Colonialism has had cultural effects that have too often been ignored or displaced onto the inexorable logics of modernization and world capitalism. The articles in this important volume explore the multifaced nature of colonialism and its cultural manifestations and treat the unspoken values, hidden assumptions, and buried connections out of which states are made and power is simultaneously exercised and thwarted. The contributors consider explorers’ accounts, missions and conversion, peasant resistance, torture, law, labor, and agriculture, among other issues, using examples that range from South America to Sumatra, from Africa to the Philippines, from India to the metropolitan centers of colonial rule.
 
Colonialism and Culture provides new and important perspectives not only on colonialism, but also on the complex character of colonial history.
 

Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers.

In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism.

In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research.

Communities of Practice demonstrates how an initial cohort of Yup’ik- and English-language teachers collaborated to negotiate and ultimately completed the SLATE program. In so doing, these educators enhanced the program and their own effectiveness as teachers through a greater understanding of language learning. It is these understandings that will ultimately allow heritage- and English-language teachers to work together to foster their students’ success in any language.

 

The effects of colonization on the Indigenous peoples of the Américas over the past 500 years have varied greatly. So too have the forms of resistance, resilience, and sovereignty. In the face of these differences, the contributors to this volume contend that understanding the commonalities in these Indigenous experiences will strengthen resistance to colonial forces still at play. This volume marks a critical moment in bringing together transnational and interdisciplinary scholarship to articulate new ways of pursuing critical Indigenous studies.

Comparative Indigeneities of the Américas highlights intersecting themes such as indigenísmo, mestizaje, migration, displacement, autonomy, sovereignty, borders, spirituality, and healing that have historically shaped the experiences of Native peoples across the Américas. In doing so, it promotes a broader understanding of the relationships between Native communities in the United States and Canada and those in Latin America and the Caribbean and invites a hemispheric understanding of the relationships between Native and mestiza/o peoples.

Through path-breaking approaches to transnational, multidisciplinary scholarship and theory, the chapters in this volume advance understandings of indigeneity in the Américas and lay a strong foundation for further research. This book will appeal to scholars and students in the fields of anthropology, literary and cultural studies, history, Native American and Indigenous studies, women and gender studies, Chicana/o studies, and critical ethnic studies.

Ultimately, this deeply informative and empowering book demonstrates the various ways that Indigenous and mestiza/o peoples resist state and imperial attempts to erase, repress, circumscribe, and assimilate them.

For more than a century the establishment of national parks and protected areas was a major threat to the survival of indigenous people. The creation of parks based on wilderness ideals outlawed traditional ways of life and forced from their homelands peoples who had shaped and preserved local ecosystems for centuries.

Today such tragic conflicts are being superseded by new alliances for conservation. Conservation Through Cultural Survival assesses cutting-edge efforts to establish new kinds of parks and protected areas which are based on partnerships with indigenous peoples. It chronicles new conservation thinking and the establishment around the world of indigenously inhabited protected areas, provides detailed case studies of the most important types of co-managed and indigenously managed areas, and offers guidelines, models, and recommendations for international action. The book:

• discusses the goals and development of the global protected area system
• assesses the strengths and limitations of a range of different types of indigenously inhabited protected areas
• discusses key issues and indigenous peoples' concerns
• recommends measures to promote conservation
• suggests international actions that would promote co-managed and indigenously managed areas

Contributors who have been actively involved in projects around the world provide in-depth accounts from Nepal, Australia, New Guinea, Nicaragua, Honduras, Canada, and Alaska of some of the most promising efforts to develop protected areas where indigenous peoples maintain their rights to settlement and subsistence and participate in management.

Conservation Through Cultural Survival will be required reading for environmentalists, protected area planners and managers, and all who care about the future of indigenous peoples and their homelands.

During the colonial period in Guyana, the country’s coastal lands were worked by enslaved Africans and indentured Indians. In Creole Indigeneity, Shona N. Jackson investigates how their descendants, collectively called Creoles, have remade themselves as Guyana’s new natives, displacing indigenous peoples in the Caribbean through an extension of colonial attitudes and policies.

Looking particularly at the nation’s politically fraught decades from the 1950s to the present, Jackson explores aboriginal and Creole identities in Guyanese society. Through government documents, interviews, and political speeches, she reveals how Creoles, though unable to usurp the place of aboriginals as First Peoples in the New World, nonetheless managed to introduce a new, more socially viable definition of belonging, through labor. The very reason for bringing enslaved and indentured workers into Caribbean labor became the organizing principle for Creoles’ new identities.

Creoles linked true belonging, and so political and material right, to having performed modern labor on the land; labor thus became the basis for their subaltern, settler modes of indigeneity—a contradiction for belonging under postcoloniality that Jackson terms “Creole indigeneity.” In doing so, her work establishes a new and productive way of understanding the relationship between national power and identity in colonial, postcolonial, and anticolonial contexts.

How and why people develop, maintain, and change cultural boundaries through time are central issues in the social and behavioral sciences in generaland anthropological archaeology in particular. What factors influence people to imitate or deviate from the behaviors of other group members? How are social group boundaries produced, perpetuated, and altered by the cumulative outcomeof these decisions? Answering these questions is fundamental to understanding cultural persistence and change. The chapters included in this stimulating, multifaceted book address these questions.

Working in several subdisciplines, contributors report on research in the areas of cultural boundaries, cultural transmission, and the socially organized nature of learning. Boundaries are found not only within and between the societies in these studies but also within and between the communities of scholars who study them. To break down these boundaries, this volume includes scholars who use multiple theoretical perspectives, including practice theory and evolutionary traditions, which are sometimes complementary and occasionally clashing. Geographic coverage ranges from the indigenous Americas to Africa, the Near East, and South Asia, and the time frame extends from the prehistoric or precontact to colonial periods and up to the ethnographic present. Contributors include leading scholars from the United States, Canada, the United Kingdom, and Europe. Together, they employ archaeological, ethnographic, ethnoarchaeological,experimental, and simulation data to link micro-scale processes of cultural transmission to macro-scale processes of social group boundary formation, continuity, and change.