Remembering Our Indian School Days: The Boarding School Experience

Remembering Our Indian School Days: The Boarding School Experience. Heard Museum, Phoenix. November 2000-05     

The Taste of Public Places: Terroir in Papua New Guinea's Emerging Nation

This paper considers the relationship between persons, land and food as seen in the sociality of public gatherings and gardening spaces. For Biangai speakers in the Upper Bulolo Valley of Morobe Province (Papua New Guinea), intimacies of place are often read through the work of tending to the land, the symbolic association of crops and people as well as rituals where male and female persons are made. By examining the intersection of taste and place in a public multi-language gathering, the paper offers a critical assessment of the French concept of le goût du terroir, or the taste of place, suggesting that tastes matter substantially in defining intergroup sociality. The paper reveals the significance of terroir for organising and strengthening group identity in Papua New Guinea, and its problematic extension to ideas of national foodviews. Ultimately, it is argued that such grounding informs how Biangai imagine the nation and its public places.     

The Role of Education in American Indian Self-Determination: Lessons from the Ramah Navajo Community School

Since 1975 the Indian Self-Determination and Educational Assistance Act has enabled American Indian communities to enact self-determination through community-based schooling. In this study conducted by a Navajo researcher, the Ramah Navajo community defined self-determination and how it was operationalized within the community and school. The study demonstrates how education based on Navajo epistemology has been integral to self-determination at Ramah, underscoring the importance of incorporating Native American epistemologies in schooling for Indigenous students.