Faculty Position in Indigenous Community Studies

Open Rank faculty position in Indigenous Community Studies University of
Wisconsin-Madison The Department of Civil Society and Community Studies
(School of Human Ecology) and the American Indian Studies Program (College
of Letters and Science) at the University of Wisconsin-Madison invite
applications for a tenure-track faculty position, open to all ranks in
Indigenous Community Studies.

Position Summary:
This position is for a joint appointment with 50% in the Department of Civil
Society and Community Studies (tenure home) and 50% in the American Indian
Studies Program. We seek a candidate with expertise in community-engaged
scholarship, indigenous methodologies/evaluation, community leadership,
civil society or nonprofits and with tribal expertise. The area of research
is open and may include community/tribal health, environmental health,
community/tribal nutrition, indigenous knowledge systems, traditional
ecological knowledge, community/tribal education, social justice,
incarceration, etc. The candidate’s research should focus on Indigenous
peoples and issues within North America with a particular focus on Wisconsin
communities. The position requires scholarship, teaching, and service in a
department and a program serving undergraduate and graduate students. Other
desirable attributes include strong research methods, oral and written
communication skills and the ability to interact with an interdisciplinary
and collaborative intellectual community. Native American and minority
candidates are encouraged to apply.
Degree and area of specialization:
Holds a doctoral degree in a discipline relevant to the units and position
e.g. psychology, human development and family studies, social work, American
Indian studies, anthropology, education or related disciplines. Employment
contingent upon completion of degree.

The successful candidate will:
– Build community-academic partnerships with tribal/urban Indian communities
especially in Wisconsin.
– Maintain a coherent and productive program of research excellence.
– Seek and secure funding to support research partnerships.
– Teach graduate and undergraduate courses (2:2 load) and contribute to
program development.
– Supervise student research and provide high quality academic mentoring.
– Participate in shared governance and other departmental and university
service activities as appropriate for career stage.

Application link:
http://jobs.hr.wisc.edu/cw/en-us/job/496371/asst-assoc-or-full-professor-of-
indigenous-community-studies

Tenure Track in First Nations Studies

Western University
Open Appointment in Indigenous Research
Academic Vacancy 2018 – 2019

Western University invites applications for a probationary (tenure-track) or tenured
appointment effective July 1, 2018 (or as negotiated) in the First Nations Studies
Program, Faculty of Social Sciences at the rank of Assistant, Associate or Full
Professor. The successful candidate will be appointed at a rank appropriate to
their level of experience. The successful applicant will be appointed into an
appropriate department within the Faculty of Social Science (Anthropology,
Geography, History, Political Science, Psychology, Sociology, etc.) with a joint
appointment to First Nations Studies.

 

Please view the PDF for details

Asking for your support – GEDAKINA’S annual Fall Fundraiser

GEDAKINA ‘S ANNUAL FALL FUNDRAISING CAMPAIGN

Greetings, we are asking for your generous support of our annual fundraising campaign. All
funds raised go to support our community-based programs and activities for Native American
children, women and their families from across New England. Examples of how we use your
generous donations include: Distribution of Thanksgiving Food baskets; Winter clothing for
youth; Supplies for cultural activities like our Bringing Back Our Songs project where youth
make their own hand drums and learn traditional songs; Distribution of children’s books by
Native American authors from New England, to children and their families and to tribal schools
and after-school programs through our – Our Stories project; and distribution of fishing rod and
reel sets for our youth fishing/food project. Thanks to your generous support we have never
charged any youth or family member to participate in any of our activities – and we have been
around doing this work since 2002. So a big thank you to everyone that has supported these and
our activities – because without your assistance and support – we really wouldn’t be able to do as
much as we do.

Way to support our DawnLand Fund:

Visit www.gedakina.org and safely/securely donate using our PayPal link.

Send checks or money orders to:
GEDAKINA PO Box 2363 Amherst, MA 01004
GEDAKINA PO Box 2478 Bangor, ME 04402
GEDAKINA PO Box 9061 Essex, VT 05451

Thanks for your support!! GEDAKINA is a 501c3 nonprofit.

