Suchergebnisse

The place of Indigenous peoples at the intersection of domestic and international arenas has shifted. While international law was traditionally used by states to oppress Indigenous peoples, today it can be used by Indigenous peoples to hold states to account and to assert specific demands for continued participation in law and politics at a domestic and international level. This shift is evidenced by the transformation of the concept of indigeneity. This was originally a term imposed upon Indigenous peoples by colonial powers, and was used to bind various groups of Indigenous peoples and to account for state action in relation to them. However, in recent years Indigenous peoples have had a significant stake in creating and clarifying the imposed concept and its contemporary use and meaning. This has transformed indigeneity from a tool of oppression to a tool of potentially greater freedom. For those Indigenous peoples searching for and demanding justice, this suggests a necessary starting point at the intersection of the domestic and the international.

Abstract
How should teachers of international relations in settler-colonial states engage with First Nations' sovereignty claims? While a growing body of recent scholarship explores how teaching might acknowledge and move beyond the discipline's racist and colonial origins, less research investigates how pedagogy might rectify inattention to Indigenous sovereignty. This paper reports on a class activity that sought to highlight how the discipline's foundational assumptions can naturalize Indigenous dispossession. In the class, students were asked to conduct discourse analysis of debates surrounding the "Uluru Statement from the Heart," and to consider practices of Indigenous transnationalism. Although students generally succeeded in identifying how discursive practices consolidate the authority of the settler-colonial state, class discussion tended to reproduce the state's justificatory narratives and to classify First Nations' claims as akin to those of any other ethnic minority. At a time when many universities are seeking to embed more Indigenous content within curriculum, we reflect on how the activity revealed epistemic colonialism's operation within educational settings. We argue that in addition to introducing Indigenous perspectives and knowledges, it is valuable for teaching in settler-colonial states to focus critical attention onto non-Indigenous practices that reproduce systemic injustice.

This study aimed to determine social and behavioral predictors of completing a course of 4CMenB vaccine in adolescents in a parallel cluster randomized controlled trial enrolling secondary school students (approximately 15–18 years of age) in South Australia. Participating schools were randomized to vaccination at baseline (intervention) or 12 months (control). Students assigned to the intervention group were excluded because they have received the first dose of 4CMenB vaccine at baseline. Logistic regression models examined factors associated with non-vaccination or incomplete 4CMenB doses. The study population comprised 11391 students. Overall, 8.3% (n = 946) received no doses and 91.7% (n = 10445) at least one dose. Of 10445 students who initiated their primary dose, 1334 (12.8%) did not complete the two-dose course. The final adjusted model indicated factors associated with non-vaccination in school students were older age (adjusted odds ratio; aOR 7.83, 95% CI: 4.13–14.82), smoking cigarettes (aOR 3.24, 95% CI: 1.93–5.44), exposure to passive smoke (aOR 2.64, 95% CI: 1.48–4.71), Aboriginal or Torres Strait Islander (aOR 1.77, 95% CI: 1.23–2.55), smoking water pipes (aOR 1.94, 95% CI:1.28–2.92), low socioeconomic status (aOR 1.77, 95% CI:1.21–2.60), attending government schools (aOR 1.76, 95% CI: 1.28, 2.43) and participating in intimate kissing (aOR 1.40, 95% CI:1.10–1.79). Multivariable analysis for incomplete vaccination yielded similar findings. Social and behavioral predictors of non-vaccination or incomplete MenB doses were also known risk factors for carriage of Neisseria meningitidis. Immunization strategies to improve MenB vaccination completion need to be tailored to social behavior of adolescents.

The articles in this edition again attest to the broad range of scholarly concerns that signify the growing disciplinary maturity of critical Indigenous studies. The first article, by Mary Goslett and Vanessa Beavan, draws on empirical research concerning improving the social and emotional well being (SEWB) of Aboriginal women through listening to their experiences of identity and culture. Deploying interpretive phenomenology in their analysis of the women's accounts, they discerned interdependent themes that captured their experiences. They conclude by reiterating the need for decolonising approaches to SEWB, informed by the very people whose experiences are being canvassed in our efforts at amelioration. The second article, by Valmaine Toki, notes the optimism that greeted the United Nations Declaration on the Rights of Indigenous Peoples. However, Toki further illuminates the routine violations and breaches that followed, particularly those by extractive industries and business activity generally. The article examines the fraught relationship between Indigenous rights, the state and business imperatives.

The articles in this special edition attempt to capture the key learnings and the legacy of the Australian Research Council 'Special Research Initiative' funded by the National Indigenous Research and Knowledges Network (NIRAKN). NIRAKN is a national, inclusive, multidisciplinary hub-and-spokes-model network of Indigenous researchers at various stages of their careers. The significant research problem that the network sought to address was how to harness the power of diverse Indigenous knowledges to build a strong, sustainable cohort of linked, qualified, Indigenous researchers across disciplines and fields, and how to weave that cohort into the very fabric of Australian research.

