First Nations Studies
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
|Source: The Talking Stick: News and Information from the First Nations Longhouse, February 15, 2016|
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: http://www.d.umn.edu/~umdais/main/index.php
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 http://www1.umn.edu/ohr/employment 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 email@example.com
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: http://diversity.umn.edu.
To request an accommodation during the application process, please e-mail firstname.lastname@example.org or call (612) 624-UOHR (8647).
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
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
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
* 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
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 http://www.evetuck.com/idse-book-series/
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.
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:
- How will your chapter address the productive edges and overlaps between Indigenous and decolonizing and education studies?
- 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.
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.
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
UNIVERSITY OF MINNESOTA
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2016-2017 Postdoctoral Fellowships, American Indian Studies, University of Illinois. Due: Feb 16, 2016
Chancellor’s Postdoctoral Fellowships in American Indian Studies