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Artículos de revistas sobre el tema "Indigenous communities"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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1

Seow, Florence. "Indigenous Communities and Indigenous Children." International Journal of Children’s Rights 23, no. 4 (December 21, 2015): 844–66. http://dx.doi.org/10.1163/15718182-02304009.

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A move away from the traditional child-parent-state model of children’s rights in favour of a four-party model which includes indigenous communities can be identified in international legal discourse. The basis for this phenomenon can be found in arguments for the preservation of indigenous culture. However, whether this argument is adequate for such a fundamental change in the conceptualisation of children’s rights is questionable. This article discusses various legal conceptualisations of children’s rights in academic literature and compares these with sociological theories of children’s development. It identifies an emerging four-party model of children’s rights in international legal discourse, and points to practical problems of implementation and weak philosophical justifications. The article concludes that a four-party model based on sociological theories of children’s development would assist in overcoming these weaknesses, and allow the incorporation of other social groupings into conceptualisations of children’s rights.

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2

Rivera-Salgado, Gaspar. "Transnational Indigenous Communities." Latin American Perspectives 41, no. 3 (January 16, 2014): 26–46. http://dx.doi.org/10.1177/0094582x13518753.

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3

Mardon, Austin, and Razan Ahmed. "THE EDUCATION GAP IN INDIGENOUS COMMUNITIES: CANADA’S REALITY." SocioEdu: Sociological Education 4, no. 2 (September 1, 2023): 48–52. http://dx.doi.org/10.59098/socioedu.v4i2.1181.

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Canada’s history with the indigenous community is a long and complex. History which spills over to current events in society and impacts the Indigenously community greatly till this day. This country has a concerning Indigenous Education Gap—a disparity in educational achievement between Indigenous and non-Indigenous people. The Indigenous Education Gap is widening and rising quickly across Canada. Bridging the education gap is thus a critical component of any plan for enhancing the prosperity, health, and well-being of Canada's indigenous population, as well as eliminating marginalization. Education is one of the many concerns that Indigenous people in Canada must tackle. The acts of previous Canadian administrations, both implicit and explicit, have resulted in a considerable educational disparity between Indigenous and non-Indigenous pupils. The western system of education is inherently exclusive, and its fundamental educational process is based on privilege. Resolving the enormous and ongoing inequalities in student educational learning results must be based on Indigenous notions of education, rather than a standard western/colonial approach

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4

Moumen, Ismael, Laurie Rousseau-Nepton, Nicolas Cowan, Samar Safi-Harb, Julie Bolduc-Duval, and Mary Beth Laychak. "Astronomy in Indigenous Communities." Communicating Astronomy with the Public Journal 14, no. 1 (March 1, 2020): 27–30. https://doi.org/10.5281/zenodo.14978014.

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Astronomy in Indigenous Communities (AIC), previously named Astronomy for Canadian Indigenous People (ACIP), aims to use astronomy as a development tool for Indigenous People in First Nations communities of Canada. AIC’s main objective is to collaborate with First Nations communities to provide students with opportunities to explore the night sky and the universe from both Indigenous and Western perspectives. Via presentations, field trips, activities, and personal interactions with professional astronomers, we aim to stimulate dialogue between the students, their broader community, and astronomers to understand and learn from each other’s perspective of the universe. During the pilot project in 2019, the AIC team worked with two First Nations communities in the Province of Quebec: The Hurons-Wendat near Quebec City and the Abenaki near the city of Trois-Rivieres. We reached young students, members of the communities, as well as teachers. The project had four components: (i) Visiting schools in the First Nations communities to reach young Indigenous students, (ii) facilitating a visit for those students to the Mont-Megantic Observatory, (iii) organising an outreach event for participating communities and (iv) organising a webinar on astronomy for teachers. The pilot project was funded by the International Astronomical Union Office of Astronomy for Development (IAU OAD), the Canadian Astronomical Society (CASCA) and the Centre for Research in Astrophysics of Quebec (CRAQ). In 2020 version of AIC, we are targeting three communities near the city of Montreal.

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5

Womble, Philip, Debra Perrone, Scott Jasechko, Rebecca L. Nelson, Leon F. Szeptycki, Robert T. Anderson, and Steven M. Gorelick. "Indigenous communities, groundwater opportunities." Science 361, no. 6401 (August 2, 2018): 453–55. http://dx.doi.org/10.1126/science.aat6041.