The articles in this edition address two critical concerns that can be broadly characterised as Indigeneity as a spectacle and the elision of Indigenous sovereignty by multiculturalism and diversity. The first article, by Maryrose Casey, examines nineteenth and early twentieth century Indigenous performances that drew on cultural practices for entertainment. She highlights how these commercially driven performances were, in fact, demonstrations of sovereignty that white colonisers paid to observe. A measure of the success of these demonstrations can be found in the reactions of audiences, which often involved disrupting the spectacle by physically occupying the performance space.

This edition includes a diverse range of contributions that collectively illustrate two elevated concerns of critical Indigenous studies: First, an interest in establishing ways and means of conducting ethical research with Indigenous communities; and second, critically engaging with constructions of Indigeneity. The first article, by Craig Sinclair, Peter Keelan, Samuel Stokes, Annette Stokes and Christine Jefferies-Stokes, examines the increasingly popular use of participatory video (PV) as a means of engagement, in this case with children in remote Aboriginal communities as participants in health research. The authors note that, whilst not without methodological disadvantages, the PV method, with its flexibility to respond to community priorities is particularly well suited to research with remote Aboriginal communities.

This edition scales the merlons and embrasures that mark the epistemological barriers that contemporary colonising power continually puts in place. Each article harnesses a critical Indigenous perspective in order to challenge conservative approaches or positions, be they concerned with reconciliation, Indigenous-led research, research tools or the nature of Aboriginal being. The first article, by Barry Judd and Emma Barrow, examines reconciliation discourse within the higher education sector and highlights the ways a normative Anglo-Australian identity militates against genuine 'whitefella' attempts to 'reconcile'. The authors stress the importance of inclusive, institutional practice that serves to decentre Anglo-centrism and which, in turn, brings Indigenous peoples more fully into the fold of Australian university life.

This edition testifies to the broad international reach of the journal, with contributions variously concerned with Arctic Indigenous communities, the Métis of Canada, Native Hawaiians and Māori of Aotearoa (New Zealand). Two articles stress the need to work collaboratively and respectfully with Indigenous populations whilst conducting research. The first, by Gwen Healey, notes the increased interest in health research in the Arctic, particularly with Inuit populations. Healy seeks to add to the growing body of literature concerned with Indigenous ways of knowing by highlighting Inuit concepts that inform an effective Arctic research model. The second, by primary author Peter Hutchinson and a range of co-contributors, highlights the ways in which Métis collaborators working in health developed a participatory Indigenous research method that was unique in that it foregrounded Métis relationships and relationality. In so doing, the researchers were able to give substance to otherwise staid policy statements about the need for good ethical research conduct.

The International Journal of Critical Indigenous Studies (IJCIS) now complements the recently launched National Indigenous Research and Knowledges Network (NIRAKN) in its efforts to build Indigenous research capacity. In this context the journal provides a platform for the research of Indigenous postgraduates, early- to mid-career researchers, and senior scholars. Indigenous scholars are therefore encouraged to submit their articles to future editions of the IJCIS, an 'Excellence in Research for Australia' (ERA) ranked journal

Chapter 1. Sustainable Relationships Are the Foundation of Tribal and Clan Perspectives; James C. Spee, Adela McMurray and Mark McMillan Theme 1: Civilisations and Sustainability Chapter 2. Sustainable Indigenous Water Rights; Deborah Wardle Chapter 3. Indigenous Ontologies in 'Caring for Country'; Indigenous Australia's Sustainable Customs, Practices and Laws; Virginia Marshall Theme 2: Entrepreneurship and Innovation Chapter 4. Indigenous Entrepreneurs in Australia: Past, Present, and Future; Bella L. Galperin, Meena Chavan and Salahudin Muhidin Chapter 5. Māori Social Enterprise: A Case Study; Ruth Hephzibah Orhoevwri Theme 3: Leadership in Tribes and Clans Chapter 6. Quechua/Aymara Perspective of Social, Economic and Environmental Sustainability in the Bolivian Andes: Sustainability and Contradictions in Bolivia's Royal Quinoa Heartland; Tamara Stenn Chapter 7. Leadership Lessons in Sustainability from Elders and Events in Historical Clan Survival Stories; Andrew Creed, Ambika Zutshi and Brian Connelly Theme 4: Politics and Policy in Tribal and Clan Organisations Chapter 8. Jirga, Its Role and Evolution in Pakistan's Pashtun 'Tribal' Society: Pashtun Jirga in Pakistan; Farooq Yousaf Chapter 9. Effectiveness of 'Traditional' Conflict Resolution and Transformation Strategies: Traditional Conflict Resolution; Farooq Yousaf Chapter 10. The Resolution by the White Earth Anishinaabe Nation to Protect the Inherent Rights of Wild Rice; Lawrence W. Gross Theme 5: Tribal and Clan Views on Health and Well Being Chapter 11. Therapeutic Landscapes and Indigenous Culture: Māori Health Models in Aotearoa/New Zealand; Jacqueline McIntosh, Bruno Marques and Rosemary Mwipiko Chapter 12. Fire, Stories and Health; Deborah Wardle, Faye McMillan and Mark McMillan, Chapter 13. Ubuntu Identity, the Economy of Bomvana Indigenous Healers, and their Impact on Spiritual and Physical Wellbeing of an African Indigenous Community; Chioma Ohajunwa.

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