Native American and Indigenous Studies Association
The premiere international & interdisciplinary professional organization for scholars, graduate students, independent researchers, and community members interested in all aspects of Indigenous Studies.
Carlisle Indian Industrial School and Indian Boarding Schools
July 30-August 4, 2017 in Carlisle, Pennsylvania
The Carlisle Indian School is a major site of memory for Indian nations across the country and for those interested in the history of American education. From 1879 to 1918, roughly 10,000 students were sent to Carlisle in an attempt to assimilate them to the dominant Euro-American culture. The first school of its kind, Carlisle served as the blueprint for off-reservation Indian boarding schools throughout the United States and much of Canada. The lasting impact and legacy of Carlisle and the Indian boarding school movement is an important part of American history that warrants continued exploration, discussion, and dissemination.
Dickinson College is convening a Teachers’ Institute in summer 2017 (July 30-August 4) in Carlisle, PA. Supported by a grant from the National Historical Publications and Records Commission (NHPRC), the institute will include specialists in American Indian education collaborating with 12 participating secondary school educators to confront and interrogate this history and its continuing impacts. Participants will develop lesson plans that utilize the Carlisle Indian School Digital Resource Center (http://carlisleindian.dickinson.edu/) and other available sources. These lesson plans can then be used in Native and non-Native classrooms, community centers, and libraries around the country.
This Carlisle Indian School Digital Resource Center project has three goals: 1) make information and primary documents related to the Carlisle Indian School easily and freely accessible, 2) work with “citizen archivists” to create an interactive site to which descendants of the CIS students can contribute their own documents, photos, oral histories, and commentaries; and 3) offer productive ways for the history and legacy of Indian boarding schools to be confronted, discussed, and taught.
Participant Expenses, Stipend, and Conditions for Award
For teachers selected to participate in the institute, expenses related to travel, room, and board for the duration of the workshop will be covered by the NHPRC grant. Each participant will also receive a stipend of $500 that will be provided at the conclusion of the institute. (Note: stipends are subject to all applicable taxes.)
Participants will provide an evaluation of their institute experience, both in terms of the value of the collaborative teaching and learning, and its value to toward personal and professional development.
Workshop participants are required to attend all scheduled meetings and to engage fully in all project activities. Participants who do not complete the full tenure of the project will receive a reduced stipend.
• Application Form - Complete the application form provided below.
• Résumé - Please include a résumé or brief biography detailing your educational qualifications and professional experience.
Special consideration is given to the likelihood that an applicant would benefit professionally and personally from the institute experience. It is important, therefore, to address each of the following factors in responding to the application:
• your professional background;
• your interest in the subject of the institute;
• your special perspectives, skills, or experiences that would contribute to the institute; and
• how the experience would enhance your teaching and/or research.
Eligibility and Criteria for Selection
When selecting participants for the teachers’ institute, we will consider the following criteria, with the goal of having a balance and diversity among the attendees. Participants shall:
• include Native and non-Native teachers, and be from public and private schools as well as from Native and non-Native schools.
• reflect geographic diversity from across the United States.
• include those with some experience teaching about Carlisle and/or Indian boarding schools, as well as those who do not have that experience but who wish to incorporate this topic into their teaching.
All application forms, résumés, and letters of reference are due by June 20. Successful applicants will be notified of their selection no later than June 30, and they will have until July 6, 2017 to accept or decline the offer.
The Teachers’ Institute will begin on the afternoon of Sunday, July 30 and conclude by 12:00 noon on Friday, August 4.
APPLICATION FOR SUMMER 2017 TEACHERS’ INSTITUTE
Carlisle Indian Industrial School and Indian Boarding Schools
July 30-August 4, 2017 in Carlisle, Pennsylvania
Nation/Tribal Affiliation (if any):
School where you currently teach and mailing address:
Grades/age groups you currently teach:
Subject(s) you currently teach:
Name, title, email address, and phone number of the person who will provide your letter of reference:
Please describe your interest in participating in the Carlisle Indian School Summer Teachers’ Institute. How might it benefit you professionally and/or personally?
If you have previously taught about Indian education and/or Indian boarding schools, please describe your approach. If you have not previously taught on this topic, please describe how you might envision teaching this topic.
Any additional comments you would like to share regarding your application:
Reminder: When submitting your application, be sure to provide a résumé or a brief biography detailing your educational degrees and qualifications and your professional experience.
Edited By Jennifer Adese, Robert Alexander Innes, and Zoe S. Todd
The chapters featured in this edited volume explore complexities of what we, the editors, term “Indigenous Celebrity.” “Indigenous Celebrity” is in many ways a placeholder for complex and diverse relationships between Indigenous peoples and the notion of celebrity. As the only book dedicated to the topic of celebrity as it relates to Indigeneity, this book will offer foundational articles for theorizing Indigeneity and celebrity and offer a basis for thinking about such dynamics.
