This book is an important reference for developing collaborative programs between indigenous groups and outside experts. The author outlines the process of program design, data collection, analysis, and interpretation for formal or pilot programs. The case study materials provide useful detail for developing projects in education, economic development, social services, and health.

Involving Indigenous peoples and traditional knowledge into natural resource management produces more equitable and successful outcomes. Unfortunately, argue Anne Ross and co-authors, even many “progressive” methods fail to produce truly equal partnerships. This book offers a comprehensive and global overview of the theoretical, methodological, and practical dimensions of co-management. The authors critically evaluate the range of management options that claim to have integrated Indigenous peoples and knowledge, and then outline an innovative, alternative model of co-management, the Indigenous Stewardship Model. They provide detailed case studies and concrete details for application in a variety of contexts. Broad in coverage and uniting robust theoretical insights with applied detail, this book is ideal for scholars and students as well as for professionals in resource management and policy.

Poverty. Lack of social support. Limited access to education. High risk for health problems. Indigenous communities face an inordinate number of hardships. But when children have special needs, these problems multiply exponentially, making existing difficulties considerably worse. School-Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities begins with an in-depth overview of indigenous experience and psychology, and situates disabilities within the contexts of indigenous communities and education services. The pilot study at the core of the book, conducted among the Bedouins of southern Israel, shows this knowledge in action as special education personnel engage parents in interventions for their children. Going beyond facile concepts of cultural sensitivity, the model recasts professionals as cultural mediators between school and family. This practice-oriented information has the potential to improve not only the well-being of children and families, but of the greater community as well. Featured in the coverage: Unique characteristics of indigenous communities and children with disabilities. Psychological models of reactions to disability. Benefits of multidisciplinary teams. Factors affecting collaboration between indigenous parents of children with disabilities and school professionals. Core principles of indigenously attuned collaboration. An extended case study on collaboration between parents of children with disabilities and school professionals in a Bedouin community. School-Parent Collaborations in Indigenous Communities is a breakthrough resource for researchers, graduate students, and professionals working with special needs children in child and school psychology, international and comparative education, social work, cross-cultural psychology, public health, and educational psychology.

Dawnland Voices calls attention to the little-known but extraordinarily rich literary traditions of New England’s Native Americans. This pathbreaking anthology includes both classic and contemporary literary works from ten New England indigenous nations: the Abenaki, Maliseet, Mi’kmaq, Mohegan, Narragansett, Nipmuc, Passamaquoddy, Penobscot, Schaghticoke, and Wampanoag. Through literary collaboration and recovery, Siobhan Senier and Native tribal historians and scholars have crafted a unique volume covering a variety of genres and historical periods. From the earliest petroglyphs and petitions to contemporary stories and hip-hop poetry, this volume highlights the diversity and strength of New England Native literary traditions. Dawnland Voices introduces readers to the compelling and unique literary heritage in New England, banishing the misconception that “real” Indians and their traditions vanished from that region centuries ago.

In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas and institutional racism, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. In twelve case studies, the authors provide rich contextual histories of Native programs, discussing successes and failures and battles over curriculum content, funding, student retention, and community collaborations. It will be a valuable resource for Native American leaders, and educators in Native American studies, race and ethnic studies, comparative education, anthropology, higher education administration and educational policy.

This book situates Taiwan’s indigenous knowledge in comparative contexts across other indigenous knowledge formations. The content is divided into four distinct but interrelated sections to highlight the importance and diversity of indigenous knowledge in Taiwan and beyond. It begins with an exploration of the recent development and construction of an indigenous knowledge and educational system in Taiwan, as well as issues concerning research ethics and indigenous knowledge. This is followed by a section that illustrates diverse forms of indigenous knowledge, and in turn, a theoretical dialogue between indigenous studies and settler colonial studies. Lastly, the Paiwan indigenous author Dadelavan Ibau’s trans-indigenous journey to Tibet rounds out the coverage. This book is useful to readers in indigenous, settler colonial, and decolonial studies around the world, not just because it offers substantive content on indigenous knowledge in Taiwan, but also because it offers conceptual tools for studying indigenous knowledge from comparative and relational perspectives. It also greatly benefits anyone interested in Taiwan studies, offering an ethical approach to indigeneity in a classic settler colony.

