Teaching Indigenous geography in a neo-colonial world

Australian universities are increasingly embedding Indigenous content and perspectives within curriculum to promote Indigenous cultural competency. We present teaching challenges in an Indigenous geography course designed to present an engaged, intercultural learning experience. We critically reflect on student evaluations, informal discussions and observations to complement scholarly debates. Course design and delivery was seen as stimulating and illuminating in terms of course content. While diversity of student cohorts, backgrounds and learning styles remain challenging, the romanticism of some students can override critical engagement with the geographical context of the course material and their positionality. There remains a tendency in both student constructions and the geographical literature to create an Indigenous/non-Indigenous binary that not only essentializes both, but can be culturally unsafe for Indigenous students. Both Indigenous and non-Indigenous students may share a sense of pessimism in confronting apparently unstoppable development and environmental destruction. We argue for scholarship around the fundamentally intercultural nature of coexistence to contextualize the spatial diversity of Indigenous lives in landscapes, currently obscured by dominant constructions of Indigeneity. Critical reflection on settler educators’ and learners’ positionalities with respect to neocolonial structures will help to transcend both essentialism and pessimism.     

Analyzing entangled territorialities and Indigenous use of maps: Atikamekw Nehirowisiwok (Quebec,Canada) dynamics of territorial negotiations,frictions, and creativity

This paper highlights the relevance of analyzing entangled territorialities and Indigenous use of maps in order to better understand what Lévy describes in terms of “spatial capital”—the socio-economic dynamics and power relationships maintained and negotiated between the stakeholders interacting within the Indigenous forestland. More specifically, it discusses the entanglement dynamics of land tenures coexisting today within Nitaskinan, the ancestral territory claimed by the Atikamekw Nehirowisiwok. Within Nitaskinan, members of the First Nation negotiate the continuity of their practices, occupation, and use of ancestral hunting territories with state institutions, logging companies, and non-Indigenous members of civil society who have interests in the land resources. All these stakeholders implement different territorial regimes that interact and sometimes conflict. Based on concrete ethnographic examples, the analysis presented here focuses on the compromises, frictions, resistance, and creativity that are part of territorial coexistence between Indigenous and non-Indigenous people.     

Uncoupling binaries,unsettling narratives and enriching pedagogical practice: lessons from a trial to Indigenize geography curricula at the University of Adelaide,Australia

The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous Enrichment of Curricula Project (IECP) for geography curricula at the University of Adelaide, Australia. Drawing on advice from an Indigenous Reference Group, this project trialled the use of visual and aural delivery mechanisms, the development of country-based assessments, the use of “co-run conversations in safe spaces” and embedding of key narratives and storylines to provoke student learning and cultural reflexivity. Challenges are reported on, including working out how to decolonize curricula without adopting binary and essentialist constructions of Indigeneity, how to involve Indigenous colleagues without overburdening them, and how to represent Indigenous knowledge. The paper concludes that Indigenizing or enriching curricula must go beyond a content focus and avoid superficially gilding the lily (by the addition of culturally palatable and romanticized “nuggets” of Indigenous knowledge) but build towards a drastic re-structuring in practice of entire course frameworks consistent with Indigenous ways of doing and seeing.     

Indigenous student labour and settler colonialism at Brandon Residential School

This paper contends that unfree Indigenous student labour at residential schools was a key—and underappreciated—component of settler colonialism in Canada. Colonial administration and the churches attempted to “civilize” and assimilate Indigenous people—and prepare the frontier for white settlers—through residential schooling. Labour, in accordance with Euro-Canadian gender norms, was expected to usher Brandon Industrial Institute (later Brandon Residential School) students from the “backwardness” of traditional lifeways to the industriousness and assimilation necessary for their roles in the serving classes of modern society. I use archival sources—newspapers, unpublished reports, Department of Indian Affairs documents, and United Church correspondence and photographs—and employ a version of Norman et al.'s “settler-colonial grid of recognizability” to examine student labour. This paper argues that the Department of Indian Affairs and church officials at Brandon Residential School sought to make Indigenous youth “legible” under the settler-colonial grid of recognizability through agricultural and manual work for boys and domestic labour for girls, both of which ensured the school's financial viability. I propose that this under-explored aspect of settler colonialism could be understood through three main themes—imperial settler-humanitarianism, the logic of containment, and productive bodies—that are traced across the lifetime of the school.     

