AlterNative Volume 13, Issue 1


The latest issue of AlterNative, Volume 13, Issue 1, is now available online and in print. It has two contributions from Canada, two from Aotearoa New Zealand, one from Australia and one from the USA as well as four book reviews on recent Indigenous titles. This issue has a special focus on Indigenous education and pedagogy. Topics include family and community leadership in Inuit bilingual education, Kwakiutl and Nuu-chah-nulth language revitalization in Canada,  Native American Studies’ role in fostering a “pedagogy of community” in the USA, and the notion of “learning on country” as a pedagogical approach through engagement with Aboriginal communities and organisations in a Masters programme in Australia. This issue also includes an article on Indigenous sovereignty and the philosophy of Jacques Ranciѐre as well as one on Indigenizing military citizenship. Access the articles on the SAGE AlterNative website here

The feature article is by Nunia Qanatsiaq Anonee and co-authors who contextualize community discourse about promising practices in Inuit bilingual education within the findings of Canada’s Truth and Reconciliation Commission in their article “(Re)Invigorating family and community leadership in Inuit bilingual education.” Anonee et al. argue that reclaiming the family leadership that was interrupted by residential schooling is a key to achieving or sustaining bilingualism and school success, and is also one aspect of achieving reconciliation.
The other contribution from Canada is by T’łat’łaḵuł Patricia Rosborough and čuucqa Layla Rorick who give insight into their respective experiences as Indigenous people, scholars, language activists, adult language learners and teachers in relation to the literature on spirituality and the supernatural.

Tiffany Lee, in “Native American studies: A place of Community,” examines Native American Studies’ growth in the USA toward nurturing a collective and intellectual learning community and shares her experience from the University of New Mexico, where Native American Studies aims to practice a ‘pedagogy of community,’ which facilitates students’ engagement and contribution to community.
Ron Nicholls and Tangikina Moimoi Steen from Australia explore the notion of “Learning on country” as a pedagogical approach through engagement with Aboriginal communities and organisations in the context of a Masters of sustainable design course, at the University of South Australia.

In “A shift in the playing field”: Indigenous sovereignty and the philosophy of Jacques Ranciѐre,” Katharina Ruckstuhl considers Indigenous people as political actors in their quest for sovereignty within the liberal democracies of Canada, Australia, Aotearoa New Zealand and the USA (the CANZUS nations). She shows that, despite the structures of settler colonialism that both resist and then co-opt dissent, seeking sovereignty is, as political philosopher Jacques Ranciѐre outlines, an act of Indigenous politics that challenges and shifts these structures.
Tarapuhi Bryers-Brown and Catherine Trundle explore how military service both opens up and forecloses avenues for Indigenous groups to claim new modes of responsibility, care and relationality from the state in their article “Indigenizing military citizenship: Remaking state responsibility and care towards Māori veterans’ health through the Treaty of Waitangi.”

The issue also has four book reviews of recent Indigenous titles. Munira Abdulwasi reviews C. Richard King’s Redskins: Insult and Brand, a book that explores the growing opposition surrounding the Redskins football team name and brand, situating the team moniker and logo as a form of anti-Indian racism. Mary Jane McCallum reviews Judith A. Bennett’s and Angela Wanhalla’s (eds.) book Mothers’ Darlings of the South Pacific: The Children of Indigenous Women and US Servicemen, World War II. This edited collection is part of a significant study by the same name that was begun in 2010 at the University of Otago, Dunedin, New Zealand, and which aimed to gather hundreds of stories of war children of American fathers and Indigenous women. Jennifer Johnson reviews L. White’s Free to be Mohawk: Indigenous Education at the Akwesasne Freedom School, a book which has brought the Akwesasne Freedom School’s role as a leader of the movement toward self-determination through education to the wider public’s attention. Lindsay Borrows reviews Eva Mackey’s Unsettled Expectations: Uncertainty, Land and Settler Decolonization, in which Mackey draws on ethnographic case studies about land rights conflicts in Canada and the U.S. to argue that critical analysis of present-day disputes over land, belonging and sovereignty will help us understand how colonization is reproduced today and how to challenge it.