First Nations Studies

“Celia’s Song”, Presentation by Lee Maracle – 12-1pm, Mar 24, 2016

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Celia’s Song

Lee Maracle
Sto:Loh Storyteller, Grandmother, Author and Traditional Cultural Director, University of Toronto

Thursday, March 24, 12-1pm
Liu Institute, Multipurpose Room
6476 NW Marine Drive, UBC

Lunch provided with RSVP online:

SYNOPSIS: Mink is a witness, a shape shifter, compelled to follow the story that has ensnared Celia and her village, on the West coast of Vancouver Island in Nuu’Chahlnuth territory.
Celia is a seer who — despite being convinced she’s a little “off” — must heal her village with the assistance of her sister, her mother and father, and her nephews.
Celia’s Song relates one Nuu’Chahlnuth family’s harrowing experiences over several generations, after the brutality, interference, and neglect resulting from contact with Europeans.

Lee Maracle is a member of the Sto:Lo nation. She was born in Vancouver and grew up on the North Shore. She is the author of the critically acclaimed novels Ravensong and Daughters Are Forever. Her novel for young adults, Will’s Garden was well-received and is taught in schools. She has also published on book of poetry, Bent Box, and a work of creative non-fiction, I Am Woman. She is the co-editor of a number of anthologies, including the award winning anthology My Home As I Remember and Telling It: Women and Language across Culture. Her work has been published in anthologies and scholarly journals worldwide. The mother of four and grandmother of seven, Maracle is currently an instructor at the University of Toronto, the Traditional Teacher for First Nation’s House, and instructor with the Centre for Indigenous Theatre and the S.A.G.E. (Support for Aboriginal Graduate Education). She is also a writing instructor at the Banff Centre for the Arts.
This event is co-sponsored by Indigenous Pedagogies, as part of the Social Justice Institute’s Thematic Research Networks.

Job – Asst. Professor, U of Lethbridge. Due: March 25, 2016

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Job Title Assistant Professor – Native American Studies
Rank Assistant Professor
Tenure Information Tenure Track
Position Details The Department of Native American Studies at the University of Lethbridge invites applications for one tenure track position at the rank of Assistant Professor, beginning July 1, 2016, subject to budgetary approval.

A Ph.D. (or near completion) is required, combined with a strong teaching, research, and publication record in Native American Studies. The area of research is open, with interest in candidates with multidisciplinary backgrounds in Indigenous or traditional knowledge and symbolism; Indigenous pedagogical and ontological perspectives; Aboriginal law, rights, and treaties; First Nations governance; economics; political science; history; or community development. Since Native American Studies faculty are required to teach in a wide variety of areas, candidates with experience and expertise in any one or any combination of the above listed areas will be given preference. Fluency in or knowledge of an Indigenous language is an asset.

The University of Lethbridge hires on the basis of merit and is committed to employment equity and diversity. All qualified persons are encouraged to apply. In accordance with Canadian Immigration requirements, Canadian citizens and permanent residents will be given preference. Preference will also be given to Aboriginal applicants who meet the requirements of the position: applicants who wish to be considered under this initiative should self-identify in their cover letter. The University aspires to hire individuals who have demonstrated considerable potential for excellence in teaching, research and scholarship, and especially those who have well established research programs.

Located in southern Alberta, near the Rocky Mountains, Lethbridge offers a sunny, dry climate that is surprisingly mild for the prairies, excellent cultural and recreational amenities and attractive economic conditions. Founded in 1967, the University has an enrollment of over 8,000 students. Our focus on liberal education, selected professional programs, smaller classes, co-op placements, and involvement of students in faculty research provides the very best education available. For more information about Native American Studies and the University of Lethbridge please visit our web site at

