The Routledge Handbook of Critical Indigenous Studies is the first comprehensive overview of the rapidly expanding field of Indigenous scholarship. The book is ambitious in scope, ranging across disciplines and national boundaries, with particular reference to the lived conditions of Indigenous peoples in the first world. The contributors are all themselves Indigenous scholars who provide critical understandings of indigeneity in relation to ontology (ways of being), epistemology (ways of knowing), and axiology (ways of doing) with a view to providing insights into how Indigenous peoples and communities engage and examine the worlds in which they are immersed. Sections include: • Indigenous Sovereignty • Indigeneity in the 21st Century • Indigenous Epistemologies • The Field of Indigenous Studies • Global Indigeneity This handbook contributes to the re-centring of Indigenous knowledges, providing material and ideational analyses of social, political, and cultural institutions and critiquing and considering how Indigenous peoples situate themselves within, outside, and in relation to dominant discourses, dominant postcolonial cultures and prevailing Western thought. This book will be of interest to scholars with an interest in Indigenous peoples across Literature, History, Sociology, Critical Geographies, Philosophy, Cultural Studies, Postcolonial Studies, Native Studies, Māori Studies, Hawaiian Studies, Native American Studies, Indigenous Studies, Race Studies, Queer Studies, Politics, Law, and Feminism.

Built on the foundation of their landmark Handbook of Qualitative Research, it extends beyond the investigation of qualitative inquiry itself to explore the indigenous and non-indigenous voices that inform research, policy, politics, and social justice.

The Routledge Handbook of the Archaeology of Indigenous-Colonial Interaction in the Americas brings together scholars from across the hemisphere to examine how archaeology can highlight the myriad ways that Indigenous people have negotiated colonial systems from the fifteenth century through to today. The contributions offer a comprehensive look at where the archaeology of colonialism has been and where it is heading. Geographically diverse case studies highlight longstanding theoretical and methodological issues as well as emerging topics in the field. The organization of chapters by key issues and topics, rather than by geography, fosters exploration of the commonalities and contrasts between historical contingencies and scholarly interpretations. Throughout the volume, Indigenous and non-Indigenous contributors grapple with the continued colonial nature of archaeology and highlight Native perspectives on the potential of using archaeology to remember and tell colonial histories. This volume is the ideal starting point for students interested in how archaeology can illuminate Indigenous agency in colonial settings. Professionals, including academic and cultural resource management archaeologists, will find it a convenient reference for a range of topics related to the archaeology of colonialism in the Americas.

This companion consists of chapters that focus on and bring forward critical theories and productive methodologies for Indigenous art history in North America. This book makes a major and original contribution to the fields of Indigenous visual arts, professional curatorial practice, graduate-level curriculum development, and academic research. The contributors expand, create, establish and define Indigenous theoretical and methodological approaches for the production, discussion, and writing of Indigenous art histories. Bringing together scholars, curators, and artists from across the intersecting fields of Indigenous art history, critical museology, cultural studies, and curatorial practice, the companion promotes the study and dissemination of Indigenous art and stimulates new conversations on such key areas as visual sovereignty and self-determination; resurgence and resilience; land-based, embodied, and nation-specific knowledges; epistemologies and ontologies; curatorial and museological methodologies; language; decolonization and Indigenization; and collaboration, consultation, and mentorship.

Aileen Moreton-Robinson and the contributors to this important volume deploy incisive critique and analytical acumen to propose new directions for critical Indigenous studies in the First World. Leading scholars offer thought-provoking essays on the central epistemological, theoretical, political, and pedagogical questions and debates that constitute the discipline of Indigenous studies, including a brief history of the discipline.

This handbook offers a unique decolonial take on the field of Critical Whiteness Studies by rehistoricising and re-spatialising the study of bodies and identities in the world system of coloniality. Situating the critical study of whiteness as a core intellectual pillar in a broadly based project for racial and social justice, the volume understands whiteness as elaborated in global coloniality through epistemology, ideology and governmentality at the intersections with heteropatriarchy and capitalism. The diverse contributions present Black and other racially diverse scholarship as crucial to the field. The focus of inquiry is expanded beyond Northern Anglophone contexts to challenge centre/margin relations, examining whiteness in the Caribbean, South Africa and the African continent, Asia, the Middle East as well as in the United States and parts of Europe. Providing a transdisciplinary approach and addressing debates about knowledges, black and white subjectivities and newly defensive forms of whiteness, as seen in the rise of the Radical Right, the handbook deepens our understanding of power, place, and culture in coloniality. This book will be an invaluable resource for researchers, advanced students, and scholars in the fields of Education, History, Sociology, Anthropology, Psychology, Political Sciences, Philosophy, Critical Race Theory, Feminist and Gender Studies, Postcolonial and Decolonial Studies, Security Studies, Migration Studies, Media Studies, Indigenous Studies, Cultural Studies, Critical Diversity Studies, and African, Latin American, Asian, American, British and European Studies.

Native Studies Keywords explores selected concepts in Native studies and the words commonly used to describe them, words whose meanings have been insufficiently examined. This edited volume focuses on the following eight concepts: sovereignty, land, indigeneity, nation, blood, tradition, colonialism, and indigenous knowledge. Each section includes three or four essays and provides definitions, meanings, and significance to the concept, lending a historical, social, and political context. Take sovereignty, for example. The word has served as the battle cry for social justice in Indian Country. But what is the meaning of sovereignty? Native peoples with diverse political beliefs all might say they support sovereignty—without understanding fully the meaning and implications packed in the word. The field of Native studies is filled with many such words whose meanings are presumed, rather than articulated or debated. Consequently, the foundational terms within Native studies always have multiple and conflicting meanings. These terms carry the colonial baggage that has accrued from centuries of contested words. Native Studies Keywords is a genealogical project that looks at the history of words that claim to have no history. It is the first book to examine the foundational concepts of Native American studies, offering multiple perspectives and opening a critical new conversation.

This title provides a comprehensive analysis of the relationship between power, knowledge, education, and schooling.

This Handbook provides an essential guide to the study of resources and their role in socio-environmental change. With original contributions from more than 60 authors with expertise in a wide range of resource types and world regions, it offers a toolkit of conceptual and methodological approaches for documenting, analyzing, and reimagining resources and the worlds with which they are entangled. The volume has an introduction and four thematic sections. The introductory chapter outlines key trajectories for thinking critically with and about resources. Chapters in Section I, "(Un)knowing resources," offer distinct epistemological entry points and approaches for studying resources. Chapters in Section II, "(Un)knowing resource systems," examine the components and logics of the capitalist systems through which resources are made, circulated, consumed, and disposed of, while chapters in Section III, "Doing critical resource geography: Methods, advocacy, and teaching," focus on the practices of critical resource scholarship, exploring the opportunities and challenges of carrying out engaged forms of research and pedagogy. Chapters in Section IV, "Resource-making/world-making," use case studies to illustrate how things are made into resources and how these processes of resource-making transform socio-environmental life. This vibrant and diverse critical resource scholarship provides an indispensable reference point for researchers, students, and practitioners interested in understanding how resources matter to the world and to the systems, conflicts, and debates that make and remake it.

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical, and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris Marion Young, Karl Marx, Antonio Gramsci, and many others, to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust, and much needed, alternative paradigm to the technique-driven ‘conservative revolution’ currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world.