In a story that could only be told by someone who was an insider, this book reveals the background behind major legislative achievements of U.S. Tribal Nations leaders in the 1970s and beyond. American Indian attorney and proud Chippewa Cree Nation citizen Alan R. Parker gives insight into the design and development of the public policy initiatives that led to major changes in the U.S. government’s relationships with Tribal Nations. Here he relates the history of the federal government’s attempts, beginning in 1953 and lasting through 1965, to “terminate” its obligations to tribes that had been written into over 370 Indian treaties in the nineteenth century. When Indian leaders gathered in Chicago in 1961, they developed a common strategy in response to termination that led to a new era of “Indian Self-Determination, not Termination,” as promised by President Nixon in his 1970 message to Congress. Congressional leaders took up Nixon’s challenge and created a new Committee on Indian Affairs. Parker was hired as Chief Counsel to the committee, where he began his work by designing legislation to stop the theft of Indian children from their communities and writing laws to settle long-standing Indian water and land claims based on principles of informed consent to negotiated agreements. A decade later, Parker was called back to the senate to work as staff director to the Committee on Indian Affairs, taking up legislation designed by tribal leaders to wrest control from the Bureau of Indian Affairs over governance on the nation’s 250 Indian reservations and negotiating agreements between the tribes that led to the Indian Gaming Regulatory Act. A valuable educational tool, this text weaves together the ideas and goals of many different American Indian leaders from different tribes and professional backgrounds, and shows how those ideas worked to become the law of the land and transform Indian Country.

As the global ‘data revolution’ accelerates, how can the data rights and interests of indigenous peoples be secured? Premised on the United Nations Declaration on the Rights of Indigenous Peoples, this book argues that indigenous peoples have inherent and inalienable rights relating to the collection, ownership and application of data about them, and about their lifeways and territories. As the first book to focus on indigenous data sovereignty, it asks: what does data sovereignty mean for indigenous peoples, and how is it being used in their pursuit of self-determination? The varied group of mostly indigenous contributors theorise and conceptualise this fast-emerging field and present case studies that illustrate the challenges and opportunities involved. These range from indigenous communities grappling with issues of identity, governance and development, to national governments and NGOs seeking to formulate a response to indigenous demands for data ownership. While the book is focused on the CANZUS states of Canada, Australia, Aotearoa/New Zealand and the United States, much of the content and discussion will be of interest and practical value to a broader global audience. ‘A debate-shaping book … it speaks to a fast-emerging field; it has a lot of important things to say; and the timing is right.’ — Stephen Cornell, Professor of Sociology and Faculty Chair of the Native Nations Institute, University of Arizona ‘The effort … in this book to theorise and conceptualise data sovereignty and its links to the realisation of the rights of indigenous peoples is pioneering and laudable.’ — Victoria Tauli-Corpuz, UN Special Rapporteur on the Rights of Indigenous Peoples, Baguio City, Philippines

This book is an extensive compilation of readings focused on the meaning of sovereignty and self-determination in relation to Indigenous nations and peoples in the United States. The overall purpose of the book is to afford readers the opportunity to study and analyze the interplay of legal, political, economic, and cultural factors that contribute to the debate surrounding the status of Indigenous nations and peoples within American society. The book is divided into three parts, with each part prefaced by a set of questions for the reader to consider. The first part explores the meaning of Indigenous nation sovereignty from three different perspectives--the Indigenous nations and peoples, the colonizing peoples, and the international community. The second part then addresses the different ways in which this sovereignty is threatened. The last part of the book explores the variety of approaches by which Indigenous nation sovereignty may be preserved and strengthened in the future. The readings included are extraordinarily broad in scope and are designed to promote vigorous student inquiry and discussion. In addition to including a wide variety of authors, the works include speeches, testimony, policy statements, law cases, statutes, articles, book chapters, and newspaper stories. The materials are extensively edited (with few footnotes and citations) so as to focus the reader on important concepts and to facilitate overall understanding. The book is intended for use in both law school and non-law school courses relating to law and policy dealing with Indigenous nations and peoples, American history, and international law and policy governing minorities and Indigenous peoples. The book is also designed for use in undergraduate courses and seminars.

Although settler colonialism is a deeply entrenched structural problem, Indigenous peoples have always resisted it and sought to protect their land, sovereignty, and treaties. Some settlers have aimed to support Indigenous peoples in these struggles. This book examines what happens when settlers engage with and attempt to transform settler colonial systems. What does ‘decolonizing’ action look like? What roles can settlers play? What challenges, complexities, and barriers arise? And what opportunities and possibilities emerge? The authors emphasize the need for settlers to develop long-term relationships of accountability with Indigenous peoples and the land, participate in meaningful dialogue, and respect Indigenous laws and jurisdiction. Writing from multiple disciplinary lenses, and focusing on diverse research settings, from Turtle Island (North America) to Palestine, the authors show that transforming settler colonial relations and consciousness is an ongoing, iterative, and unsettling process that occurs through social justice-focused action, critical self-reflection, and dynamic-yet-committed relationships with Indigenous peoples. This book was originally published as a special issue of Settler Colonial Studies.

How has American Indians' participation in the broader market - as managers of casinos, negotiators of oil leases, or commercial fishermen - challenged the U.S. paradigm of economic development? Have American Indians paid a cultural price for the chance at a paycheck? How have gender and race shaped their experiences in the marketplace? Contributors to Native Pathways ponder these and other questions, highlighting how indigenous peoples have simultaneously adopted capitalist strategies and altered them to suit their own distinct cultural beliefs and practices. Including contributions from historians, anthropologists, and sociologists, Native Pathways offers fresh viewpoints on economic change and cultural identity in twentieth-century Native American communities. Foreword by Donald L. Fixico.

In the last decade, the relationship between settler Canadians and Indigenous Peoples has been highlighted by the Truth and Reconciliation Commission, the National Inquiry into Missing and Murdered Indigenous Women and Girls, the Idle No More movement, the Wet’suwet’en struggle against pipeline development and other Indigenous-led struggles for Indigenous sovereignty and decolonization. Increasing numbers of Canadians are beginning to recognize how settler colonialism continues to shape relationships on these lands. With this recognition comes the question many settler Canadians are now asking, what can I do? Living in Indigenous Sovereignty lifts up the wisdom of Indigenous scholars, activists and knowledge keepers who speak pointedly to what they are asking of non-Indigenous people. It also shares the experiences of thirteen white settler Canadians who are deeply engaged in solidarity work with Indigenous Peoples. Together, these stories offer inspiration and guidance for settler Canadians who wish to live honourably in relationship with Indigenous Peoples, laws and lands. If Canadians truly want to achieve this goal, Carlson and Rowe argue, they will pursue a reorientation of their lives toward “living in Indigenous sovereignty” — living in an awareness that these are Indigenous lands, containing relationships, laws, protocols, stories, obligations and opportunities that have been understood and practised by Indigenous peoples since time immemorial. Collectively, these stories will help settler Canadians understand what transformations we must undertake if we are to fundamentally shift our current relations and find a new way forward, together. Visit for more details: https://www.storiesofdecolonization.org Watch the book launch video here:

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.