Bibliografías temáticas / Indigenous studies

Literatura académica sobre el tema "Indigenous studies"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 27 de julio de 2024

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Artículos de revistas sobre el tema "Indigenous studies"

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Lomawaima, K. Tsianina. "Indigenous Studies". American Quarterly 68, n.º 1 (2016): 149–60. http://dx.doi.org/10.1353/aq.2016.0006.

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Rosas-Blanch, Faye. "Teaching Indigenous Studies". International Journal of Critical Indigenous Studies 9, n.º 1 (1 de enero de 2016): 49–51. http://dx.doi.org/10.5204/ijcis.v9i1.144.

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This paper looks at the experiences associated with teaching Indigenous studies in an Australian university. It employs the concept of racialized assemblages in relation to Indigenous academics and pre-service teachers when teaching about Indigenous students. It also investigates the university’s ethical obligation of teaching in this complex space. In the lecturing and tutoring, the Indigenous educator’s body is ‘raced’ and ‘othered’ within the dominant Western discourses of knowledge production. This paper challenges and disrupts Western epistemic knowledge practices of racializing Indigenous body and supports a praxis of Indigenous humanness for the Indigenous educator.
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Simon, Scott. "Ontologies of Taiwan Studies, Indigenous Studies, and Anthropology". International Journal of Taiwan Studies 1, n.º 1 (20 de febrero de 2018): 11–35. http://dx.doi.org/10.1163/24688800-00101003.

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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.
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McCall, Sophie. "Teaching Indigenous Graphic Novels: English / Indigenous Studies 360". Studies in American Indian Literatures 34, n.º 1-2 (marzo de 2022): 92–111. http://dx.doi.org/10.1353/ail.2022.0008.

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Belcourt, Billy-Ray. "Indigenous Studies Beside Itself". Somatechnics 7, n.º 2 (septiembre de 2017): 182–84. http://dx.doi.org/10.3366/soma.2017.0216.

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Barrenechea, Antonio y Heidrun Moertl. "Hemispheric Indigenous Studies: Introduction". Comparative American Studies An International Journal 11, n.º 2 (junio de 2013): 109–23. http://dx.doi.org/10.1179/1477570013z.00000000041.

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Bullen, Jonathan y Lynne D. Roberts. "Transformative learning within Australian Indigenous studies: a scoping review of non-Indigenous student experiences in tertiary Indigenous studies education". Higher Education Research & Development 40, n.º 1 (2 de enero de 2021): 162–77. http://dx.doi.org/10.1080/07294360.2020.1852184.

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Kruk-Buchowska, Zuzanna y Elżbieta Wilczyńska. "Native American and Indigenous Studies". Studia Anglica Posnaniensia 53, s1 (1 de diciembre de 2018): 263–66. http://dx.doi.org/10.2478/stap-2018-0012.

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Mary L. Keller. "Indigenous Studies and “the Sacred”". American Indian Quarterly 38, n.º 1 (2014): 82. http://dx.doi.org/10.5250/amerindiquar.38.1.0082.

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Atalay, Sonya, William Lempert, David Delgado Shorter y Kim TallBear. "Indigenous Studies Working Group Statement". American Indian Culture and Research Journal 45, n.º 1 (1 de enero de 2021): 9–18. http://dx.doi.org/10.17953/aicrj.45.1.atalay_etal.

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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.
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Tesis sobre el tema "Indigenous studies"

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Phillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.

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The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resistance as they progressed through their studies. This study explains resistance to compulsory Indigenous and how it can be targeted by Indigenist Standpoint Pedagogy. The beginning transformations in pre-service teacher positioning in relation to Australian history, contemporary educational practice, and professional identity was also explored.
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Griffin, Rory D. "Indigenous knowledge for sustainable development : case studies of three indigenous tribes of Wisconsin /". Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Griffin.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.
Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resource Management, College of Natural Resources. Includes bibliographical references (leaves 167-176).
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Backlund, Sandra. "Ecuadorian indigenous youth and identities : cultural homogenization or indigenous vindication?" Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29122.

