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"A Seat At The Table is a valuable and insightful book about a too long overlooked topic - the right of Native American people to have their sacred sites and practices honored and protected. Let's hope it gets read far and wide, enough to bring about a real shift in policy and consciousness.”—Bonnie Raitt "Phil Cousineau has created a fine companion book to accompany the important film he and Gary Rhine have made in defense of the religious traditions of Native Americans. [Native Americans] are recognized the world over as keepers of a vital piece of the Creator's original orders, and yet they are regarded as little more than squatters at home. This book features impressive interviews, beautiful illustrations, and gives a voice to the voiceless.”—Peter Coyote
Traditional Anishinaabe (Ojibwe or Chippewa) knowledge, like the knowledge systems of indigenous peoples around the world, has long been collected and presented by researchers who were not a part of the culture they observed. The result is a colonized version of the knowledge, one that is distorted and trivialized by an ill-suited Eurocentric paradigm of scientific investigation and classification. In Our Knowledge Is Not Primitive, Wendy Makoons Geniusz contrasts the way in which Anishinaabe botanical knowledge is presented in the academic record with how it is preserved in Anishinaabe culture. In doing so she seeks to open a dialogue between the two communities to discuss methods for decolonizing existing texts and to develop innovative approaches for conducting more culturally meaningful research in the future. As an Anishinaabe who grew up in a household practicing traditional medicine and who went on to become a scholar of American Indian studies and the Ojibwe language, Geniusz possesses the authority of someone with a foot firmly planted in each world. Her unique ability to navigate both indigenous and scientific perspectives makes this book an invaluable contribution to the field of Native American studies and enriches our understanding of the Anishinaabe and other native communities.
Turkey, Egypt, and Syria: A Travelogue vividly captures the experiences of prominent Indian intellectual and scholar Shibli Nu‘mani (1857–1914) as he journeyed across the Ottoman Empire and Egypt in 1892. A professor of Arabic and Persian at the Mohammedan Anglo-Oriental (MAO) College at Aligarh, Nu‘mani took a six-month leave from teaching to travel to the Ottoman Empire in search of rare printed works and manuscripts to use as sources for a series of biographies on major figures in Islamic history. Along the way, he collected information on schools, curricula, publishers, and newspapers, presenting a unique portrait of imperial culture at a transformative moment in the history of the Middle East. Nu‘mani records sketches and anecdotes that offer rare glimpses of intellectual networks, religious festivals, visual and literary culture, and everyday life in the Ottoman Empire and Egypt. First published in 1894, the travelogue has since become a classic of Urdu travel writing and has been immensely influential in the intellectual and political history of South Asia. This translation, the first into English, includes contemporary reviews of the travelogue, letters written by the author during his travels, and serialized newspaper reports about the journey, and is deeply enriched for readers and students by the translator’s copious multilingual glosses and annotations. Nu‘mani's chronicle offers unique insight into broader processes of historical change in this part of the world while also providing a rare glimpse of intellectual engagement and exchange across the porous borders of empire.
Attracted to the rich ceremonial life and unique architecture of the New Mexico pueblos, many early-twentieth-century artists depicted Pueblo peoples, places, and culture in paintings. These artists’ encounters with Pueblo Indians fostered their awareness of Native political struggles and led them to join with Pueblo communities to champion Indian rights. In this book, art historian Sascha T. Scott examines the ways in which non-Pueblo and Pueblo artists advocated for American Indian cultures by confronting some of the cultural, legal, and political issues of the day. Scott closely examines the work of five diverse artists, exploring how their art was shaped by and helped to shape Indian politics. She places the art within the context of the interwar period, 1915–30, a time when federal Indian policy shifted away from forced assimilation and toward preservation of Native cultures. Through careful analysis of paintings by Ernest L. Blumenschein, John Sloan, Marsden Hartley, and Awa Tsireh (Alfonso Roybal), Scott shows how their depictions of thriving Pueblo life and rituals promoted cultural preservation and challenged the pervasive romanticizing theme of the “vanishing Indian.” Georgia O’Keeffe’s images of Pueblo dances, which connect abstraction with lived experience, testify to the legacy of these political and aesthetic transformations. Scott makes use of anthropology, history, and indigenous studies in her art historical narrative. She is one of the first scholars to address varied responses to issues of cultural preservation by aesthetically and culturally diverse artists, including Pueblo painters. Beautifully designed, this book features nearly sixty artworks reproduced in full color.