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6

Anderson, E. G. "Rethinking Indigenous Southern Communities." American Literature 78, no. 4 (December 1, 2006): 730–32. http://dx.doi.org/10.1215/00029831-78-4-730.

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7

Ngarawula, Bonaventura, and Sontoe. "Shifting Indigenous House Values in Local Communities." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2269–86. http://dx.doi.org/10.37200/ijpr/v24i2/pr200523.

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8

Chino, Michelle, and Lemyra DeBruyn. "Building True Capacity: Indigenous Models for Indigenous Communities." American Journal of Public Health 96, no. 4 (April 2006): 596–99. http://dx.doi.org/10.2105/ajph.2004.053801.

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9

Brooks, Spirit Dine'tah. "Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities." Journal of Family Diversity in Education 1, no. 2 (November 25, 2014): 129–32. http://dx.doi.org/10.53956/jfde.2014.36.

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Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges. School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs.

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10

Mouria Bidarinjani, Abdulkadir Rahardjanto, and Dwi Setyawan. "Environmental Literacy of Indigenous Communities and Urban Communities On Lombok Island." BIOEDUSCIENCE 7, no. 2 (August 26, 2023): 167–73. http://dx.doi.org/10.22236/jbes/11048.

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Background: The high ability of community environmental literacy can form ideal environmental conditions, but indigenous peoples and urban communities have different understandings of environmental conditions. This study aimed to determine differences in the environmental literacy of indigenous peoples and urban communities on Lombok Island. Methods: The objects of this research are the indigenous people of Bayan Village, North Lombok, and the people of the Dasan Sari Environment, Mataram City, West Lombok: quantitative research methods, quantitative descriptive approaches, and survey research types. Data collection tools are observation, interviews, and questionnaires. Data analysis using SPSS, data analysis techniques by calculating the mean score of the questionnaire. Results: The study obtained a mean environmental literacy value for the indigenous people of Bayan Village at 214.37 and for the Dasan Sari Environmental community at 240.56. The results of the hypothesis testing in this study obtained a significance value greater than 0.05 and t-count < t-table. Conclusions: There was no real difference in environmental literacy between indigenous peoples and urban communities on Lombok Island.

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11

Gouvea, Raul. "Sustainability and Entrepreneurship." International Journal of Social Ecology and Sustainable Development 5, no. 3 (July 2014): 48–64. http://dx.doi.org/10.4018/ijsesd.2014070105.

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This article elaborates on the diverse entrepreneurial activities of indigenous communities in the Brazilian Amazon region. This article argues that further sustainability of the Brazilian Amazonian region is intrinsically linked to the entrepreneurial activities by indigenous communities in the Amazon region. Amazonian indigenous communities are under increasing economic and social pressure. Fostering sustainable indigenous entrepreneurship in these disadvantaged indigenous communities has the potential to improve indigenous communities, economic and social welfare, preserve their culture, customs, and traditional knowledge, in addition to the rebuilding of these communities. Thus, engagement of indigenous communities in sustainable activities further protects the local natural capital. The article also proposes the creation of a center for indigenous entrepreneurship in the Amazon region aiming at supporting and fostering indigenous entrepreneurship.

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12

Kelley, Allyson, Annie Belcourt-Dittloff, Cheryl Belcourt, and Gordon Belcourt. "Research Ethics and Indigenous Communities." American Journal of Public Health 103, no. 12 (December 2013): 2146–52. http://dx.doi.org/10.2105/ajph.2013.301522.

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13

Sanger, Matthew C., and Kristen Barnett. "Remote Sensing and Indigenous Communities." Advances in Archaeological Practice 9, no. 3 (August 2021): 194–201. http://dx.doi.org/10.1017/aap.2021.19.

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AbstractAlthough remote sensing techniques are increasingly becoming ubiquitous within archaeological research, their proper and ethical use has rarely been critically examined, particularly among Native American communities. Potential ethical challenges are outlined, along with suggested changes to archaeological frameworks that will better address Native American concerns. These changes center on a revised view of remote sensing instruments as being potentially invasive and extractive, even if nondestructive. Understanding the potentially invasive and extractive nature of these tools and methods, archaeologists are urged to work closely with Native/Indigenous communities to create more holistic practices that include community knowledge holders and to actively discourage stereotypes that pit archaeologists and Native/Indigenous communities against one another. Considering the speed at which remote sensing is being used in archaeology, these changes need to be embraced as soon as possible so that future work can be conducted in an ethical manner.