Faculty Faculty of Arts & Science
Campus Lethbridge

Posting Detail Information

Open Date 02/23/2016
Close Date 03/25/2016
Open Until Filled Yes
Special Instructions to Applicants Applications should include a curriculum vitae, transcripts, outlines of courses previously taught, teaching evaluations, publication reprints or preprints, a statement of teaching philosophy, a statement of research interests, and at least three references from scholars in the field. Send these materials, and arrange for the reference letters to be sent directly, electronically to Enquiries may be directed to Dr. Muriel Mellow, Acting Chair, Department of Native American Studies, University of Lethbridge, 4401 University Drive, Lethbridge, Alberta T1K 3M4.; Telephone: (403) 329-2529, Fax: 403 380-1855, E-mail:
Employment Equity The University of Lethbridge hires on the basis of merit and is committed to employment equity and diversity. All qualified persons are encouraged to apply. In accordance with Canadian Immigration requirements, Canadian citizens and permanent residents will be given preference.

Job – Tier II Canadian Research Chair in Indigenous Studies at MRU, Due: March 11, 2016

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Competition:     7713ES
Category:     Faculty
Title:     Canada Research Chair (Tier II)
Position Type:     Faculty
Term:     Full-Time, 5 Year Limited Term
Department:     Office of Research, Scholarship and Community Engagement
Date Posted:     January 25th, 2016
Closing Date:     March 11th, 2016
Mount Royal University (MRU) invites applications for a Tier 2 Canada Research Chair (CRC) in the area of Indigenous Studies (Culture, Environment and Sustainability). The CRC

Program was established by the Government of Canada to enable Canadian universities to foster research excellence and enhance their role as world-class centres of research in the global and knowledge based economy. Contingent on final approval, the CRC is tenable for five years with the option to renew once. CRC candidates are exceptional emerging researchers acknowledged by their peers as having the potential to lead in their field.

Applicants should consult the CRC Program website for more information regarding eligibility criteria.

Recognizing that Mount Royal University is located within the traditional lands of the Niitsitapi (Blackfoot), Îyârhe Nakoda, and Tsuut’ina nations, MRU is committed to meeting the educational needs of all Indigenous and nonindigenous peoples. By fostering an inclusive learning environment that values and respects Indigenous ways of knowing and learning,

Mount Royal University is dedicated to providing an exceptional undergraduate experience for Indigenous and nonindigenous students.

Mount Royal University is located in Calgary, Alberta; a city that is less than a one hour drive from the majestic Canadian Rocky Mountains. Calgary brings a mix of dynamic big city energy, cheerful western hospitality, and wondrous natural beauty. The city was recently ranked by the Economist as one of the top five livable cities in the world.

Since opening in 1910, Mount Royal has embraced change in order to meet the needs of the people and community it serves. At Mount Royal students experience high quality education enhanced by smaller class sizes, personalized learning and a single-minded dedication to premier undergraduate learning. Mount Royal is known for its collegial working environment.

It would be an asset if the successful candidate had a deep knowledge of an Indigenous culture and proficiency in one of the languages of a North American First Nation. Moreover, it would be desirable for the candidate to have been recognized for service in their community, and have demonstrated expertise in relating with elders and participating in ceremonies.

The successful candidate for a Canada Research Chair in Indigenous Studies will have demonstrated potential and capacity to undertake independent, collaborative and community engaged research in an area related to scholarship in Indigenous studies that potentially makes meaningful contributions towards reconciliation between Indigenous and settler peoples . Areas of consideration include, but are not limited to: Indigenous Epistemologies and Cross-cultural Learning, Indigenous Environmental Humanities, Sustainability and Indigenous Studies, Spatial Analysis and Indigeneity. MRU has emerging expertise in these areas. This is a research focused position, but the successful candidate will be expected to contribute to the creation and delivery (including a modest teaching load) of an Indigenous Studies Major (MRU currently offers an Indigenous Studies Minor) and an Environmental Humanities Major. The candidate is expected to have: a completed PhD, an innovative and original program of research, the capacity to obtain external funding and a demonstrated interest in contributing to excellence in undergraduate education.