Protected Areas,Country and Value: The Nature–Culture Tyranny of the IUCN's Protected Area Guidelines for Indigenous Australians

“Protected areas” is the formal definition for the global network of conservation places, including marine and terrestrial reserves, which are overseen by the IUCN through instruments such as the Guidelines for Applying Protected Area Management Categories (Guidelines). In the long‐term conservation of nature, the Guidelines embed a nature–culture dualism, upon which the values of each are ascribed and weighted. This binary does not recognise relational values of Indigenous peoples to land or encompass worldviews beyond the restricted choice of the dualism. Through two Australian Aboriginal case studies, I reveal tensions in classifying cultural values for protected areas under the limited Guidelines offerings and provide an alternative engagement, through reassessing the means and scope by which values are assigned, for greater equity to Indigenous peoples.     

“Where the spirit of wisdom lies”: Inculturation,self-determination and the authority of First Nations

By the 1970s, Christian missions to Aboriginal people in the Northern Territory were enthusiastic supporters of Indigenous self-determination, even as they sought to maintain a missionary presence in Aboriginal communities. This article asks how missions continued to seek to influence and direct Aboriginal churches and communities through espousing self-determination, and how Aboriginal leaders engaged with and exploited this apparent contradiction. Focusing on contributions to the missiological publication Nelen Yubu from Deacon Boniface Pedjert, Patrick Dodson, Miram Rose Ungunmerr-Baumann, Dyiniyini Gondarra and Alice Kelly this article considers how Aboriginal leaders and thinkers managed and challenged non-Indigenous expectations set for them around how their decolonisation was to proceed. Self-determination, for missionaries, could be achieved by a new, supposedly more enlightened mission to “inculturate” the gospel. Whereas missionaries presumed Aboriginal church leaders' authority rested in their cultural authenticity, these Aboriginal leaders were also asserting other sources of authority including their culture, but especially the authority that arises from Country itself.     

Mundane mobilities,banal travels

Participatory approaches have become a critical and somewhat normalised methodology in geography for working in a positive and constructive way with Indigenous communities. Nevertheless, recent literature has seldom examined the sustainability of participatory projects or looked critically at their ongoing impacts. Since the early 2000s, Nibutani, an Ainu community in Hokkaido, Japan, has developed several participatory projects led by a non-Indigenous professional. The projects have involved community members working to revitalise and promote local Ainu culture. Over the last decade, some positive outcomes from the projects have been observed; for example, the younger generation has had opportunities to engage intensively in learning local Indigenous knowledge and skills. The projects have also helped some participants to develop a stronger sense of ethnic identity and gain empowerment. Still, the power transfer from the talented non-Indigenous leader to community members has been limited and Nibutani has yet to realise a sustainable project structure. Also, community members have multiple perspectives in regard to the direction of participatory projects and their impact. I discuss these issues in Nibutani's participatory projects based on my observations and interviews and suggest that Indigenous geographies need to undertake follow-up evaluations of participatory projects.     

“Brain Drain” or “Brain Gain”? Students’ Loyalty to their Student Town: Field Evidence from Norway

In the global economy regions fight a two-front “war” to attract young people. On the one hand, they compete against more urban areas because young people leave home to study and do not return to their home region (“brain drain”). On the other hand, they struggle to attract new residents, students and entrepreneurs to their local region (“brain gain”). The context is a student town of a strong industrial region characterized by a net export of young people and an increasing demand for highly qualified labour. The purpose is to gain insight into how student loyalty to a student town may be enhanced. A partial least square path modelling approach is used to estimate a structural equation model of student town loyalty. One finding is that the creation of student town satisfaction has more influence on student town loyalty than reputation building. “Social activity” is the most important loyalty driver. This antecedent is mediated through student town satisfaction and reputation, as well as university college reputation. The town municipalities and the university college should thus be coordinated in their effort to increase student town loyalty to bring down the “brain drain” and increase the “brain gain” in the region.     

种族问题研究中三个基本概念的界定与阐释

"原住民"、"土著"和"第一民族"是种族问题研究中常常遇到的三个基本概念。原住民是指最早定居在某地方的族群;土著最初是西方殖民者对当地原住民的称谓,而现在也泛指原住民;第一民族原来是加拿大的一个种族称谓,与印第安人同义,指的是在当今加拿大境内的北美洲原住民及其后裔,后来也可指代其他国家的意在凸显其历史渊源、独特文化和地位的原住民。     

Protecting what is left after colonisation: embedding climate adaptation planning in traditional owner narratives

Climate change is disproportionally affecting Indigenous peoples' livelihoods across the globe. Despite this fact, climate adaptation planning and responses are not immediate concerns for most Indigenous people, whose key challenges are deeply embedded in colonial history. Through collaborative research centred on climate adaptation planning with the Yuibera and Koinmerburra Traditional Owner groups on the Great Barrier Reef Catchments, we demonstrate that Traditional Owners' primary concerns are in aligning the climate adaptation opportunity with their own strategies for Indigenous cultural renewal and survival. Their Indigenous identity generates a responsibility to protect cultural landscapes, sites, and their connections with these places. In this case study, to “protect what is left” of Indigenous material culture and socio‐cultural relationships emerged as the best approach to climate adaptation planning, providing both the decolonisation narrative and the means to strengthen their Indigenous practices. Planning for climate change adaptation is useful for Indigenous peoples when it supports decolonising, strengthens Indigenous customary practices, and recognises customary governance.     