Donations are tax deductible as allowed by law

 

Hiring! Assistant Professor of Environment, Health, and/or Governance

University of Washington-Seattle Campus: College of Arts and Sciences: American Indian Studies

Assistant Professor of Environment, Health, and/or Governance

Location: Seattle, WA

Closes: Dec 1, 2017at 11:59 PM Eastern Time

(GMT-4 hours)

The Department of American Indian Studies at the University of Washington seeks a full-time (100% FTE, 9-month term), tenure-track Assistant Professor whose research and teaching engages American Indian and Indigenous Studies through the study of environment, health, and/or governance. The successful candidate will be trained in the social and/or natural sciences (or related fields) and have experience with tribal communities. Scholars whose work intersects with Indigenous health and wellness, climate change, economic development, politics, transnationalism, and environmental concerns as they relate to tribal resource management are of particular interest. Ideal candidates should have scholarship addressing the entangled relations among Indigenous nations; Indigenous communities; federal, state, and local governments; Western science; capitalism; Indigenous cultural revitalization movements; and/or Indigenous knowledges.  All University of Washington faculty engage in teaching, research and service.

American Indian Studies (AIS) at UW is a multidisciplinary academic department that offers an undergraduate major and minor. It is also home to the Native Voices graduate program in Indigenous film, video, and digital media. The department’s faculty members represent a range of disciplines and approach their teaching and research from a decolonizing, community-based, and global perspective. The department works with national and regional Indigenous communities through the UW Tribal Leadership Summit, Native American Advisory Board, the UW wǝɫǝbʔaltxʷ Intellectual House, as well as campus symposia and conferences. AIS is a campus leader in facilitating the recruitment and retention of American Indians, First Nations, and Indigenous faculty and students.

QUALIFICATIONS

The successful candidate will demonstrate the potential for excellence in research, teaching, service, mentorship, and community engagement. A Ph.D. (or foreign equivalent) or comparable terminal degree must be in hand by the start date. The appointment will begin in September 2018.

APPLICATION INSTRUCTIONS

Please submit a letter of application, your curriculum vitae, three letters of recommendation, two relevant course syllabi, and a writing sample (either a published journal article, book chapter, or chapter from your dissertation) to:

http://apply.interfolio.com/45756

Preference will be given to applications received by November 15. Review of applications will continue until the position is filled.

Policy Analysis: Native Students and Their White Peers

Many see education as the key to future opportunity and success for children of all backgrounds. However, deeply entrenched inequities can obstruct future opportunities and successes for many American Indian and Alaska Native students (hereafter referred to as Native students). These inequities are apparent in the substantial achievement gap that exists between Native students and their white peers. On national reading and mathematics exams, Native students perform two to three grade levels below their white peers. Additionally, Native students face myriad difficulties outside of the classroom, including high levels of poverty and challenges with both physical and mental wellness.

Despite these problems, opportunities exist for action that could positively impact educational outcomes for Native students. This report provides an overview of the major education issues the Native student population faces and the current policies that exist to address those issues at the federal and state levels.

View State and Federal Policy: Native American youth by ECS online as PDF

Sign up Now! Evaluation Conference

About Evaluation 2017

2017 marks the American Evaluation Association’s (AEA) 31st Annual Conference. Taking place on November 6-11 in Washington, D.C., Evaluation 2017 brings together evaluators, evaluation scholars, students, and evaluation users from around the world are invited to assemble, share, and learn from the successes of the international discipline and practice of evaluation.

No matter your skill level, Evaluation 2017 will provide the opportunity to be involved in the shared experience through a variety of presentations and learning formats. Click here for a more detailed description of our session formats.

From Learning to Action

During Evaluation 2017, we will explore four ways that our community can learn from evaluation to create better practices and outcomes. Evaluation is dependent on learning from each other and putting theory into action. Each learning opportunity presents unique challenges and together, as a community, I would like to answer the questions that will allow us to move beyond these challenges to find solutions to improve our programs and create greater good for society as a whole.