Submissions received by midnight March 11, 2016 will be granted full consideration. Once recommended by the Search Committee, the candidate will be considered for an appointment in the appropriate Faculty/Department at MRU. Selection will be determined by the Provost and VP Academic and the AVP Research, Scholarship and Community Engagement and finally submitted to the Canada Research Chairs Selection Committee that adjudicates all nominations on a national basis. The offer of an appointment at the Assistant or Associate Professor level will be conditional upon approval by the CRC Selection Committee.

Applications for this position should include a cover letter indicating relevant areas of research and scholarship, teaching experience and philosophy, a curriculum vitae, sample publications, and the names of three referees (with contact information) quoting competition #7713ES to:




For further information, contact Michael Quinn, Chair Search Committee CRC Tier II Indigenous Studies, Office of Research, Scholarship and Community Engagement at

Submit a separate covering letter and resume for each position you are applying for, quoting appropriate competition number to the address noted above.

We thank all applicants for their interest. Only applicants selected for an interview will be contacted.

If applying by email, please send your resume as an attachment, in either .doc, .docx or .pdf formats only

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Mount Royal University hires on the basis of merit and is strongly committed to fostering diversity as a source of excellence, intellectual and cultural enrichment, and social strength. We welcome applications from those who would contribute to the further diversification of our staff, faculty and their scholarship including but not limited to Aboriginal people, persons with disabilities and persons of any sexual orientation or gender identity, ethnic, national or socio-economic background, religion or age.

Job – Assistant or Associate Professor of Indigenous Studies, Due: Apr. 1, 2016

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Assistant or Associate Professor of Indigenous Studies
Job Open Date 02-25-2016
Review Date To ensure consideration, please apply prior to the review date. 04-01-2016
The University of Alaska Fairbanks has a significant number of Indigenous students enrolled in a wide range of academic programs that are available on campus in Fairbanks as well as through a network of six rural campuses and a variety of distance education programs. Other than the Cross­ Cultural Studies, these programs are administered through the College of Rural and Community Development.
Cross-Cultural and Indigenous Studies is located in the College of Liberal Arts and constitutes an interdisciplinary M.A. and PhD program built upon an integrated set of core courses designed around a set of six specialty areas with emphases in Indigenous Research, Indigenous Education, Indigenous Knowledge Systems, Indigenous Languages, Indigenous Leadership and Indigenous Sustainability. The program is offered jointly through the Center for Cross-Cultural Studies, the Alaska Native Language Center, the School of Education, and the Department of Alaska Native and Rural Development. The PhD program was established in 2009 and is administered by the Center for Cross-Cultural Studies in cooperation with the UAF Graduate School, the College of Liberal Arts, and the College of Rural and Community Development.
Applicants for this position must have completed a PhD degree (or minimum ABD) and be qualified to teach within fields related to Native/Indigenous Studies. Potential areas of expertise are indigenous knowledge systems, Native ways-of-knowing, cultural studies in the humanities and social sciences, Native/natural sciences, nurturing community well-being, community and resource sustainability, and comparative studies in the Arctic and Pacific Rim regions.
For more information and how to apply see:

Lecture with Chris Cornelius, Indigenous Architect. Feb 22, 6:30-8pm

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Chris Cornelius, University of Wisconsin, Milwaukee, is an enrolled member of the Oneida Nation of Wisconsin. He focuses his research and practice on the architectural translation of American Indian culture. He is the founding principal of Studio Indigenous, a design and consulting practice serving American Indian clients. He is the recipient of numerous awards and honours, including an Artist in Residence Fellowship from the National Museum of the American Indian, Smithsonian Institution, where he created a visual translation of the Oneida cosmology. More event information.

Monday, February 22, 6:30 – 8 PM
1101 – Pharmaceutical Sciences Building
2405 Wesbrook Mall

 Source: The Talking Stick: News and Information from the First Nations Longhouse, February 15, 2016

Job – Instructor/Assistant Professor, UMD Dept. of American Indian Studies

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Required qualifications for this position include a Masters degree from a regionally accredited university in a relevant field; training or teaching experience in a professional or academic setting (examples include, but are not limited to, teaching assistant, guest lecturer, and professional presentations); effective written communication skills appropriate to the position; experience in developing and delivering curriculum; experience in utilizing instructional technologies (i.e. moodle, voicethread, etc).

