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In 2018, the authors were invited to share their perspectives as Indigenous studies scholars to the work of Breakthrough Listen, an organization affiliated with both the Berkeley SETI Research Center (BSRC) and the Search for Extraterrestrial Intelligence (SETI). This collectively authored statement highlights some of the ethical concerns these authors perceived regarding the history colonialism and the expectations to find "advanced" or "intelligent" extraterrestrial life. A prologue contextualizes the short working group statement and we then provide the unedited original statement in its entirety.

The Routledge Handbook of Critical Indigenous Studies is the first comprehensive overview of the rapidly expanding field of Indigenous scholarship. The book is ambitious in scope, ranging across disciplines and national boundaries, with particular reference to the lived conditions of Indigenous peoples in the first world. The contributors are all themselves Indigenous scholars who provide critical understandings of indigeneity in relation to ontology (ways of being), epistemology (ways of knowing), and axiology (ways of doing) with a view to providing insights into how Indigenous peoples and communities engage and examine the worlds in which they are immersed. This handbook contributes to the re-centring of Indigenous knowledges, providing material and ideational analyses of social, political, and cultural institutions and critiquing and considering how Indigenous peoples situate themselves within, outside, and in relation to dominant discourses, dominant postcolonial cultures and prevailing Western thought. This book will be of interest to scholars with an interest in Indigenous peoples across Literature, History, Sociology, Critical Geographies, Philosophy, Cultural Studies, Postcolonial Studies, Native Studies, Māori Studies, Hawaiian Studies, Native American Studies, Indigenous Studies, Race Studies, Queer Studies, Politics, Law, and Feminism.

This is an edited volume with contributions by leading scholars on the central epistemological, theoretical, political, and pedagogical questions and debates that constitute the discipline of Indigenous Studies. The volume emerges from a 2012 symposium hosted by the Indigenous Studies Research Network at Queensland University of Technology. The volume is organized into three sections: the first section includes essays that interrogate the embeddedness of Indigenous studies within academic institutions; the essays in the second section explore the epistemology of the discipline; and the third section's essays are devoted to understanding the locales of critical inquiry and practice. Moreton- Robinson's introductory essay provides a brief history of the discipline

Indigenous studies and Taiwan studies have a rather tenuous intellectual relationship. From a Taiwanese perspective, the study of indigenous peoples has been a part of the inward-turning indigenisation (本土化, bentuhua) of Taiwan scholarship; affirmation of a locally-rooted, non-Chinese national identity. The idea that Taiwan is the starting point of the Austronesian diaspora makes Taiwan important to the world in new ways. For indigenous scholars, indigenous studies can also contribute to a pride of their places and cultures, meaningful on their own terms. Applied and action research can also be helpful to indigenous goals of local self-determination. Reflection on the ontological implications of indigeneity suggests that indigenous studies cannot be relegated to a subfield of Taiwan studies. There is thus a need for reflection on the ontology of our studies.

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples' preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact on those being named and those doing the naming. This paper reflects the views and experiences of teaching staff at the Indigenous Studies Unit (ISU) in the Faculty of Arts at the University of Wollongong. It comes from our teaching experience, and from discussions with staff and students over the past few years that have conveyed to us a continuing anxiety about language use.

"Bridging Indigenous Studies and Hispanic Studies looks for pathways that better connect two often siloed disciplines. This edited collection brings together different disciplinary experiences and perspectives to this objective, weaving together researchers, artists, instructors, and authors who have found ways of bridging Indigenous and Hispanic Studies through trans-Indigenous reading methods, intercultural dialogues, and reflections on translation and epistemology. Each chapter brings rich context that bears on some aspect of the Indigenous Americas and its crossroads with Hispanic Studies, from Canada to Chile. Such a hemispheric and interdisciplinary approach offers innovative and significant means of challenging the coloniality of Hispanic Studies"--