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Like most immigrants, Anne Carr and her husband, Geoffrey, adjusted their world view when they emigrated from Britain to Canada in the 1960s. The differences they found in their new country took them out of their comfort zone and made them question prior assumptions about the way to live. The experience also made them wonder if they belonged to any one place. Beyond Tribal explores how identifying ourselves as part of a group can give us a much-needed sense of belonging, yet it can also create walls that result in judgement towards others who are not like us. As well as discussing nationality, the author describes how factors as varied as class, media, the arts, landscape, and gender, may provide us with a sense of unity or separateness. Part memoir, part thoughtful and evocative essays, this book is for anyone concerned about the future of our small planet and whether globalization and diversity will win the day over tribalism and nationalism.
In Beyond Civilization, Daniel Quinn thinks the unthinkable. We all know there's no one right way to build a bicycle, no one right way to design an automobile, no one right way to make a pair of shoes, but we're convinced that there must be only one right way to live -- and the one we have is it, no matter what. Beyond Civilization makes practical sense of the vision of Daniel Quinn's best-selling novel Ishmael. Examining ancient civilizations such as the Maya and the Olmec, as well as modern-day microcosms of alternative living like circus societies, Quinn guides us on a quest for a new model for society, one that is forward-thinking and encourages diversity instead of suppressing it. Beyond Civilization is not about a "New World Order" but a "New Personal World Order" that would allow people to assert control over their own destiny and grant them the freedom to create their own way of life right now -- not in some distant utopian future.
Arizona’s San Pedro Valley is a natural corridor through which generations of native peoples have traveled for more than 12,000 years, and today many tribes consider it to be part of their ancestral homeland. This book explores the multiple cultural meanings, historical interpretations, and cosmological values of this extraordinary region by combining archaeological and historical sources with the ethnographic perspectives of four contemporary tribes: Tohono O’odham, Hopi, Zuni, and San Carlos Apache. Previous research in the San Pedro Valley has focused on scientific archaeology and documentary history, with a conspicuous absence of indigenous voices, yet Native Americans maintain oral traditions that provide an anthropological context for interpreting the history and archaeology of the valley. The San Pedro Ethnohistory Project was designed to redress this situation by visiting archaeological sites, studying museum collections, and interviewing tribal members to collect traditional histories. The information it gathered is arrayed in this book along with archaeological and documentary data to interpret the histories of Native American occupation of the San Pedro Valley. This work provides an example of the kind of interdisciplinary and politically conscious work made possible when Native Americans and archaeologists collaborate to study the past. As a methodological case study, it clearly articulates how scholars can work with Native American stakeholders to move beyond confrontations over who “owns” the past, yielding a more nuanced, multilayered, and relevant archaeology.
How do we consider ethics in an era in which "politics has become personal" and polarized into the "package deals" offered by the Left and the Right?
A Choice Outstanding Academic Title for 2013While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.”The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses.The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities.The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units..The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work.While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.
The author explores how tribal governments have worked through the constraints of their eroded territory and sovereignty to provide effective leadership and governance.
'Caste' is today almost universally perceived as an ancient and unchanging Hindu institution preserved solely by a deep-seated religious ideology. Yet the word itself is an importation from sixteenth-century Europe. This book tracks the long history of the practices amalgamated under this label and shows their connection to changing patterns of social and political power down to the present. It frames caste as an involuted and complex form of ethnicity and explains why it persisted under non-Hindu rulers and in non-Hindu communities across South Asia.