Preferred qualifications for this position include a terminal degree from a regionally accredited university in a relevant field; two or more years of relevant college level teaching experience or professional experience in a relevant field; experience teaching a variety of upper and lower division courses such as those offered by the Department; effective teaching and communication skills appropriate to the position; expertise in using technology for teaching; proficiency or expertise in utilizing instructional technologies (i.e. moodle, voicethread, etc.); a record of achievement in outreach service to tribal communities; and evidence of the ability to work effectively with diverse groups.

About the job

The Department of American Indian Studies at the University of Minnesota Duluth (UMD) seeks to hire an instructor or assistant professor to teach courses in the undergraduate Tribal Administration and Governance major and courses in the Master of Tribal Administration and Governance program on a full­-time basis for the 2016­-2017 academic year, August 22, 2016 ­to May 21, 2017. This is a Term contract position. Candidates are encouraged to apply whose specialization includes tribal administration and governance, business administration, public administration, and/or organizational management. The appointment includes teaching both online classes and hybrid courses with weekend/evening face­-to-­face classes four times per semester. Possible courses include: Foundations of Indigenous Leadership (2820), Fundamentals of Tribal Project Management (3820), Best Practices in Tribal Administration (4810), Administration Governance I: Strategic (5210), Administration and Governance II: Operations (5220), Advanced Tribal Administration and Governance I: Human Resources (5230), Advanced Tribal Administration and Governance II: Project (5240).

American Indian Studies is an academic department continuing a robust four­ decade legacy in which active scholars serve to educate students, colleagues, and the public about tribal sovereignty, indigenous cultures, and the historical and contemporary experiences of Native peoples and nations. The department has five programs: two majors (American Indian Studies and Tribal Administration and Governance), two minors (American Indian Studies and Ojibwe Language) and a Master of Tribal Administration and Governance program. Please see our website for additional information:

The Department of American Indian Studies is located in the College of Liberal Arts at the University of Minnesota Duluth, a comprehensive regional university with 85 majors and graduate programs in 25 different fields, and a student enrollment of about 12,000. UMD affords a full range of academic/research resources in a setting more commonly found at smaller colleges. The Twin Ports of Duluth and its sister city, Superior, Wisconsin, have a combined population of approximately 120,000 and offer an excellent quality of life.

How to apply

Applications must be submitted online.  To apply for this position, go to and search for job opening 307512.

Complete applications must include the following materials:

1.  Letter of application
2.  Current curriculum vitae (CV)
3.  Contact information for three professional references
4.  Sample syllabi and/or evidence of teaching effectiveness and experience, such as student evaluations (upload as attachment to the Portfolio)
5.  Unofficial transcripts

Applicants should first submit the application, cover letter, CV/resume, and then return to the “My Activities” page to attach additional documents.

Candidates referred for futher consideration will be asked to provide official transcripts and three reference letters.  Completed applications will be reviewed beginning February 29, 2016, and continue until the position is filled.

Please send inquires to Tami Lawlor at


The University recognizes and values the importance of diversity and inclusion in enriching the employment experience of its employees and in supporting the academic mission.  The University is committed to attracting and retaining employees with varying identities and backgrounds.

The University of Minnesota provides equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.  To learn more about diversity at the U:

To request an accommodation during the application process, please e-mail or call (612) 624-UOHR (8647).


ILSA Indigenous Awareness Week. Feb 2-5, 2016

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February 2 – 5: ILSA Indigenous Awareness Week

The Indigenous Law Student Association annually hosts Indigenous Awareness Week at Allard Hall at the Allard School of Law. This is an opportunity for students to engage in Indigenous culture and to raise awareness about Indigenous issues. This year the focus is on the Call to Action items from the Truth and Reconciliation Commission. For more information, contact Carly.

