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ERIC Number: EJ782692
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0095-182X
Resisting Exile in the "Land of the Free:" Indigenous Groundwork at Colonial Intersections
Clark, D. Anthony Tyeeme; Powell, Malea
American Indian Quarterly, v32 n1 p1-15 Win 2008
The guest editorialists argue in this introduction that the phrase "indigenous groundwork at colonial intersections" identifies versatile cultural, historical, and social processes that fundamentally--at times devastatingly--shape relations among differently situated life forms on this planet. In short, Indigenous groundwork marks Indigenous epistemologies that inform identities, resistances, and survivals. Understood as resistances to hegemony yet still as struggles for hegemony (or, better, hegemonies), Indigenous groundwork names long-standing responsibilities to the well-defined and marked landscapes on this planet that Original Peoples call home and those starting places that make us and therefore require our honor and respect. It also denotes a political praxis, a relational form of mediation moving along a circuitous path of existence--destruction--continued existence toward critical consciousness. In those empowering sites of critical consciousness, assuming it is not incorporated into dominant power and privilege, Indigenous groundwork provides intellectual bases that authorize resistance to exile in the "land of the free." As the authors of the four articles comprising this special issue of "American Indian Quarterly" suggest, Indigenous groundwork offers community people a robust and rigorous praxis; for academically based intellectuals it motivates the formation of compelling analytical frameworks and critical theories with broad and therapeutic applications and the promise of forging webs of relationship simultaneously inside and outside the academy. It is the basis for an Indigenous critical theory. (Contains 19 notes.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A