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14

Fairley, Christopher K., and Jane S. Hocking. "Sexual health in Indigenous communities." Medical Journal of Australia 197, no. 11-12 (December 2012): 597–98. http://dx.doi.org/10.5694/mja12.11448.

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15

Ormond-Parker, Lyndon, and Aaron Corn. "Information technologies and Indigenous communities." Archives and Manuscripts 47, no. 1 (January 2, 2019): 1–2. http://dx.doi.org/10.1080/01576895.2019.1587809.

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16

McCabe, Barbara. "Social work with indigenous communities." Studies in Continuing Education 31, no. 3 (November 2009): 315–17. http://dx.doi.org/10.1080/01580370903282419.

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17

Hatcher, Simon, Allison Crawford, and Nicole Coupe. "Preventing suicide in indigenous communities." Current Opinion in Psychiatry 30, no. 1 (January 2017): 21–25. http://dx.doi.org/10.1097/yco.0000000000000295.

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18

Mafile'o, Tracie. "Social Work with Indigenous Communities." Social Work Education 28, no. 7 (October 2009): 804–5. http://dx.doi.org/10.1080/02615470802245959.

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19

Echo-Hawk, Holly. "Indigenous Communities and Evidence Building." Journal of Psychoactive Drugs 43, no. 4 (October 2011): 269–75. http://dx.doi.org/10.1080/02791072.2011.628920.

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20

Black, Kerry, and Edward McBean. "Indigenous water, Indigenous voice – a national water strategy for Canada’s Indigenous communities." Canadian Water Resources Journal / Revue canadienne des ressources hydriques 42, no. 3 (July 3, 2017): 248–57. http://dx.doi.org/10.1080/07011784.2017.1333044.

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21

McIlduff, Cari Dawn, Michell Forster, Emily Carter, Jadnah Davies, Sue Thomas, Karen M. T. Turner, Christine Brown Wilson, and Matthew R. Sanders. "Model of Engaging Communities Collaboratively." International Journal of Critical Indigenous Studies 13, no. 1 (August 18, 2020): 45–69. http://dx.doi.org/10.5204/ijcis.v13i1.1346.

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The Model of Engaging Communities Collaboratively was developed with the integration of literature reviews in cultural adaptation approaches, engagement and implementation approaches; and international Indigenous feedback to inform the processes of implementing evidence-based practices (EBP) with Indigenous populations. This model synthesises the collective strengths of these approaches and feedback and provides checklists for practicality of use by researchers, service providers and global Indigenous populations alike. This article describes the process of the theoretical development of the MECC and the feedback that refined it into a functional model for working with Indigenous populations worldwide.

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22

Maimela, Glen, Thizwilondi Madima, Justice Makhanikhe, and Vhonani Netshandama. "Reflections on implementing indigenous research paradigm and participatory action research: research with the indigenous people." Bussecon Review of Social Sciences (2687-2285) 6, no. 2 (December 1, 2024): 01–07. https://doi.org/10.36096/brss.v6i2.583.

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Researchers continue to conduct research within South African indigenous communities pertaining indigenous knowledge with little consideration of the existing indigenous research methodologies. This little consideration continues to exist because these indigenous research methodologies are merely taught in universities and the approach that is often used by most university researchers in conducting research on indigenous communities has elements of coloniality such as power that rests on the researchers over the communities where communities are labelled as the researched than contributors. This paper provides reflections on the participatory action research study conducted on the lenses of indigenous research paradigm in Ga-Mamabolo in the Limpopo Province of South Africa. The reflections concludes that the indigenous research paradigm offers a suitable roadmap for conducting research in indigenous communities. The contradicting research language between the western and indigenous paradigm is presented to improve the practice of research in indigenous communities. Research in indigenous communities is often conducted with little or no consideration of collaboration with the indigenous people. Thus, this paper contends that the review of existing Western research ethics may lay a foundation for new ethics that are culturally sensitive and promoting collaboration on research that affects the indigenous people.

