Indigenous Studies and Engaged Anthropology: The Collaborative Moment

Indigenous Studies and Engaged Anthropology: The Collaborative Moment

by Paul Sillitoe

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Advancing the rising field of engaged or participatory anthropology that is emerging at the same time as increased opposition from Indigenous peoples to research, this book offers critical reflections on research approaches to-date. The engaged approach seeks to change the researcher-researched relationship fundamentally, to make methods more appropriate and beneficial to communities by involving them as participants in the entire process from choice of research topic onwards. The aim is not only to change power relationships, but also engage with non-academic audiences. The advancement of such an egalitarian and inclusive approach to research can provoke strong opposition. Some argue that it threatens academic rigour and worry about the undermining of disciplinary authority. Others point to the difficulties of establishing an appropriately non-ethnocentric moral stance and navigating the complex problems communities face. Drawing on the experiences of Indigenous scholars, anthropologists and development professionals acquainted with a range of cultures, this book furthers our understanding of pressing issues such as interpretation, transmission and ownership of Indigenous knowledge, and appropriate ways to represent and communicate it. All the contributors recognise the plurality of knowledge and incorporate perspectives that derive, at least in part, from other ways of being in the world.

Product Details

ISBN-13: 9781317117216
Publisher: Taylor & Francis
Publication date: 05/23/2016
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 284
File size: 3 MB

About the Author

Paul Sillitoe, Department of Anthropology at Durham University, UK.

Table of Contents

Contents: Preface; The dialogue between indigenous studies and engaged anthropology: some first impressions, Paul Sillitoe. Part I Engaging with Indigeneity: Sharing anthropological knowledge, decolonizing anthropology: Emberá indigeneity and engaged anthropology, Dimitrios Theodossopoulos; Fostering the rapprochement of anthropology and indigenous studies: the encounter of an Italian anthropologist with Kaupapa Máori research, Domenica Gisella Calabrò; Hiding in plain sight: assimilation and the end of story, Robyn Sandri. Part II Problems of Representation and Rights: The promises and conundrums of decolonized collaboration, Emma Cervone; Urban Amerindians and advocacy: toward a politically engaged anthropology representing urban Amerindigeneities in Manaus, Brazil, J.P. Linstroth; Old wine in new bottles: self-determination, participatory democracy and free, prior and informed consent, Jayantha Perera; The (non-legal) guide to meaningful recognition: a case study from the Canning Basin, Western Australia, Tran Tran. Part III Challenging the Dominance of the Academy: Integrating African proverbs in the education of young learners: the challenge of knowledge synthesis, George J. Sefa Dei [Nana Sefa Atweneboah I]; Indigenous peoples' Amazonian sustainable development project, Priscilla Settee; Engagement and ownership of knowledge: issues affecting indigenous education and pedagogy, Raymond Nichol; Questions of power in schooling for indigenous Papuans, Rachel Shah. Index.

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