“Rooted in Demographic Reality”: The Contribution of New World Censuses to Indigenous Survival

One of the most powerful narratives deployed by colonists in the nineteenth century was that the colonized natives were inherently too weak to survive contact with those who were colonizing them—the Dying Native story. I argue that to understand the history of this story, we should differentiate between three senses in which it could be taken as true or false: physical destruction, genetic adulteration and loss of distinct culture. The physical destruction version of the “Dying Native” was contested by some settler-colonial governments as they developed the capacity to manage and measure the numbers of those whom they classified as “Indian” or “Māori” or “Aboriginal”. However, the “Dying Native” story persisted as a narrative of these peoples' loss of genetic and/or cultural distinction. One strategy of Indigenous intellectuals has been to assert that they have survived as “populations” by adapting as “peoples”. In this paper, I show how an authoritative demography of colonized Indigenous populations in North America and New Zealand afforded discursive opportunities to some Indigenous intellectuals.     

Accumulating Minerals and Dispossessing Indigenous Australians: Native Title Recognition as Settler‐Colonialism

The changes in regulation of mineral development on Indigenous people's lands, wrought by the advent of native title in Australia, created an impression that the political economy of mining on Indigenous people's lands would be fundamentally transformed. In this paper we argue, in reality, a deeply seated settler‐colonial mentality endures in Australia within the institutions presiding over mineral governance, particularly in those States that are heavily dependent upon resource extraction. Focusing on the governance of mineral development in Queensland, Australia, we offer an analysis of the rationalities that inform the endurance of an inequitable architecture of extractive governance in that State. Our conceptual framework draws on a synthesis of the concepts of “accumulation by dispossession”, “settler colonialism”, and Indigenous critiques of the politics of recognition, to argue that liberal states remain deeply committed to the facilitation of mineral development on Indigenous people's lands in direct contravention to international norms.     

‘Thinking of the land in that way’: indigenous sovereignty and the spatial politics of attentiveness at Skwelkwek’welt

Grassroots Secwepemc attempted to stop the expansion of Sun Peaks resort on a site for Indigenous knowledge. I attend to the practice of Indigenous knowledge related to the confrontation and assert that Indigenous sovereignty and identity were outcomes. To make this argument, I investigate the space made for emotion, affect and intuition in the performance of Indigenous knowledge. From a relational materialist position, these more-than-representational forces play an important role in epistemology, ontology, ethics, and subjectivity. Identity therefore materialized in three ways related to feeling(s). As a result of their attunement to these forces, the Secwepemc understood that (non)humans underpin their material being and placed the collective on the political horizon. Furthermore, the practice of Indigenous knowledge encouraged an identity characterized by “attentiveness” to feeling(s) and to the activity of feeling itself. From the perspective of the struggles of subjugated knowledge, I also contextualize the attentiveness at the core of Indigenous knowledge practices as part of a more-than-representational and decolonizing spatial politics.     

All Strings Attached: Negotiating Relationships of Geographic Information Science

Human geography has driven substantive improvements in methodologies and applications of Geographic Information Systems (GISs), yet Indigenous groups continue to experience erasure in geographic representations. GIS ontologies comprise categorised labels that represent lived contexts, and these ontologies are determined through the shared worldviews of those labelling spatial phenomena for entry into GIS databases. Although Western ontologies and spatial representations reflect Western understandings of human experience, they are often inappropriate in Indigenous contexts. In efforts to be represented in courts and land management, Indigenous groups nevertheless need to engage Western spatial representations to ‘claim space’. This paper examines what GISs are and do and shows that GIS technology comes with strings attached to the myriad social contexts that continue to shape the field of GIScience. We show that Intellectual Property Rights Agreements can sever and control these ‘strings’; the agreement between the Yorta Yorta Nation Aboriginal Corporation and university researchers reframes GIS from a technology of erasure to a technology of opportunity that enables Indigenous groups to define their own engagement. The visual and narrative outputs will contribute important understandings of the environmental crisis facing the Murray–Darling Basin and connect older and younger generations through knowledge sharing. We conclude the application of GIScience is never simply technological but always has potential to empower particular communities. Applying GIS technology to new circumstances is an engagement of new relationships in the social praxis of technology transfer, where worldviews meet and negotiations are made over what exists and how we know.     