Learn more: http://www.evaluationconference.org/

Register here: http://www.evaluationconference.org/p/cm/ld/fid=503

NCAI President Brian Cladoosby: Meeting Hate with a Call to Action

Bowman Performance Consulting supports a peaceful, inclusive, empowered, and diverse existence on Mother Earth. Enjoy this call to action by NCAI President Brian Cladoosby: Meeting Hate with a Call to Action.

 

August 24, 2017

 

We are now 12 days removed from the appalling and tragic events in Charlottesville, Virginia, and I am still struggling to process what transpired there and what it means for me as a Native person, an American, and a national leader representing a community of color in one of the most diverse countries on earth. I, too, am still coming to grips with the distressing response of our nation’s highest public official and others in government and the media, who morally equate the hatred and aggression of those bent on dividing our country with those who choose to stand against them in order to protect the core values of love, tolerance, community, and mutual respect by which most Americans live their lives.

Recent events in Charlottesville and elsewhere remind us of just how fragile the fabric that holds this country together has become. The political rhetoric that has come to infest our public discourse in recent years has emboldened the forces of racism and division to crawl from beneath the rocks under which they have long hid to proudly reassert their bigoted view of the world, their fellow man, what it means to be an American, and what makes this country great.

This groundswell of bigotry that all Americans observe daily on their TVs and smart phones – and that people of color personally experience – takes many forms. Intolerant attitudes. Hurtful words. And, increasingly, devastating violence. I think about the crime of hate perpetrated against Heather Heyer, who lost her life when she was crushed by a vehicle driven by a white supremacist in the hometown of Thomas Jefferson. I also think about the crime of hate perpetrated against Quinault Indian Nation member Jimmy Smith-Kramer, an innocent young father of two who recently lost his life in Washington state in the same fashion at the hands of a driver who reportedly screamed racial slurs and war whoops during the attack.

Jimmy Smith-Kramer’s story reminds us all that crimes of hate against people of color simply because they are people of color is not, nor ever has been, simply a “whites versus blacks” issue. Every one of the tribal nations across this country can lay painful claim to tribal histories strewn with various incidents of hate crimes against their ancestors for no other reason than they were Indigenous to the land, different than, or just in the way. And virtually every citizen of those nations today can lay claim to a family member or friend who has personally been the victim of race-based violence.

That, ultimately, is what the battle over the monuments of hate like the one in Charlottesville is all about – making this deplorable treatment of all peoples of color a thing of the past, once and for all. It’s about what we value as a nation, today, and what values will guide us in creating an America rooted first and foremost in equality. An America where your lot in life and how you are viewed and treated by your fellow Americans are not determined by the color of your skin, your faith, your dress, or your sexual orientation.

Having served as Chairman of the Swinomish Indian Tribal Community for three decades and President of the National Congress of American Indians for the past four years has taught me that creating this America depends on one thing and one thing only: respect. Respect for one another, our differences, and the invaluable contributions we all make as Americans – including the First Americans, the tribal nations to which we belong, and the tribal governments that daily serve and strengthen tribal and surrounding communities.

But respect is not happenstance. It cannot be left to fate or wishful thinking. It is borne only of a genuine commitment and sustained action to learn from one another, to learn about and understand one another – especially those who may look, worship, and love different than you.

The long, unending process of building that respect must take place in our schools, where the complex history of America – and the histories of all of those peoples who compose it – must be taught in an inclusive, culturally appropriate, and factually accurate fashion. The teaching of that complex history, for one, must convey the fact that America, despite its long-held fables, was not “discovered” by white men. It was built around hundreds upon hundreds of long thriving tribal societies that continue to exercise their inherent rights as sovereign governments today, persevering in the face of centuries of mistreatment, marginalization, and genocide.

Building that respect also takes place at our family dinner tables, at our workplaces, on our streets, in our grocery store check-out lines, and on social media. Every such interaction is an opportunity to teach and to learn, to choose unity and tolerance over division and intolerance. And we must seize on every such opportunity.