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23

Cachon, Jean-Charles. "Building business cred in the hood." Journal of Enterprising Communities: People and Places in the Global Economy 13, no. 4 (September 2, 2019): 525–54. http://dx.doi.org/10.1108/jec-05-2018-0032.

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Purpose Primary sector firms by and large operate on indigenous territories across the world. In Canada, partnerships, land rights settlements, decolonization and reconciliation efforts provide indigenous communities with the financial means and the political power to stop projects they consider contrary to their traditions. How can companies acquire legitimacy among indigenous communities? This paper aims to answer this question by examining what the economic issues are among indigenous communities, how theories and practices of sustainable and legitimacy management articulated and how some basic notions of traditional indigenous teachings could inform non-indigenous managers are and help them interact better with indigenous leaders and their communities. Design/methodology/approach This paper was informed about indigenous knowledge by secondary and primary indigenous and business sources from North America and from other areas such as Africa, Asia, Australia and New Zealand. Information about business relations with indigenous communities and stakeholders mostly came from non-indigenous sources, including scholarly results obtained within indigenous communities. Findings Sources of incompatibility between indigenous and European/Western worldviews are described. A selection of indigenous traditional beliefs and decision-making processes are presented, based on indigenous traditions around the Great Lakes region of North America. A discussion of desirable options for both indigenous and non-indigenous decision-makers to establish business legitimacy by overcoming their misperceptions is included. Practical implications A better understanding of economic issues in indigenous communities, indigenous perspectives and current developments, as well as lessons from the recent decades on successes and failures at establishing business legitimacy among indigenous communities, will help government and business decision-makers, as well as students and academic scholars. Originality/value Mainly based on management legitimacy theory and Anishnaabe knowledge, this paper makes an original contribution to the understanding of Indigenous strategic thinking in North America in its interaction with business legitimacy building issues.

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Seaman, Paul, Scott Robertson, and Robert Ford. "Investing According To Indigenous Tradition: An Assessment of Indigenous Laws and Investment." Journal of Aboriginal Economic Development 7, no. 2 (January 1, 2011): 105–13. http://dx.doi.org/10.29173/jaed292.

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Indigenous peoples have inhabited North America since time immemorial, using Indigenous laws as guiding principles on how to live sustainably. However, since European contact, Indigenous communities have seen their roles in planning for the future progressively eroded. Now that many new and modem investment opportunities are presenting themselves to Indigenous communities, some guidance on making the right investment decisions may be needed. The authors argue that because European laws and policies have historically not accommodated the unique requirements of Indigenous communities, communities may choose to apply proven Indigenous laws when making sustainable investment decisions today.

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Knauer, Heather, Emily Ozer, William Dow, and Lia Fernald. "Stimulating Parenting Practices in Indigenous and Non-Indigenous Mexican Communities." International Journal of Environmental Research and Public Health 15, no. 1 (December 25, 2017): 29. http://dx.doi.org/10.3390/ijerph15010029.

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Carroll, Stephanie Russo, Michele Suina, Mary Beth Jäger, Jessica Black, Stephen Cornell, Angela A. Gonzales, Miriam Jorgensen, Nancy Lynn Palmanteer-Holder, Jennifer S. De La Rosa, and Nicolette I. Teufel-Shone. "Reclaiming Indigenous Health in the US: Moving beyond the Social Determinants of Health." International Journal of Environmental Research and Public Health 19, no. 12 (June 18, 2022): 7495. http://dx.doi.org/10.3390/ijerph19127495.

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The lack of literature on Indigenous conceptions of health and the social determinants of health (SDH) for US Indigenous communities limits available information for Indigenous nations as they set policy and allocate resources to improve the health of their citizens. In 2015, eight scholars from tribal communities and mainstream educational institutions convened to examine: the limitations of applying the World Health Organization’s (WHO) SDH framework in Indigenous communities; Indigenizing the WHO SDH framework; and Indigenous conceptions of a healthy community. Participants critiqued the assumptions within the WHO SDH framework that did not cohere with Indigenous knowledges and epistemologies and created a schematic for conceptualizing health and categorizing its determinants. As Indigenous nations pursue a policy role in health and seek to improve the health and wellness of their nations’ citizens, definitions of Indigenous health and well-being should be community-driven and Indigenous-nation based. Policies and practices for Indigenous nations and Indigenous communities should reflect and arise from sovereignty and a comprehensive understanding of the nations and communities’ conceptions of health and its determinants beyond the SDH.