New visual methods for teaching intersectionality from a spatial perspective in a geography and gender course

Intersectionality is a complex concept to deal with when doing research but also when teaching the interrelationships between space and social relations. Here we present “Relief Maps” as a visual tool for teaching intersectionality and its spatial dimension in higher education courses. “Relief Maps” are a model developed for research and applied in a Geography and Gender course at the Universitat Autònoma de Barcelona (UAB) with the aim of promoting student reflection on the relationships between power structures, places and lived experiences, starting from their everyday lives.     

Race and Justice in an Australian Court: Prosecuting Homicide in Western Australia, 1830–1954

Contemporary rates of incarceration of Indigenous peoples in Australia are generally seen as quite recent in origin, an unwanted outcome of the emergence of Indigenous people into full citizenship from the 1960s. Yet for only relatively short periods were Indigenous people in Australia excluded from the full implications of the rule of law in its mode of criminal jurisdiction; for the most part, they were considered British subjects. Having been brought into criminal jurisdiction how did they fare? While much can be learned from archival research at the case level, we propose here that qualitative studies are best examined in quantitative context. In this article, the first ever quantitative study of Australian homicide over long periods of time, we consider how criminal justice worked for Indigenous and non-Indigenous defendants, identifying how many defendants in each group were prosecuted, and their varying treatment at trial process, outcome and sentence.     

Reciprocal Repossession: Property as Land in Urban Australia

Repossession of land by Indigenous people is commonly understood as a legal act that unfolds within the confines of state apparatuses. But for many Indigenous urbanites, legal repossession is both impossible and irrelevant due to their histories of dispossession and dislocation. Moreover, while land repossession in Australia is predominantly non‐urban, I demonstrate that land is also reclaimed within cities. Urban repossession of land, considered here as reciprocal rather than legal, challenges the model of private ownership by asserting a territorially transferable relationship to property as land. The order of property entrenches Indigenous people's dispossession by demanding immobility as precondition to ownership and rendering Indigenous urbanites all “too mobile”. Against this framing and the liquidation of their lands as capital, Indigenous people practice reciprocal forms of repossession that challenge both liberal and traditional meanings of ownership. This helps retrieve urban Indigenous subjectivities while compelling partial relinquishment of non‐Indigenous properties.     

Refusing to be Toured: Work,Tourism, and the Productivity of “Life” in the Colombian Amazon

Starting from the contention that exercising a “right to tour” is predicated on the work of producing tourability, I examine how tourability itself is a contested process involving relations of land and labour. Examining the current “resource boom” of ecotourism in the Colombian Amazon, I use an analysis of work and capital accumulation to unravel a seemingly small act of refusal by the community of Nazaret that has barred tourists’ entry to their land. I argue that this act of refusal opens up space for critically examining the relationships of land and labour, especially through the production of “life”, in the accumulation of tourable places in contemporary global capitalism. Engaging literature on both tourism studies and land politics in the Amazon region, I contribute to the scholarship on tourism and work while examining how Indigenous landscapes are being made productive towards the ends of capitalism.     

Mining sick: Creatively unsettling normative narratives about industry,environment, extraction,and the health geographies of rural,remote, northern,and Indigenous communities in British Columbia

Rural, remote, northern, and Indigenous communities on Turtle Island are routinely—as Cree Elder Willie Ermine says—pathologized. Social science and health scholarship, including scholarship by geographers, often constructs Indigenous human and physical geographies as unhealthy, diseased, vulnerable, and undergoing extraction. These constructions are not inaccurate: peoples and places beyond urban metropoles on Turtle Island live with higher burdens of poor health; Indigenous peoples face systemic violence and racism in colonial landscapes; rural, remote, northern, and Indigenous geographies are sites of industrial incursions; and many rural and remote geographies remain challenging for diverse Indigenous peoples. What, however, are the consequences of imagining and constructing people and places as “sick”? Constructions of “sick” geographies fulfill and extend settler (often European white) colonial narratives about othered geographies. Rural, remote, northern, and Indigenous geographies are discursively “mined” for narratives of sickness. This mining upholds a sense of health and wellness in southern, urban, Euro‐white‐settler imaginations. Drawing from multi‐year, relationship‐based, cross‐disciplinary qualitative community‐informed experiences, and anchored in feminist, anti‐colonial, and anti‐racist methodologies that guided creative and humanities‐informed stories, this paper concludes with different stories. It unsettles settler‐colonial powers reliant on constructing narratives about sickness in others and consequently reframes conversations about Indigenous well‐being and the environment.