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.
Upcoming deadlines for fellowships and funding opportunities
For Cornell faculty:
Humanities Research Grants: Grants of up to $3000 to support faculty research in the humanities, international collaborative research, or visits to Cornell for collaborative research and discussion. Deadline October 27.
Faculty Fellowships: One-year fellowship focused on our 2018-2019 focal theme, “Authority." Deadline October 31.
For Cornell graduate students:
Mellon Urbanism Fellowships: Apply for a spot in the Spring 2018 seminar, “Building Feelings / Feeling Buildings: Mapping Urban Memory in an Ahistorical Age,” with a $1500 stipend to support a final project. Deadline November 1.
Mellon Postdoctoral Fellowship in History of Art: Two year (2018-2020) postdoctoral fellowship with a $50,000 annual stipend. Seeking applicants who are specialists in the in the field of 20th-century Europe and North America, spanning the years 1914-1991. Deadline November 1.
Rare Book School’s Andrew W. Mellon Society of Fellows in Critical Bibliography invites applications for its inaugural fellowship cohort (2018–19). The deadline is November 1, 2017.
Continuing the work of the Andrew W. Mellon Fellowship in Critical Bibliography (2012–17), this new scholarly society will work to advance the study of texts, images, and artifacts as material objects through capacious, interdisciplinary scholarship--and to enrich humanistic inquiry and education by identifying, mentoring, and training promising early-career scholars. Fellows will be encouraged and supported in integrating the methods of critical bibliography into their teaching and research, fostering collegial conversations about historical and emerging media across disciplines and institutions, and sharing their knowledge with broader publics. The fellowship includes tuition waivers for two Rare Book School courses, as well as funding for scholars to participate in the Society's Annual Meeting and Orientation. Additional funds are available for fellows to organize symposia at their home institutions, and fellows will have the option of attending a bibliographical field school to visit libraries, archives, and collections in New York City.
The Society is committed to supporting diversity and to advancing the scholarship of outstanding persons of every race, gender, sexual orientation, creed, and socio-economic background, and to enhancing the diversity of the professions and academic disciplines it represents, including the professoriate, museums, libraries, archives, public humanists, digital humanities, and the humanist academic disciplines. We warmly encourage prospective applicants from a wide range of disciplines, institutions, expertise, and interest.
For more information and to apply, please visit: http://rarebookschool.org/admissions-awards/fellowships/sofcb/
Call for Papers: Native American Narratives in a Global Context
Special Issue to Appear in Transmotion: An Online Journal of Postmodern Indigenous Studies http://journals.kent.ac.uk/index.php/transmotion
Deadline for Abstracts: 1st October 2017
In the contemporary moment, the world has seen an increase in transnational and decolonial activist movements around indigenous rights. Idle No More, Rhodes Must Fall, the BDS movement for a Free Palestine and the Dakota Access Pipeline protests have all garnered international attention and trans-indigenous calls of solidarity. These politics have found their ways to literary productions, and many have dubbed the increase in Native American writings and the rapid growth in Indigenous Studies a cultural, literary, and academic renaissance.
Building on this historically significant moment, Transmotion is currently seeking submissions for a cross-disciplinary special issue on the topic of Native American Narratives in a Global Context: Comparative and Transnational Perspectives. The special issue builds on a panel entitled “Native American Literature in a Global Context” that took place at the 2017 meeting of the Native American Literature Symposium (NALS). This panel focused on Native American and First Nations literature in relation to South African, Palestinian and Middle Eastern writings.
In recent years, there has been an increase in Native American scholarship that attempts to consider separate and distinct histories, cultures and literatures in a comparative frame. In 2011, Daniel Heath Justice observed the number of Indigenous Studies scholars globally, “reaching out, learning about themselves and one another, looking for points of connection that reflect and respect both specificity and shared concern.” Jodi A Byrd, in The Transit of Empire (2011), employs the concept “transit” to describe the interconnectedness and continuum of colonial violence that implicated multiple peoples and spaces. In 2012, Chadwick Allen established the concept ‘Trans-Indigenous’ to develop a methodology for a global Native literary studies and, elsewhere, scholars have explored the potential for comparing Native American socio-historic perspectives with those of other colonized and oppressed people. In his latest book (2016), Steven Salaita adopts “inter/nationalism” as a term that embodies decolonial thought and expression, literary and otherwise, that surface in the intersectional moments between American Indian and Palestinian struggles. Similarly, there is a long tradition of Native American Indigenous authors exploring the transnational politics of oppression and the multidirectional movement of memory (Rothberg, 2008) in fiction, poetry and on stage: from Leslie Marmon Silko’s transcontinental decolonial revolution in Almanac of the Dead (1991) to Sherman Alexie’s reflections on Indigenous and Jewish experiences of genocide in ‘Inside Dachau’ (2011). These academic and creative projects cross the traditional disciplinary boundaries of indigenous, postcolonial, and settler colonial studies, bringing together histories and cultures that have rarely been considered alongside one another. But what, if any, is the relationship between these cultures? What is to be gained from studying, ostensibly at least, disparate literatures and societies in the same frame?
This special issue seeks to explore this new direction of Indigenous Studies, focusing on the significance of Native American, First Nations, and Indigenous North American narratives in a global arena. We invite work that engages with historical or cultural narratives, spanning literature, art, film, or other modes of cultural production. Bringing together scholars researching Native American narratives in relation to diverse geographical and historical contexts, we hope to interrogate questions surrounding what comparative indigenous studies might look like and what potential it holds for transnational exchange on a global scale. A comparative focus foregrounds the distinct but interconnected experiences of (post-) colonial and disenfranchised communities across the world. A lens of this kind can expand and ask global questions on what it means to be native in specific colonial spaces and the ways through which one can analyze literary expressions that work towards decolonization in these contexts.
We particularly welcome submissions that engage with the following topics:
- Comparative perspectives on Native American narratives in relation to (settler) colonial and postcolonial contexts.
- Comparative perspectives on Native American experiences in relation to other global experiences with genocide or colonial violence.
- Case studies that focus on Native American writing, artwork or other forms of cultural production that foreground cross-cultural movement or exchange.
- Conceptual work that explores trans-indigenous studies as an emerging field of scholarship.
- The benefits and/or limitations of comparative indigenous critique.
- Comparative perspectives that challenge traditional understandings of indigeneity or post-coloniality.
- The contemporary relevance of Native American narratives in a global context.
- The benefits and/or limitations of teaching Native histories, cultures or literatures within a comparative frame.
- Transnational activism and decolonial movements around Indigenous struggles.
- Anti-colonial and Indigenous critiques of globalization, neoliberalism, and the modern nation-state.
- The potential for decolonization through cross-cultural exchange or fostering of global connections, literary or otherwise.
We invite articles, creative pieces, or hybrid works that engage with these topics and which align aesthetically with the aforementioned editorial emphasis.
Abstracts (up to 300 words) and brief author CV to be sent to the Guest Editors by 1st October 2017.
Accepted pieces will be due by 31 March 2018 and should be submitted directly to the Transmotion website for peer review, in accordance with the journal guidelines.
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.