This book examines a collaboration between traditional Māori healing and clinical psychiatry. Comprised of transcribed interviews and detailed meditations on practice, it demonstrates how bicultural partnership frameworks can augment mental health treatment by balancing local imperatives with sound and careful psychiatric care. In the first chapter, Māori healer Wiremu NiaNia outlines the key concepts that underpin his worldview and work. He then discusses the social, historical, and cultural context of his relationship with Allister Bush, a child and adolescent psychiatrist. The main body of the book comprises chapters that each recount the story of one young person and their family’s experience of Māori healing from three or more points of view: those of the psychiatrist, the Māori healer and the young person and other family members who participated in and experienced the healing. With a foreword by Sir Mason Durie, this book is essential reading for psychologists, social workers, nurses, therapists, psychiatrists, and students interested in bicultural studies.

This is Book 7 of 7 in the Ethnographer's Toolkit, Second Edition. In Ethnography in Action, Jean J. Schensul and Margaret D. LeCompte explore how ethnographic research intersects with and enhances numerous areas of practice. Schensul and LeCompte ground this book in the understanding that all applied or practice-oriented social science must be collaborative to be effective. Showing how informal and formal ethnographic methods and knowledge contribute to the arenas in which ethnographers work, the authors cover both the typical practice settings raised in earlier books in the series and introduce two emerging arenas of concern: long-term fieldwork and participatory action research. With its methodological focus and skillful integration of guidelines, checklists, examples, and resources, Book 7 offers a unique guide to the practice of mixed methods ethnography over time and with community involvement. Other books in the set: Book 1: Designing and Conducting Ethnographic Research: An Introduction, Second Edition by Margaret D. LeCompte and Jean J. Schensul 9780759118690 Book 2: Initiating Ethnographic Research: A Mixed Methods Approach by Stephen L. Schensul, Jean J. Schensul, and Margaret D. LeCompte 9780759122017 Book 3: Essential Ethnographic Methods: A Mixed Methods Approach, Second Edition by Jean J. Schensul and Margaret D. LeCompte 9780759122031 Book 4: Specialized Ethnographic Methods: A Mixed Methods Approach edited by Jean J. Schensul and Margaret D. LeCompte 9780759122055 Book 5: Analysis and Interpretation of Ethnographic Data: A Mixed Methods Approach, Second Edition by Margaret D. LeCompte and Jean J. Schensul 9780759122079 Book 6: Ethics in Ethnography: A Mixed Methods Approach by Margaret D. LeCompte and Jean J. Schensul 9780759122093

This book demonstrates the processes of intercultural musical collaboration and how these processes contribute to facilitating positive relationships between Indigenous and non-Indigenous peoples in Australia. Each of the chapters in this edited collection examines specific examples in diverse contexts, and reflects on key issues that underpin musical exchanges, including the benefits and challenges of intercultural music making. The collection demonstrates how these musical collaborations allow Indigenous and non-Indigenous people to work together, to learn from each other, and to improve and strengthen their relationships. The metaphor of the “third space” of intercultural music making is interwoven in different ways throughout this volume. While focusing on Indigenous Australian/non-Indigenous intercultural musical collaboration, the book will be of interest globally as a resource for scholars and postgraduate students exploring intercultural musical communication in countries with histories of colonisation, such as New Zealand and Canada.

Through an in-depth study of Alaskan indigenous communities, Jennings explores the relationship between land and education. He reveals how Euro-American institutions attempt to redefine indigenous understandings of land and spirituality to make them conform to those in the dominant society. The author proposes educational agendas that are components of native sovereignty, with their distinctive spiritual, intellectual, and material relationships to land. This book is valuable for educational policymakers, and instructors in education, anthropology and Native American studies.