ᏍᏈᏍᏙᏍᏓᎢ ᎤᏰᎧᎢ ᏒᎩ ᎢᎾᎨ ᎡᎯ: Reclamation Stories of Indigenous Graduate Students at a Native American Serving NonTribal Institution

The experiences of Indigenous graduate students in higher education are underrecognized in research and scholarship. Similarly, the experiences of Indigenous students, undergraduate or graduate, within Native American Serving NonTribal Institutions (NASNTIs) are largely excluded from research and scholarship. Although NASNTI designation is only dependent on the Indigenous undergraduate student population at an institution, the stories shared through this research signify the importance of considering Indigenous graduate students experiences at a NASNTI. The conceptual framework consisted of four core foundations as outlined by Kovach (2021), including ᎦᏚᏩ (ga-du-wa) knowledge, relational accountability, the Indigenous community of the NASNTI, and the situating of self. The NASNTI centered in this research posited important consideration of Place, especially because the institution was founded by the Tribal Nation and Indigenous community it is situated within. The stories of seven Indigenous graduate students, who attended the NASNTI between 2018-2023, were gathered through a sharing circle and individual conversations. Thematic Analysis was used to identify three themes: ᏝᏲᎩᏙᏗ ᏂᎬᏮᏍᏙ (It seems like it is not for us to use), ᏝᏱᏙᎾᏓᏂᏲᏏ & ᏧᎵᏨᏯᏍᏗ (Not going to give up & being brave), and ᏙᏓᏢᏍᏕᎵᏍᎪ (Helping each other). A final theme, ᏍᏈᏍᏙᏍᏔᎢ ᎤᏰᎧᎢ ᏒᎩ ᎢᎾᎨ ᎡᎯ (The wild onions are growing everywhere) was later incorporated

ᏍᏈᏍᏙᏍᏓᎢ ᎤᏰᎧᎢ ᏒᎩ ᎢᎾᎨ ᎡᎯ: Reclamation Stories of Indigenous Graduate Students at a Native American Serving NonTribal Institution

The experiences of Indigenous graduate students in higher education are underrecognized in research and scholarship. Similarly, the experiences of Indigenous students, undergraduate or graduate, within Native American Serving NonTribal Institutions (NASNTIs) are largely excluded from research and scholarship. Although NASNTI designation is only dependent on the Indigenous undergraduate student population at an institution, the stories shared through this research signify the importance of considering Indigenous graduate students experiences at a NASNTI. The conceptual framework consisted of four core foundations as outlined by Kovach (2021), including ᎦᏚᏩ (ga-du-wa) knowledge, relational accountability, the Indigenous community of the NASNTI, and the situating of self. The NASNTI centered in this research posited important consideration of Place, especially because the institution was founded by the Tribal Nation and Indigenous community it is situated within. The stories of seven Indigenous graduate students, who attended the NASNTI between 2018-2023, were gathered through a sharing circle and individual conversations. Thematic Analysis was used to identify three themes: ᏝᏲᎩᏙᏗ ᏂᎬᏮᏍᏙ (It seems like it is not for us to use), ᏝᏱᏙᎾᏓᏂᏲᏏ & ᏧᎵᏨᏯᏍᏗ (Not going to give up & being brave), and ᏙᏓᏢᏍᏕᎵᏍᎪ (Helping each other). A final theme, ᏍᏈᏍᏙᏍᏔᎢ ᎤᏰᎧᎢ ᏒᎩ ᎢᎾᎨ ᎡᎯ (The wild onions are growing everywhere) was later incorporated

Are Indigenous conceptions of sovereignty as non-interference patriarchal?

In the field of International Relations, sovereignty refers to a state's authority to govern itself without external interference, closely tied to the principle of non-intervention. Recent scholarship has illuminated sovereignty as socially constructed and dynamic, yet non-interference remains central to its conception. Catherine MacKinnon's feminist critique exposes the patriarchal implications of fetishising non-interference, silencing marginalised voices, and perpetuating gendered power imbalances. This Forum examines whether Indigenous conceptions of sovereignty that prioritise non-interference are shaped by patriarchal ideologies, particularly through the emphasis on relationality - rooted in kinship - and the central role of consent in Indigenous understandings and practices of sovereignty. By examining the intersection of non-interference with systems of oppression, this paper contributes to a nuanced understanding of Indigenous sovereignty, self-determination, and gendered relations. It concludes with a discussion of the relationship between consent, non-interference, and non-domination.</p

Indigenizing the Future: Why We Must Think Spatially in the Twenty-first Century

"Indigeneity at the Crossroads of American Studies." Published as a special joint issue with American Studies, Volume 46, No. 3/4, Fall 2005

Worlded object and its presentation: A Māori philosophy of language

In an era concerned with the survival of Indigenous languages, language as a general phenomenon needs to be thought of as thoroughly connected to one’s worldview. In this article, I propose a different conception of language that sides more with what I call ‘the worlding of things’ than linguistics. To foreshadow my speculations on language, I consider the possibility that, within the representation of one entity in perception, there exist all other entities. An entity is hence ‘worlded’—a key aspect of the term ‘whakapapa’. I then turn to think about language as a general phenomenon for Mäori, and its complex ability to world an entity even as it adumbrates that thing’s backdrop. I consider the verb ‘to be’ in that light, arguing that Mäori identify language as a sort of gathering of entities rather than an instrument for singling out one thing as thoroughly and separably evident. This article is therefore as much about the full participation of the world as it is about language; it also aims to counter the belief that language is merely a conveyor of ideas