Expressions In Canadian Native Studies

"Expressions in Canadian Native Studies is designed to provide an overview of Native Studies in contemporary Canada. The papers discuss many different Nations and range from the local, such as F. Laurie Barron and Joseph Garcea's "Reflections on Urban Reserves in Saskatchewan"; to the national, such as Bonita Lawrence's "Mixed-Race Urban Native People"; to the international, such as Priscilla Settee's "The Issue of Biodiversity, Intellectual Property Rights, and Indigenous Rights." the essays also provide diverse perspectives on important issues in Native Studies, such as Ron Bourgeault and Tom Flanagan's antithetical takes on the Louis Riel debate, or Joyce Green and Margaret A. Jackson's differing studies of the relationships between Aboriginal women's organizations and the self-government movement. The text also includes maps, excerpts of relevant government documents, and a glossary of terms. While the book is intended as a textbook for Native Studies courses-the critical reading and writing guides will be of primary value to students-it will also be of interest to scholars and more general audiences."--

Music and dance in Canada today are diverse and expansive, reflecting histories of travel, exchange, and interpretation and challenging conceptions of expressive culture that are bounded and static. Reflecting current trends in ethnomusicology, Contemporary Musical Expressions in Canada examines cultural continuity, disjuncture, intersection, and interplay in music and dance across the country. Essays reconsider conceptual frameworks through which cultural forms are viewed, critique policies meant to encourage crosscultural sharing, and address ways in which traditional forms of expression have changed to reflect new contexts and audiences. From North Indian kathak dance, Chinese lion dance, early Toronto hip hop, and contemporary cantor practices within the Byzantine Ukrainian Church in Canada to folk music performances in twentieth-century Quebec, Gaelic milling songs in Cape Breton, and Mennonite songs in rural Manitoba, this collection offers detailed portraits of contemporary music practices and how they engage with diverse cultural expressions and identities. At a historical moment when identity politics, multiculturalism, diversity, immigration, and border crossings are debated around the world, Contemporary Musical Expressions in Canada demonstrates the many ways that music and dance practices in Canada engage with these broader global processes. Contributors include Rebecca Draisey-Collishaw (Queen's University), Meghan Forsyth (Memorial University of Newfoundland), Monique Giroux (University of Lethbridge), Ian Hayes (Memorial University of Newfoundland), Anna Hoefnagels (Carleton University), Judith Klassen (Canadian Museum of History), Chris McDonald (Cape Breton University), Colin McGuire (University College Cork), Marcia Ostashewski (Cape Breton University), Laura Risk (McGill University), Neil Scobie (University Western Ontario), Gordon Smith (Queen's University), Heather Sparling (Cape Breton University), Jesse Stewart (Carleton University), Janice Esther Tulk (Cape Breton University), Margaret Walker (Queen's University), and Louise Wrazen (York University).

Introduction to Indigenous Literary Criticism in Canada collects 26 seminal critical essays indispensable to our understanding of the rapidly growing field of Indigenous literatures. The texts gathered in this collection, selected after extensive consultation with experts in the field, trace the development of Indigenous literatures while highlighting major trends and themes, including appropriation, stereotyping, language, land, spirituality, orality, colonialism, residential schools, reconciliation, gender, resistance, and ethical scholarship.

Aileen Moreton-Robinson and the contributors to this important volume deploy incisive critique and analytical acumen to propose new directions for critical Indigenous studies in the First World. Leading scholars offer thought-provoking essays on the central epistemological, theoretical, political, and pedagogical questions and debates that constitute the discipline of Indigenous studies, including a brief history of the discipline.

Encompassing view of humor in recent Native North American literature, with particular focus on Native self-image and identity. In contrast to the popular cliché of the "stoic Indian," humor has always been important in Native North American cultures. Recent Native literature testifies to the centrality of this tradition. Yet literary criticism has so farlargely neglected these humorous aspects, instead frequently choosing to concentrate on representations of trauma and cultural disruption, at the risk of reducing Native characters and Native cultures to the position of the tragicvictim. This first comprehensive study explores the use of humor in today's Native writing, focusing on a wide variety of texts spanning all genres. It combines concepts from cultural studies and humor studies with approaches byNative thinkers and critics, analyzing the possible effects of humorous forms of representation on the self-image and identity formation of Native individuals and Native cultures. Humor emerges as an indispensable tool for engaging with existing stereotypes: Native writers subvert degrading clichés of "the Indian" from within, reimagining Nativeness in a celebration of laughing survivors, "decolonizing" the minds of both Native and non-native readers, andcontributing to a renewal of Native cultural identity. This book will be of interest to scholars and students of Native Studies both literary and cultural. Due to its encompassing approach, it will also provide a point of entry for the wider readership interested in contemporary Native writing. Eva Gruber is Assistant Professor in the American Studies section of the Department of Literature at the University of Konstanz, Germany.

Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments. This book will be of interest to educational researchers and practitioners who will find the text important for envisioning education as an endeavour that situates learning in relation to and informed by an Indigenous Environmental Studies and Eco-justice Education frameworks. This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness. The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, language and identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.

Centuries-old community planning practices in Indigenous communities in Canada, the United States, New Zealand, and Australia have, in modern times, been eclipsed by ill-suited western approaches, mostly derived from colonial and neo-colonial traditions. Since planning outcomes have failed to reflect the rights and interests of Indigenous people, attempts to reclaim planning have become a priority for many Indigenous nations throughout the world. In Reclaiming Indigenous Planning, scholars and practitioners connect the past and present to facilitate better planning for the future. With examples from the Canadian Arctic to the Australian desert, and the cities, towns, reserves and reservations in between, contributors engage topics including Indigenous mobilization and resistance, awareness-raising and seven-generations visioning, Indigenous participation in community planning processes, and forms of governance. Relying on case studies and personal narratives, these essays emphasize the critical need for Indigenous communities to reclaim control of the political, socio-cultural, and economic agendas that shape their lives. The first book to bring Indigenous and non-Indigenous authors together across continents, Reclaiming Indigenous Planning shows how urban and rural communities around the world are reformulating planning practices that incorporate traditional knowledge, cultural identity, and stewardship over land and resources. Contributors include Robert Adkins (Community and Economic Development Consultant, USA), Chris Andersen (Alberta), Giovanni Attili (La Sapienza), Aaron Aubin (Dillon Consulting), Shaun Awatere (Landcare Research, New Zealand), Yale Belanger (Lethbridge), Keith Chaulk (Memorial), Stephen Cornell (Arizona), Sherrie Cross (Macquarie), Kim Doohan (Native Title and Resource Claims Consultant, Australia), Kerri Jo Fortier (Simpcw First Nation), Bethany Haalboom (Victoria University, New Zealand), Lisa Hardess (Hardess Planning Inc.), Garth Harmsworth (Landcare Research, New Zealand), Sharon Hausam (Pueblo of Laguna), Michael Hibbard (Oregon), Richard Howitt (Macquarie), Ted Jojola (New Mexico), Tanira Kingi (AgResearch, New Zealand), Marcus Lane (Griffith), Rebecca Lawrence (Umea), Gaim Lunkapis (Malaysia Sabah), Laura Mannell (Planning Consultant, Canada), Hirini Matunga (Lincoln University, New Zealand), Deborah McGregor (Toronto), Oscar Montes de Oca (AgResearch, New Zealand), Samantha Muller (Flinders), David Natcher (Saskatchewan), Frank Palermo (Dalhousie), Robert Patrick (Saskatchewan), Craig Pauling (Te Runanga o Ngai Tahu), Kurt Peters (Oregon State), Libby Porter (Monash), Andrea Procter (Memorial), Sarah Prout (Combined Universities Centre for Rural Health, Australia), Catherine Robinson (Commonwealth Scientific and Industrial Research Organization, Australia), Shadrach Rolleston (Planning Consultant, New Zealand), Leonie Sandercock (British Columbia), Crispin Smith (Planning Consultant, Canada), Sandie Suchet-Pearson (Macquarie), Siri Veland (Brown), Ryan Walker (Saskatchewan), Liz Wedderburn (AgResearch, New Zealand).

This book provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous education.

Criminalizing women has become all too frequent in these neo-liberal times. Meanwhile, poverty, racism, and misogyny continue to frame criminalized women’s lives. Criminalizing Women introduces readers to the key issues addressed by feminists engaged in criminology research over the past four decades. Chapters explore how narratives that construct women as errant females, prostitutes, street gang associates and symbols of moral corruption mask the connections between women’s restricted choices and the conditions of their lives. The book shows how women have been surveilled, disciplined, managed, corrected, and punished, and it considers the feminist strategies that have been used to address the impact of imprisonment and to draw attention to the systemic abuses against poor and racialized women. In addition to updating material in the introductions and substantive chapters, this second edition includes new contributions that consider the media representations of missing and murdered women in Vancouver’s Downtown Eastside, the gendered impact of video surveillance technologies (CCTV), the role of therapeutic interventions in the death of Ashley Smith, the progressive potential of the Inside/Out Prison Exchange Program, and the use of music and video as decolonizing strategies.