I came across James Clifford on another site while researching my paper. He’s a professor of consciousness at the University of California at Santa Cruz, and he writes extensively on indigenous issues, particularly on topics like the indigenous diaspora (as far as I can tell, he invented the term). This is a relevant issue for me as I am writing about urban indigeneity. I think Clifford has interesting things to say about the modern indigenous experience that usually challenge western mythologies.
His site includes many of his publications for download. Two that I have come across before are “Varieties of Indigenous Experience: Diasporas, Homelands, Sovereignties” and “Indigenous Articulations” but some of his other work, which has an anthropological and ecological perspective, looks interesting as well.
Diaspora, Indigenous and Minority Education is on online journal focusing on global indigenous issues, particularly with regard to education. I found a number of articles that may be of interest to students in ETEC 521 and module 3 in particular.
Here’s a link to an article in the journal: “Reclaiming Indigenous Representations and Knowledges” by Judy Iseke-Barnes & Deborah Danard. This article discusses the use of the Internet by scholars, artists and activists to reclaim indigenous knowledge and to critique the “dominant discourse”.
Here’s another article: “Increasing School Success among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling” by Yatta Kanu.
This journal is a great resource. As well, some of the contributing authors (such as Judy Iseke-Barnes) are worth exploring for additional relevant content.
Here’s a link to a page on the Canadian Federation for the Humanities and Social Sciences blog (Fedcan blog). The article I have directly hyperlinked to was written by Martin J. Cannon and is called “Changing the Subject in Teacher Education: Indigenous, Diasporic and Settler Colonial Relations.” It discusses a topic that I thought was relevant to Module 3 – namely decolonization as a non-indigenous issue where “settlers” are asked to confront their own relationship with colonization, instead of viewing it as strictly an indigenous concern.
This article is part of a series presented on this blog on Indigenizing the Academy and Indigenous Education and is loaded with indigenous content and links to resources.