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Bourassa, Carrie, Jennifer Billan, Danette Starblanket, Sadie Anderson, Marlin Legare, Mikayla Caroline Hagel, Nathan Oakes, et al. "Ethical research engagement with Indigenous communities." Journal of Rehabilitation and Assistive Technologies Engineering 7 (January 2020): 205566832092270. http://dx.doi.org/10.1177/2055668320922706.

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Introduction Canada’s colonial policies and practices have led to barriers for Indigenous older adults’ access to healthcare and research. As a result, there is a need for Indigenous-led research and culturally safe practices. Morning Star Lodge is developing a training module to assist AgingTech researchers on ethical, culturally safe ways to engage Indigenous communities. This includes exploring Indigenous health research, community-based partnerships, reciprocal learning, and cultural safety; this is presented through a case study on ethically engaged research. Methods Morning Star Lodge developed a research partnership agreement with File Hills Qu’Appelle Tribal Council and established a Community Research Advisory Committee representing the eleven First Nations within the Tribal Council. The work designing the culturally safe training module is in collaboration with the Community Research Advisory Committee. Results Building research partnerships and capacities has changed the way the eleven First Nation communities within File Hills Qu’Appelle Tribal Council view research. As a result, they now disseminate the Knowledge within their own networks. Conclusions Indigenous Peoples are resilient in ensuring their sustainability and have far more community engagement and direction. Developing culturally safe approaches to care for Indigenous communities leads to self-determined research. Culturally safe training modules can be applied to marginalized demographics.

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28

Reyhner, Jon. "Indigenous Language Immersion Schools for Strong Indigenous Identities." Heritage Language Journal 7, no. 2 (August 30, 2010): 299–313. http://dx.doi.org/10.46538/hlj.7.2.7.

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Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to decolonize indigenous education and helping further United Nations policies supporting the rights of indigenous peoples. The fit between place-, community-, and culture-based education and immersion language programs is described with examples from Apache, Ojibwe, Diné (Navajo), Hawaiian, and Blackfeet language programs, illustrating how traditional indigenous values are infused into language programs to help build strong positive identities in indigenous students and their communities.

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Bergeron, Dave A., Marie-Claude Tremblay, Maman Joyce Dogba, Debbie Martin, and Jonathan McGavock. "The use of realist approaches for health research in Indigenous communities." AlterNative: An International Journal of Indigenous Peoples 17, no. 1 (February 18, 2021): 106–10. http://dx.doi.org/10.1177/1177180121996063.

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Research approaches and underlying epistemologies should be carefully considered when conducting health research involving Indigenous communities in order to be aligned with the distinct Indigenous values and goals of the communities involved. If Western research approaches are used, it is helpful to consider how they might be consistent with Indigenous ways of knowing. Among Western research approaches, realist approaches might have some congruence with Indigenous epistemologies. For health research in Indigenous communities, realist approaches might be relevant because they are based on a wholistic approach congruent with Indigenous ontologies, anchored in local knowledge, process-oriented and dynamic. The use of these approaches might make it possible to link diverse knowledge systems into action that is meaningful for Indigenous communities.

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Fikri, Mhd Zakiul. "RESTORING CUSTOMARY FOREST RIGHTS THROUGH AGRARIAN REFORM: CASE STUDY OF THE KAMPAR COMMUNITY, INDONESIA." Diponegoro Law Review 9, no. 2 (December 1, 2024): 277–96. https://doi.org/10.14710/dilrev.9.2.2024.277-296.

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Approximately three-quarters of Kampar Regency is designated as state forest, despite the historical presence of indigenous communities for generations. Accordingly, this study examines on analyzing the framework for restoring the customary forest rights of these through agrarian reform, emphasizing social forestry. Employing a socio-legal research method, the study combines textual analysis of legal frameworks and case studies of Kampar's indigenous communities. The research examines two key issues: (1) the presence of indigenous communities and the concept of customary forest utilization in Kampar Regency, and (2) the importance of restoring indigenous communities’ rights to forests through social forestry initiatives. The findings reveal that indigenous communities in Kampar Regency maintain a strong connection to their ancestral heritage, viewing customary forest as inalienable heritage. The restoration of indigenous communities’ rights to these forest territories is considered essential. Social forestry is identified as a critical component of agrarian reform in Indonesia, with existing regulatory frameworks explicitly acknowledging indigenous communities as beneficiaries. Several areas of customary forest in Kampar Regency have also been identified as having potential for designation through social forestry programs.

