career and internationally recognized First Nations artists from the Northwest Coast and central Canada.
The Responses to RezErect panel invites us to explore both how we are outrageously infused with pornography, and also colonialism and representations of First Nations realities.
- Dory Nason – Assistant Professor of First Nations Studies and English (UBC), recipient of the 2013 UBC Killam Teaching Prize, Anishinaabe and an enrolled member of the Leech Lake Tribe of the Minnesota Chippewa Tribe.
- June Scudeler – PhD candidate in English in Aboriginal literature (UBC) and President of the Vancouver Metis Community Association. June Scudeler is a Metis PhD candidate in English at UBC and her dissertation explores new traditions in Cree and Metis Two-Spirit, gay and queer narratives. Her essay on Metis poet Gregory Scofield was included in the Queer Indigenous Studies collection. June is a collective member of the Vancouver Indigenous Media Arts Festival.
- Kinnie Starr is a singer-songwriter from Calgary, Alberta. In 2006 she mentored aspiring Aboriginal musicians at the Manitoba Audio Recording Industry Association’s Aboriginal Music Program (AMP) Camp. As a visual artist, Starr currently has 2 pieces hung in the Bill Reid Gallery in Vancouver, BC as part of ‘Rezerect’, an international exhibit of indigenous erotic art.
- Saylesh Wesley is Stó:l? (Skowkale) on her mother’s side and Tsimshian on her father’s side and works for the UBC as the Chilliwack Field Centre Coordinator, NITEP, which is a B.Ed. program designed to train Aboriginal teachers for the K – 12 system
Date: Wednesday, November 20th
Time: 5:00 p.m. Wine and cheese reception
5:45 p.m. Panel discussion begins
Location: Bill Reid Gallery 639 Hornby Street, Vancouver [see location]
Save the date!
Institution Type: College / University Location: Washington, United States Position: Associate Professor, Department Chair, Full Professor
Chair: Department of American Indian Studies
The College of Arts and Sciences at the University of Washington seeks candidates for a full-time associate or full professor, to serve as Chair in the Department of American Indian Studies.
American Indian Studies (AIS) at UW is a multidisciplinary academic department that offers an undergraduate major and a minor. It is also home to the Native Voices graduate program in indigenous film, video, and digital media. The department faculty represent a range of disciplines and approach their teaching and research from a decolonized, community-based and global perspective. The department works with national and regional Native American communities through the UW Tribal Leaders Summit, Native American Advisory Board, UW powwows, the wǝɫǝbʔaltxʷ Intellectual House project, and campus symposia and conferences. It is a campus leader in facilitating the recruitment and retention of Native American and indigenous students.
We seek a scholar of Native American and Indigenous studies and will consider applicants in all areas of specialization. The critical qualifications are a Ph.D. or comparable terminal degree in the candidate’s field; a record of distinguished scholarship and teaching; experience working with Native American communities and organizations; administrative experience that includes strategic educational planning, budget management, development and grant writing skills, advising, and personnel management.
The chair will provide leadership for the department’s educational mission, work to enhance professional development opportunities for faculty, advocate for AIS in relations with college and university administrators, administer and develop department budget and resources, supervise staff, and promote mutually beneficial relations with regional Native communities and organizations.
University of Washington faculty engage in teaching, research, and service. The chair has the discretion to set a teaching schedule compatible with departmental leadership as his/her highest priority.
The start date for this position is negotiable but may be as early as July 1, 2014. Candidates should provide a letter of application, curriculum vitae, statement of research and teaching interests, statement of administrative philosophy and experience, teaching evaluations, and the names and contact information for at least three references. References will not be contacted until a candidate is being considered for a campus visit. Applications will be reviewed beginning January 22, 2014, until the position is filled. Application materials are being accepted on-line at: http://apply.interfolio.com/23390
The American Indian Studies Department is committed to building and supporting a culturally diverse faculty and strongly encourages applications from women, racial and sexual minorities, individuals with disabilities, and covered veterans. The University of Washington is an affirmative action, equal opportunity employer.
Contact: If you have any questions about this position, the department, or the University of Washington, please contactDaniel Hart
American Indian Studies
Application materials should be submitted at:
Website: http://depts.washington.edu/native/ Primary Category: Native American History / Studies Secondary Categories: Colonial and Post-Colonial History / Studies
Cultural History / Studies
Film and Film History
Journalism and Media Studies
Research and Methodology
Women, Gender, and Sexuality
Posting Date: 11/01/2013 Closing Date 01/29/2014
LING 180A: Dynamics of Indigenous Language offered at the En’owkin Centre in Penticton, BC.
We had a wonderful community turnout at our first book club event. We have another book club discussion set for Thursday Nov. 14th from 6:30 to 8:30 p.m. in the Staff Room at Point Grey Secondary School (5350 East Blvd). The focus of this book club discussion will be on gender, harassment and bullying in schools and classrooms.
Our speaker for the event is Dr. Elizabeth Meyers (California Polytechnical State University).
The format will be similar to our first book club meeting, where our speaker will set a context for the topic in relationship to our chosen book, The Absolute True Diary of a Part-time Indian. We will then break in to book club discussion groups to talk about themes of the book and the role of educators, parents, and community to address the issue. We will then conclude with our guest speaker who address strategies to support students.
Please join us even if you have not finished reading the book. There are opportunities for all to take part in discussions.
Look forward to seeing you there.
Professor of Indigenous Education in Teacher Education
Department of Language and Literacy Education
Faculty of Education UBC
|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.
Please find below links to 4 position descriptions at Montana State University in Bozeman. MSU-Bozeman provides numerous opportunities for Indigenous faculty to expand their research and teaching presence through interdisciplinary connections, community outreach and engagement, and work with students. The MSU Department of Education is particularly committed to preparing tomorrow teachers, educational leaders, and researchers to advance the efforts of Montana’s innovative Indian Education for All legislation.
Christine Rogers Stanton
Assistant Professor of Social Studies Education
Montana State University