In the last few years, there have been myriad media reports regarding Federal Indian boarding schools and their grisly history of violence and cultural erasure against Native people in the United States. The US government recently acknowledged its role for the first time with the Department of the Interior's publication of the "Federal Indian Boarding School Initiative Investigative Report." In this book, Alicia Carroll tells the history of one form of literary Native resistance to this violence, that of the collaboratively written autobiography. Focusing on work by Hopi boarding school residents, Carroll shows readers that collaborative autobiographical authorship is a practice of Indigenous intellectual sovereignty, using a method they dub indiscipline: a strategy of defying, refusing, or purposefully failing to follow mandates to conform to settler colonial sex and gender norms, including heteronormativity, the binary construct of sex and gender, and the idea of personhood itself. Through collaboratively written autobiography, Carroll argues that Native authors not only resisted colonial attempts to use sex and gender to alienate them from their homelands and bodies, they created an important Indigenous literary genre that informs our understanding of Native life and art today.

This book sheds new light on classroom indiscipline by listening to the voices of both the teachers and the young learners of English as a Foreign Language (EFL). By focusing on data from multiple sources, chapters in this volume offer a thorough description of undisciplined learner acts, a framework for categorizing indiscipline types, an exploration of perceived causality beyond the observable behavior, and of management strategies and their evaluation by teachers and children. The author offers practical guidance on creating a disciplined EFL learning classroom atmosphere through multilateral educational aims and processes. This book is a point of reference for academics, researchers, university students, educators and teacher trainers who wish to enhance the design and implementation of reliable multi-lens qualitative case studies on the subject. With its elucidating and transformative power, it inspires further innovative research and practical initiatives for the understanding and successful management of child indiscipline in diverse EFL learning contexts.

Study of a paper mill, 1981-1986.

"Violent takeovers of constitutionally elected governments by the military constitute the principal bane in the process of our national development. The Ghana Armed Forces have equally been a major victim of these military coups d’état. This book, Allegiance vs Indiscipline – A Ghanaian Soldier’s Story, gives a vivid illustration of this phenomenon.” “ Life in exile, as narrated in his book, was not a very pleasant experience. For 16 years, he commuted between the United Kingdom and countries on the West Coast of Africa. It was a period of interesting military adventure. Allegiance vs Indiscipline – A Ghanaian Soldier’s Story is an educative document which is worth reading and should be added to every soldier’s collection.” Lt General E. A. Erskine Former Commander, Ghana Army First Force Commander, UNIFIL