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Nurrizka, Rahmah Hida, Dwi Mutia Wenny, and Agustina. "COMPARISON STUDY ABOUT DETERMINANTS OF CHILDREN UNDER FIVE YEARS MALNUTRITION BETWEEN INDIGENOUS AND NON-INDIGENOUS COMMUNITIES IN INDONESIA." Malaysian Journal of Public Health Medicine 20, no. 1 (May 1, 2020): 22–29. http://dx.doi.org/10.37268/mjphm/vol.20/no.1/art.455.

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Many studies reveal the determinant factor of children under five years of malnutrition problem in Indonesia. However, there is only a few analysis conducted on indigenous communities and its comparison to non-indigenous communities. This study analyzes the determinant factors of malnutrition in children under five years in indigenous communities (Suku Baduy) and non-indigenous communities. This study is a comparative study using cross-sectional data, where the samples are households that have children under five years in indigenous communities (n=60) and in non-indigenous communities (n=60), with sample techniques using purposive random sampling. To calculate nutrition status, this study uses the anthropometric index based on weight-for-age according to WHO standards presented in the Z-score and Standard Deviations (SD). The result of this study indicates that the prevalence of children under five years suffering from malnutrition in indigenous communities is lower than in non-indigenous communities, which is 21,7% to 43,3%. Two factors influence the high prevalence of malnutrition in children under five years, namely, the education of the head of a family with OR=0.120 (95%C1: 0.021-0.675) and prenatal care in the fourth trimester with OR 9.890 (95%C1: 1.349-72.531). It is necessary to increase public knowledge on balanced nutrition in children under five years and improved maternal health access to resolve children under five years of malnutrition in those communities.

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Blue, Levon, and Ciaran O’Faircheallaigh. "Indigenous Autonomy and Financial Decision-Making in Communities." Financial Planning Research Journal 4, no. 2 (December 1, 2018): 39–50. http://dx.doi.org/10.2478/fprj-2018-0006.

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ABSTRACT In this article, we argue that Indigenous autonomy, not increased regulation, is required to improve financial management and outcomes in Indigenous communities. We explore what may enable and constrain good financial practice and a move towards autonomous financial decision-making in Indigenous communities. Drawing on research about financial literacy education practices in a Canadian Aboriginal community and research in Australian Aboriginal communities receiving royalties from mining, we highlight the need for Indigenous autonomy in financial practices. Finally, we argue for the role of internal accountability in allowing a move towards Indigenous autonomy.

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Posern-Zieliński, Aleksander. "Los líderes indígenas en los países andinos y su rol en la consolidación del movimiento indígena." Estudios Latinoamericanos 22 (December 31, 2002): 69–86. http://dx.doi.org/10.36447/estudios2002.v22.art4.

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Short description: The article describes the recent developments in institutions of leadership among traditional Andean, indigenous communities in Ecuador, Peru and Bolivia. In these countries not only peasant indigenous communities are present but also native communities that live in the Amazon forests. In modern times, those communities go through a process of politicization that mirrors other indigenous movements in North and Central America. The article describes both traditional and new forms of leadership that exist among the indigenous communities. Short description written by Michał Gilewski

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Banerjee, Bobby, Rick Colbourne, Leo Paul Dana, Mary E. Doucette, Joseph Scott Gladstone, Aloysius Marcus Newenham-Kahindi, Ana Maria Peredo, and Robert Brent Anderson. "Decolonizing Development: Perspectives from Indigenous Communities." Academy of Management Proceedings 2018, no. 1 (August 2018): 10137. http://dx.doi.org/10.5465/ambpp.2018.10137symposium.

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Elke, Ramona. "Indigenous Pedagogies: Weaving Communities of Wonder." LEARNing Landscapes 15, no. 1 (June 23, 2022): 141–58. http://dx.doi.org/10.36510/learnland.v15i1.1060.