Both a summative description of the field and an exploration of new directions, this multidisciplinary reader addresses issues central to the fields of Arab American, US Muslim, and Southwest Asian and North African (SWANA) American studies. Taking a broad conception of the Americas, this collection simultaneously registers and critically reflects upon major themes in the field, including diaspora, migration, empire, race and racialization, securitization, and global South solidarity. The collection will be essential reading for scholars in Arab/SWANA American studies, Asian American studies, and race, ethnicity, and Indigenous studies, now and well into the future. Contributors include: Evelyn Alsultany, Carol W. N. Fadda, Hisham D. Aidi, Nadine Naber, Therí Pickens, Steven Salaita, Ella Shohat and Sarah M.A. Gualtieri.
Half the students in U.S. schools are experiencing or have experienced trauma, violence, or chronic stress. Much has been written about these students from a therapeutic perspective, especially regarding how to provide them with adequate counseling supports and services. Conversely, little has been written about teaching this population and doing so from a strengths-based perspective. Using real-world examples as well as research-based principles, this book shows how to * Identify inherent assets that students bring to the classroom. * Connect to students’ experiences through instructional planning and delivery. * Foster students’ strengths through the use of predictable routines and structured paired and small-group learning experiences. * Develop family and community partnerships. Experts Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes outline a comprehensive, collaborative approach to teaching that focuses on students’ strengths and resiliency. Teaching to Strengths encourages educators to embrace teaching and schoolwide practices that support and enhance the academic and socio-emotional development of students living with trauma, violence, and chronic stress.
This history of early American political thought examines the emergence, evolution, and manipulation of public opinion. In the early American republic, the concept of public opinion was a recent—and ambiguous—invention. While appearing to promise a new style of democratic politics, the concept was also invoked to limit self-rule, cement traditional prejudices, stall deliberation, and marginalize dissent. As Americans contested the meaning of this essentially contestable idea, they expanded and contracted the horizons of political possibility and renegotiated the terms of political legitimacy. Tracing the concept from its late eighteenth-century origins to the Gilded Age, Mark G. Schmeller’s Invisible Sovereign argues that public opinion is a central catalyst in the history of American political thought. Schmeller treats it as a contagious idea that infected a broad range of discourses and practices in powerful, occasionally ironic, and increasingly contentious ways. Ranging across a wide variety of historical fields, Invisible Sovereign traces a shift over time from early “political-constitutional” concepts, which wrapped pubic opinion in the language of constitutionalism, to more modern, “social-psychological” concepts, which defined public opinion as a product of social action and mass communication.
Central New Yorkers have been treated to many memorable television moments since December 1, 1948, when WHEN-TV Channel 8 signed on the air for the first time. In a record 16 days after equipment arrived at its 101 Court Street site, the station was miraculously up and running. Syracuse s pioneer broadcasters were eager to explore this bold, new world with programs that would entertain, educate, and inform. Syracuse Television features the zaniness of Baron Daemon, lessons from the Magic Toy Shop, and live fun from Jim Deline and the Gang and The Markert Place. Over the years, personalities and programs became familiar to Central New Yorkers. There was news coverage from Fred Hillegas, Ron Curtis, Rod Wood, and Carrie Lazarus and weather forecasts from Stormy Meredith, Big Al Roker, Dave Eichorn, and Wayne Mahar."
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