Naisa

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.

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Submissions for Best Book, Best Subsequent Book, and Most Thought-Provoking Article for 2014 are due this Monday (3/23).
See the Prizes tab on this website (http://www.naisa.org/prizes.html) for more info.
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Call for Papers:
Engaging Indigenous Communities
Guest Editors: Winona Wheeler and Robert Alexander Innes

The way in which scholarly work and research has been commonly pursued on Indigenous cultures and peoples has been subject to criticism for a number of decades. As early as 1969 Vine Deloria Jr. in Custer Died for Your Sins criticized scholars for engaging in useless and objectifying research, and argued for relevant community-driven research. While community-engaged research has been gaining traction in the academy recently, community engagement has been an important dimension and principle of Indigenous research for quite some time. Since the 1980s Indigenous scholars from across the globe assert that Indigenous-focused research needs to be respectful, collaborative and useful. Today we have witnessed the shift from “Indigenous as object” of study to community-engaged collaborative research that is based on and driven by Indigenous agency.

We invite contributions from community and university based researchers, teachers, and scholars who actively and purposefully participate in community-engaged research, teaching and learning with Indigenous peoples, in Canada and around the World. Engaged scholarship most commonly refers to a range of collaborative research, teaching, and learning initiatives rooted in sustained community-university partnerships, and pursued across various disciplines and social and cultural contexts. Community Engaged Research is understood to be community situated, collaborative, and action oriented such that the research process and results are useful to community members in making positive changes. In this special issue we will profile a number of Indigenous community engaged research projects with the intent of identifying best practices.

We are seeking the following submissions: essays; research reports; conference papers, reports on research in progress; audio, artistic or visual outcomes of research; book reviews (by invitation from the Journal).

The topics directly related to Indigenous community engaged research for you to consider include:

* Explorations of the meaning(s), process(es), theory(ies), and practice(s) of Indigenous community engaged research (discipline specific or interdisciplinary),
* The nature, scope and practice of collaborative experience,
the benefits and challenges of collaborative participatory research with Indigenous communities
* Reports on research in progress
* Audio, artistic and/or visual outcomes
* The process of knowledge co-production translation and transmission/dissemination
* evaluating project outcomes
* undergraduate Indigenous community engaged research, experiential learning, community service learning and the scholarship of engagement
* The relationship between Indigenous community engaged research and teaching shared paths and intersections

To insure the Journal secures the right and best peers to review your work, please first submit to us your short paper proposal (250 words) and bio (250 words) by Friday, June 26, 2015. Your proposal needs to identify the focus and content of your prospective paper, the disciplinary training of the authors, the section of the Journal you are submitting to (for peer-reviewed or editor-reviewed section), and whether you will have additional visual or audio material that you would like to include in your submission.

Please submit your paper by Friday, September 25, 2015. All submissions will undergo editorial or blind peer review. Submissions for the Essays Section of the Journal will be subject to blind peer review, submissions to other Journal sections will undergo editorial review.

Essays (maximum 8,000 words) that will be subject to blind peer reviewing should:

* Represent original, unpublished work that is not under consideration by other journals or collections of essays
* Written in accessible language, to respect multidisciplinary nature of the Journal and the diversity of our readers
Include an abstract (200 words) and indicate up to five keywords
* Be typed, double-spaced throughout, in 12-pt Times New Roman font
* Be formatted in the American Psycholog5cal Association (APA) style, 6th edition
* Have a separate cover page that includes the names, institutional affiliations, addresses, and contact information of all authors
* Include author biography/ies (no more than 50 words per author) on a separate sheet
* Indicate that appropriate Institutional Research Ethics Board approval was secured, if applicable
* Be formatted and saved in Microsoft Word (no PDF please)
* Be submitted in two versions, one should include all information to be published, and in the other copy information to be ‘blinded’ should be substituted with blank underlined spaces. Information to be ‘blinded’ includes all text or data that will have to be removed from the essay for blind peer review purposes

Please submit via email to This email address is being protected from spambots. You need JavaScript enabled to view it..

Deadline for proposals: Friday, June 26, 2015

Deadline for all contributions: Friday, September 25, 2015

Expected date of publication: Spring 2016

@ 2015 Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning. University of Saskatchewan, Saskatoon, Canada ISSN: 2368-416X
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Afterlives of 19th-Century Racism
Panel sponsored by the MLA 19thc American Literature Forum

This panel seeks to address the relationship between literary and cultural analysis and anti-racist struggle, past and present. What happens when we shift our scholarly focus from “race” to racism? What new theories, methods, frameworks and archives (settler colonialism, Afro-pessimism, trans-Atlantic, -Pacific, or hemispheric knowledges) might help us think most productively about the relationship between racisms of the past and the present? What bearing might this work have on present-day racial politics and conflicts? What obstacles remain to making this analysis a central part of the field of 19th-century American studies? 250-word abstracts to This email address is being protected from spambots. You need JavaScript enabled to view it. by March 14.
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Due to the large number of applicants for travel grants for the 2015 conference (many more than in previous years), applicants will be notified by March 27, rather than March 20 as was originally indicated.
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The call for nominations for prizes (for best book, best subsequent book, most thought-provoking article, and NAISA annual meeting student paper prize) is now available under the "Prizes" tab on the website.
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