Source: The Talking Stick: News and Information from the First Nations Longhouse, February 1, 2016

CFP: Native Testimony, Princeton, May 5-6, 2016—Extended deadline, Feb. 15

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We are seeking papers for “Native Testimony,” the second graduate
conference of the Princeton American Indian Studies Working Group.
“Native Testimony” will be held at Princeton University from May
5-6, 2016, and will feature work on Native American and Indigenous
Studies topics by graduate students, as well as remarks from faculty
commentators. Our keynote speaker will be Christine DeLucia, Assistant
Professor of History at Mt. Holyoke College.

We welcome a broad range of contributions across many disciplines,
discussing everything from legal testimony in history and accessing
Native voices in autobiography and literature to methods of curation and
presentation in museums, libraries and archives. In addition, we’re
eager to review proposals that discuss ways to organize and privilege
Native voices in conferences and collections centered around Indigenous
studies themes.

Examples of subjects that might be addressed relating to the theme of
“Native Testimony” include, but are not limited to,

* the courtroom
*  boundary testimonies and maps
*  collection and representation
* confessions of faith
* movements and discussions of the body
*  cultural narratives
* transmissions of memory and ancestry
* translation
* ecocritical perspectives
* authorizing and authenticating gestures
* the nature of documentation
* witnessing through different media
*  truth commissions

Please submit a CV and an abstract of 250-300 words by February 15, 2016

We will notify all applicants by February 22.

Some transportation and housing assistance may be available for graduate
student presenters.

Call for Chapter Proposals – Indigenous and Decolonizing Studies in Education. Due: Apr 1, 2016

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Call for Chapter Proposals: Indigenous and Decolonizing Studies in Education

Priority deadline for 300-word abstracts: April 1, 2016

Edited by Linda Tuhiwai Smith, Eve Tuck, & K. Wayne Yang

This book will be published in a brand new series by Routledge, on Indigenous and Decolonizing Studies in Education, co-edited by Eve Tuck and K. Wayne Yang. For more information on the series, go to

This edited volume will feature original chapters which help define and imagine the exciting interstices between Indigenous and decolonizing studies and education. As one of the early volumes of a new series, it will provide a dynamic narrative of the emergence of Indigenous and decolonizing studies in education as a field, and also serve as launch pad for future conversations.  The book builds upon the proliferation of scholarship since co-editor, Linda Tuhiwai Smith’s foundational book, Decolonizing Methodologies was first published in 1999. Participating authors will include those at the forefront of theorizing, practice, research, and activism in Indigenous and decolonizing studies in education.

The increased attention given to Indigenous and decolonizing studies comes with problems and possibilities, as evidenced by the problematic ways in which “decolonization” has been used metaphorically for diverse social justice efforts (Tuck & Yang, 2012), and the possibilities created by educators who have resisted that metaphorization by articulating the challenges of solidarity across power and difference. Nonetheless, the very uptake of decolonization as both an analytic and as a desired future (Mignolo, 2012) within education, and the attention to Indigenous studies that necessarily comes with it, has led to exciting new directions in thinking.

To submit an abstract, please send a Word document with the following information to and by April 1, 2016

A proposed chapter title, and 300 word abstract (APA format).

Names, affiliations and contact emails for proposed authors. For co-authored submissions, please designate an author for correspondence. If you are a member of an Indigenous community, please include Nation or Indigenous community name.

A brief narrative addressing the following:

    1. How will your chapter address the productive edges and overlaps between Indigenous and decolonizing and education studies?
    2. What theme (below) would be the best match for your proposed chapter?

Information for Authors

This edited volume attends to the productive edges and overlaps between Indigenous and decolonizing and education studies. It contours a foundational framework for scholars, educators, and cultural workers interested in furthering the commute of ideas across these edgy intersections.

We invite chapter proposals that addressing topics along the following themes:

Decolonizing place and land education.  Describing Indigenous and decolonizing interventions on understandings of place in education and place-based education.

Decolonizing educational social movements.  Rethinking rights-based claims and imperatives to education as – i.e., education as a civil right or as a human right – from the perspective of Indigenous social justice.