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Indigenous metissage weaves together life writing, poems, scholarship, and images, as a way of sharing strands of my experience of how, while not innovative to us, Indigenous research methods and transformative, participatory pedagogies, such as dreaming, ceremony, making, and drumming, offer suggestions around ways in which to create communities of learning which are inviting for all learners. This is particularly so when we work in arts-based practices, approaches, and paradigms. These transformative Indigenous pedagogies have become the sites of rich, healing conversations with myself, with the land and waters, with my Ancestors, and All My Relations.

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Dutt, Rajeshwari. "Archaeology, Indigenous Communities, and the State." Public Historian 39, no. 4 (November 1, 2017): 142–45. http://dx.doi.org/10.1525/tph.2017.39.4.142.

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Clough, Alan R., Sheree Cairney, Paul Maruff, and Robert Parker. "Rising cannabis use in Indigenous communities." Medical Journal of Australia 177, no. 7 (October 2002): 395–96. http://dx.doi.org/10.5694/j.1326-5377.2002.tb04849.x.

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Holve, Steve, Patricia Braun, James D. Irvine, Kristen Nadeau, and Robert J. Schroth. "Early childhood caries in Indigenous communities." Paediatrics & Child Health 26, no. 4 (June 11, 2021): 255–56. http://dx.doi.org/10.1093/pch/pxab023.

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Holve, Steve, Patricia Braun, James D. Irvine, Kristen Nadeau, and Robert J. Schroth. "Early Childhood Caries in Indigenous Communities." Pediatrics 147, no. 6 (May 17, 2021): e2021051481. http://dx.doi.org/10.1542/peds.2021-051481.

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Haxhi, Ilir, Matthew Murphy, and Miguel Rivera-Santos. "Conflicts between indigenous communities and multinationals." Academy of Management Proceedings 2016, no. 1 (January 2016): 16466. http://dx.doi.org/10.5465/ambpp.2016.16466abstract.

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Prince, Holly. "AB005. Celebrating indigenous communities compassionate traditions." Annals of Palliative Medicine 7, S1 (January 2018): AB005. http://dx.doi.org/10.21037/apm.2018.s005.

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Barnhardt, Ray, and Barbara Harrison. "STRATEGIES OF EDUCATION IN INDIGENOUS COMMUNITIES." Discourse: Studies in the Cultural Politics of Education 14, no. 1 (October 1993): 89–99. http://dx.doi.org/10.1080/0159630930140108.

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Irvine, JD, S. Holve, D. Krol, and R. Schroth. "Early childhood caries in Indigenous communities." Paediatrics & Child Health 16, no. 6 (June 1, 2011): 351–57. http://dx.doi.org/10.1093/pch/16.6.351.

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Collins, Pamela Y., Roberto A. Delgado, Beverly A. Pringle, Catherine Roca, and Anthony Phillips. "Suicide prevention in Arctic Indigenous communities." Lancet Psychiatry 4, no. 2 (February 2017): 92–94. http://dx.doi.org/10.1016/s2215-0366(16)30349-2.

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Ivers, Rebecca, Kathleen Clapham, Teresa Senserrick, Marilyn Lyford, and Mark Stevenson. "Injury prevention in Australian Indigenous communities." Injury 39 (December 2008): S61—S67. http://dx.doi.org/10.1016/s0020-1383(08)70030-5.

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Jennings, Garry. "Hypertension and Diabetes in Indigenous Communities." Heart, Lung and Circulation 20 (January 2011): S1. http://dx.doi.org/10.1016/j.hlc.2011.04.007.

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Mendez, Sixto R., Robert F. Wasserstrom, and Jennifer A. Parnell. "Finding Common Ground in Indigenous Communities." Oil & Gas Executive Report 1, no. 01 (June 1, 1998): 18–53. http://dx.doi.org/10.2118/50956-oger.

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Warden-Fernandez, Janeth. "Indigenous Communities’ Rights and Mineral Development." Journal of Energy & Natural Resources Law 23, no. 4 (November 2005): 395–426. http://dx.doi.org/10.1080/02646811.2005.11433413.

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Murillo, Mario. "Indigenous Communities Caught in the Crossfire." NACLA Report on the Americas 33, no. 1 (July 1999): 10–11. http://dx.doi.org/10.1080/10714839.1999.11722695.

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Ruiz, Richard. "Language Planning Considerations in Indigenous Communities." Bilingual Research Journal 19, no. 1 (January 1995): 71–81. http://dx.doi.org/10.1080/15235882.1995.10668591.

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