The idea of “celebrity” is not new to Indigenous people and yet there is very little work addressing it in explicit contexts. In historical contexts Indigenous celebrity was often driven by desires of Western Europeans to “view” and interact with Indigenous people in ways that affirmed deeply ingrained racial stereotypes (a desire so rampant that it in turn led to the proliferation of white people – such as Grey Owl – “playing Indian” for the purposes of “celebrity as career”). While this fascination with Indians and Indianness has not disappeared (nor has the question of playing Indian for the purposes of celebrity, a question recently raised with respect to acclaimed author Joseph Boyden), in the present, the perpetuation of a celebrity class of Indigenous people is as much driven by the desires of Indigenous peoples ourselves who wish to see ourselves succeed in fields generally associated with celebrity – film, music, art, literature, and sport, though extends to other fields such as politics and academia. This is to say that in recent decades Indigenous people’s relationship to the celebrity has undergone substantial shifts.
The multidisciplinary contributions to this volume thus explore the inherent complexity of Indigenous people’s relationships to celebrity on a global scale. These works examine the relationship of Indigenous people to the concept of celebrity in past, present, and ongoing contexts, identifying commonalities, tensions, and possibilities with respect to Indigeneity and celebrity. Articles might attend to questions such as:
• What is the historical context for Indigenous relations to
• Are there figures/people in traditional contexts that could
be said as inhabiting an Indigenously understood
• Are there innately Indigenous conceptualizations of
• How do Indigenous understandings of celebrity differ
from mainstream and/or widespread conceptualizations
• How has celebrity impacted Indigenous people
individually, and communities more widely?
• What is the relationship between colonialism and
• What is the relationship between traditional ways of
knowing and celebrity?
All submissions will receive acknowledgment and confirmation of acceptance will be sent for selected abstracts by July 15, 2017. Completed chapters of approximately 6,000-8,000 words will be due November 15, 2017.
A substantive body of international scholarship, from different disciplines, has focused on researching and understanding how race has been central to the spread of empire and colonization. Beginning in the 1400s Western Europeans fastened their global expansion to the categorization, designation and ranking of human populations according to a racial hierarchy. Indigenous lands and peoples in Africa, Asia and the Pacific were made possessions, in colonizing processes of renaming, mapping, appropriating, exploiting and dispossessing. Critical Race and Whiteness research and scholarship in the USA and Canada has been central to theorizing and researching how race and whiteness functions and operates, and how both are engaged and appropriated in different geographical locations and historical moments. However, the focus has not been on these countries as specifically imperial and colonizing contexts, instead a broader approach to race and whiteness has been taken.
The imperial traces of race, however, continue to shape policies, perceptions, law and everyday practices. This conference begins an interdisciplinary conversation focusing on race, whiteness and Indigeneity within the context of settler colonialisms in the USA, Canada, New Zealand, Australia and Hawaii. It offers an opportunity to participate in increasingly voluble and global conversations about the denial and significance of race, whiteness and Indigeneity in the 21st century. The conference not only introduces new theoretical developments and knowledge, it also provides researchers and policy makers with an engaging forum in which to discuss the historical and contemporary links between race, Indigeneity and whiteness. Bringing together leading national and international scholars working in Critical Race Studies, Indigenous Studies and Whiteness Studies, the conference will initiate conversations about race, Indigeneity, whiteness and their mutually constitutive relationships. The conference will feature four plenary sessions related to future directions for teaching, research and policy plus concurrent sessions and roundtable discussions.
Keynote Speakers include: Distinguished Professor Aileen Moreton-Robinson (QUT) Professor Angela Riley (UCLA) Professor Devon Carbado (UCLA) Professor Brendan Hokowhitu (University of Waikato) Professor Cheryl Harris (UCLA) Associate Professor Kim Tallbear (University of Alberta) Professor David Roediger (University of Kansas) Associate Professor Hokulani Aikau (University of Hawaii) Associate Professor Shannon Speed (UCLA) Professor Linda Tuhiwai-Smith (University of Waikato) Professor Steve Larkin (University of Newcastle) Professor Chris Andersen (University of Alberta)
The Sequoyah National Research Center (SNRC) at the University of Arkansas at Little Rock invites proposals for its 2017-2018 Research Fellowship Program, which fosters research involving forms of Native expression in a wide range of disciplines.
The program encourages scholars to conduct research in the Center’s collections to support significant studies in a wide range of fields and subjects such as Indian removal from the Southeast, Native journalism and journalists, late 20th century and early 21st century tribal societies and economics, literary artists, entertainment, and others. Fellowships are intended to defray travel expenses and living expenses while recipients are conducting research in the SNRC.
Recipients of research fellowships are expected to spend at least a work week conducting research at the Center. The Center requests that, following their research, research fellows send the Center a copy of the results of their research in published form whenever it appears or in unpublished form if the research is not conducted for publication. The Center also requests notice of the presentation of the research in a public forum. Recipients will be expected to conduct their research between July 1, 2017 and June 30, 2018.
Two research fellowships of $1,500 each will be offered in the 2017-2018 academic year. The most significant criteria considered in awarding a fellowship are the research project's potential contribution to Native American studies and the extent to which the SNRC's collections support scholarship in a research subject. Consideration will also be given to the applicant's background and academic accomplishments if the applicant works in an academic setting. Academic affiliation, however, is not a requisite for receiving a fellowship.
Applications will be considered between March 1, 2017 and April 15, 2017. Awards will be made by May 1, 2017.