Building that respect also takes place in the halls of Congress, the offices of the White House, the chambers of state legislatures, and the meeting rooms of county and municipal governments. We call on all elected officials at the federal, state, and local levels: back up your encouraging rhetoric with bold, forward-thinking laws and policies designed to hold the forces of racism and division fully accountable for their crimes against humanity and community. Send an unequivocal message that their values are not this country’s values. And fervently and consistently enforce those laws and policies without exception.

In sum, building that respect demands the active involvement of each and every one of us. We all have an obligation to act in every facet of our personal and professional lives to build our understanding of and respect for all of our fellow Americans, and to call out and condemn those – even friends, family members, and close colleagues – who out of ignorance, fear, or self-interest have chosen that other, darker path. If the last two weeks have taught us anything, it is that indifference and inaction serve as a breeding ground for the divisions we see ripping at the fabric of this great country. We should never forget the past, for it informs who we are and should be today. But we must own the future that we seek to create for our children, our grandchildren, our American brothers and sisters, and our generations yet to come by starting today. We each must do our part to heal our nation so that we can move forward as a nation. We have no more time to waste. There are no excuses for further indecision. The time to act is now.

News Release: Wisconsin Title I Schools of Recognition

State Superintendent Tony Evers announced 178 Wisconsin Title I School of Recognition awards for the 2016-17 academic year, an honor that recognizes success in educating students from low-income families.

Additional information is available on the Department of Public Instruction News Room website http://dpi.wi.gov/sites/default/files/news-release/dpinr2017_39.pdf. (Text at https://dpi.wi.gov/news/releases/2017/evers-names-178-wisconsin-title-i-schools-recognition.)

Please direct comments or questions about this news item to Tom McCarthy, (608) 266-3559, Thomas.McCarthy@dpi.wi.gov.

Hope Squad, Reducing Suicides

Hope Squad

  • Need: To reduce youth suicide rates in Utah.
  • Intervention: Hope Squad is a statewide program that trains youth to look after their classmates and refer those with suicidal thoughts or other mental health concerns to adult advisors.
  • Results: Surveys indicate that Hope Squad members increase and retain their knowledge of suicide and increase help-seeking behaviors after completing training.
Description
In 2014, Utah had the 5th highest rate of youth suicides in the country. Among children 10-17 years of age, suicide is the leading cause of death in the state. A 2015 JAMA Pediatrics study indicates that youth suicide rates in rural areas across the country are almost double those in urban areas.

*Read More

Midwest Comprehensive Center American Indian Education Newsletter: April 2017

   view complete newsletter here

NEWS AND OPINIONS

State

Hawaii: Hawaiians try to convince the state legislature to continue Hawaiian native education at the college level. Hawaii Tribune Herald

Michigan: Malcolm High School uses Running Strong for American Indian Youth grant money to teach a new course on Native American culture. Sault Ste. Marie Evening News

Minnesota: Cultural liaison mends ties between the Native American community and the Burnsville-Eagan-Savage School District. Savage Pacer

Minnesota: A group of Rochester parents are pushing their district to provide trainings to teachers on American Indian education and to communicate more about the needs and progress of American Indian students. Education Week

Minnesota: Graduation rates for American Indian students increase as achievement gaps continue to close. Hometown Source

Montana: Teachers share creative ways to teach about the cultural heritage and history of American Indians at the 11th Annual Indian Education for All Best Practices Conference. Helena Independent Record

Oklahoma: A new report from the National Indian Education Study shows Oklahoma’s American Indian students leading the nation in fourth- and eighth-grade reading and math scores. Examiner Enterprise

South Dakota: Native American Education Program brings recognition to Native culture in the Hot Springs community. Rapid City Journal

Utah: The Nebo Indian Education program held a Title VI Storytelling Night featuring storytellers who shared their cultural knowledge through hand drum songs and dances. NEBO

Wyoming: Legislators pass an Indian Education for All bill that will provide education materials for the 48 school districts across the state. Billings Gazette