Decolonization and Black optimism (Moten, 2014).  Interfacing decolonial thinking vis-a-vis the various turns in Black thought, (e.g. Caribbean decolonial thought, Black marxism, Black feminist thought, African postcolonial literature, Black studies analyses of slavery and neoslavery, Afropessimism, queer of color critique, and the examinations of antiblackness and Black liberation across diverse contexts throughout Europe, Asia, Latin America, etc.) and the impact on education studies. Includes a robust conversation exploring the intersections between antiblackness and settler colonialism.

Decolonizing diasporic education. Examining the tensions between critical studies in education that center diaspora and Indigenous critiques of settler colonialism. Whereas migrations of diasporic people are often driven by militarism, transnational capitalism, and empire, they often migrate onto Indigenous lands. Therefore, efforts to articulate decolonizing education for diaspora must begin with a “by asking the central question not only where do people of the diaspora come from, but where have they come to?” (Haig-Brown, 2009, p.5).

Decolonizing borderlands education. Reimagining the borders of the nation state and implications for education. Analyses of the material and symbolic shape and location of borders, the construction of border-crossers as criminal, the impacts of borders on Indigenous peoples, and new theorizations of separate sovereignties on shared territories.

Decolonizing gender and sexuality in education. Unsettling the normative frameworks of “settler sexuality” (Morgenson, 2010) in education. Analyses of the colonial underpinnings of categories of gender and sexuality. Indigenous and decolonizing reimaginings of gender and sexuality.

Decolonizing educational policy. Conceptualizing educational and social policies which seek to redistribute land and resources so that schooling takes on new meaning and possibilities.

Decolonizing futurities.  Setting forth a new set of purposes for schooling and education, purposes aligned with Indigenous educational models (Lomawaima & McCarty, 2006). Considers the impacts of Indigenous theorizations of the future for education studies.

Not all proposals will fit neatly into these themes, and some topics may not appear to be foregrounded in these themes. We encourage authors to consider how their topics can deepen and complicate the discussion within any of these themes. For example, critical examinations on race and disability would be welcome in any of themes outlined above.

This edited volume aims to energize scholarly discussions of Indigenous and decolonizing studies in education in order to prompt contingent collaborations, ethical coalitions, and decolonized theories of change.

Works cited

Haig-Brown, C. (2009). Decolonizing Diaspora: Whose Traditional Land are We On? Cultural and Pedagogical Inquiry, 1(1), 4-21.

Lomawaima, K. T., & McCarty, T. L. (2006). ” To Remain an Indian”: Lessons in Democracy from a Century of Native American Education (pp. 2-3). New York: Teachers College Press.

Mignolo, W. (2012). Decolonizing Western epistemology / building decolonial epistemologies. In A. M. Isasi-Díaz, & E. Mendieta, E. (Eds.), Decolonizing epistemologies: Latina/o theology and philosophy, pp. 19-43. New York: Fordham University Press.

Morgensen, S. (2010). Settler Homonationalism: Theorizing Settler Colonialism within Queer Modernities. Glq: a Journal of Lesbian and Gay Studies, 16, 105-131.

Moten, F. (2013). Blackness and Nothingness (Mysticism in the Flesh). South Atlantic Quarterly, 112(4), 737–780.

Smith, L. T. (1999/2012). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books.

Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.

Job – Pool Search at University of Minnesota-Duluth

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The Department of American Indian Studies at the University of Minnesota Duluth (UMD) seeks to add up to 8 people to its pool of temporary instructors and/or assistant professors to teach in the undergraduate and/or graduate programs on a part-time basis for the 2016-2017 academic year, August 22, 2016 – May 21, 2017.  Term contracts only; positions contingent on funding.   Appointments may include online classes, day classes, evening classes, and/or hybrid courses with weekend face-to-face classes.  Note: Being a member of the pool does not ensure a contract will be offered; course offerings, and therefore teaching appointments vary with demand and available funding.

Instructor/Assistant Professor: UMD Dept. of American Indian Studies

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