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There exists a scholarly debate on the cultural impact of globalization and how and to what extent it is affecting indigenous people in particular. Three theoretical standpoints can be discerned from the debate; the homogenization-perspective which holds that globalization is making world cultures more similar, the hybridization-perspective which emphasizes that it is fragmenting cultural boundaries and the differentiation-perspective which implies that globalization is augmenting differences and making humanity as a whole more diverse. As regards the cultural impact of globalization on indigenous peoples, many question marks can be raised. The objective of this research is to contribute to the debate by bringing to light the perspective of the indigenous movement in Ecuador, CONAIE. An analysis is made on how they perceive globalization affecting the maintenance of indigenous identities and culture among today’s youth. That information is then used as a foundation to analyze CONAIE’s level of success regarding their main objective; to preserve Ecuador’s indigenous nationalities and peoples. The study, which has a qualitative ethnographic approach and is based on semi-structured interviews, was carried out during an eight weeks long field study in Quito and in San Pedro de Escaleras, Cuenca, Ecuador. The research has an abductive approach and the theoretical debate on globalization’s cultural impact on indigenous peoples sets the analytical frame of the study. The three theoretical standpoints; globalization as homogenization, globalization as differentiation and globalization as hybridization play central roles in the analysis of the empirical material. The findings show that there are many elements that obstruct the maintenance of indigenous culture and identity among youth in contemporary Ecuador. There is a connection between youth being exposed to cultural globalization and that they lose cultural characteristics for the indigenous identity. Hybridization of identities due to globalization is presented as a possible factor to play a role in this. Indigenous youth tend to drop characteristics for the indigenous identity as they adopt features from the mestizo culture, in case they see no benefit in maintaining the former. This indicates that what ultimately might be at stake is cultural homogenization. Light is also shed on that CONAIE lacks strategies and possibilities to reinforce the indigenous identity among the youth that is in a process of identity change. The findings thus point at that despite efforts for cultural revival by the indigenous movement in Ecuador, the maintenance of rigid frontiers between the ethnically diverse nationalities in the country is threatened. Seen to a larger picture, this implies that globalization’s impact on indigenous culture among youth is very difficult to counteract. It appears as if the move towards more cultural similarity in Ecuador cannot be hindered.
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Deery, Phyllis Anne 1967. "The indigenous international diplomacy of Indian Territory". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278023.

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Because of the removal policy of the American government, Indian Territory was made the new home of over thirty Indian nations, including the Five Civilized Tribes of the Southeast. In an effort to stabilize and maintain peaceful and helpful relations between these immigrant nations over fifty international councils were called throughout the history of this territory. During the 1870's, the delegates of the nations attending the Okmulgee Council also attempted to form a confederacy. These circumstances provide an excellent microcosm of Native American internationalism, and by analyzing the nature of the diplomacy that occurred among these nations this thesis will propose a pattern or model that will hopefully be useful in understanding the international relations that occurred between the indigenous nations over the last 500 years.
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Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework". Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.

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While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully learned and passed on knowledge and skills is important to understanding how formal school environments can be shaped to most effectively support Marshallese student learning.

This study examines the learning and teaching experiences of recognized Marshallese holders of traditional and contemporary knowledge and skills, in order to document a Marshallese indigenous learning framework. This research used bwebwenato (talk story) as a research method, to learn from the experiences of ten Marshallese experts in knowledge and skills ranging from sewing to linguistics and from canoe-making to business.

Key findings include the four key components of a Marshallese indigenous learning framework: • Relationships • Motivation for Learning • Teaching Strategies • Extending Networks Teaching strategies are comprised of the commonalities among the way Marshallese have learned and mastered both traditional and contemporary skills. Chief among these are: introducing the topic at a young age, scaffolding, demonstrating and observing, learning through relevant practice, and correcting learners constructively. To a lesser extent, and in a context in which the learner and teacher are not related in a familial way, learning and teaching occurs through visual aids and asking instructor for assistance.

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Smith, Kelley Lyn. "From Pejuta To Powwow: The Evolution Of American Indian Music". W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092004.

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In the current climate of American Indian culture in the United States, the impact of the internet on powwow music and the electronic sharing of music has superseded the more traditional sharing of music in Native cultures. Due to the unique history of American Indian cultures, Native music changed, or evolved, from medicinal uses, pejuta, to expressionism, a method in which to cope with and express the effect history has had on the American Indian people and a way in which to bond with one another in these shared experiences. The evolution of Native music is a traditional form of historical particularism as seen by Native people themselves, and the history of American Indians, ethnomusicology, and hip-hop prove that this is the natural trajectory of Native cultures in today's America. This paper poses to explore the movement of American Indian music from a sacred, private medicinal use, to continue being used to heal, but in a more public and adapted domain.
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Hines, Karen L. "White Squaws: Work as a Factor in Choosing Indian Life". W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626465.

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Cail, Marion A. "The Dissemination of Rumor among the Cherokees and their Neighbors in the Eighteenth Century". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539626270.

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Martin, Alexandra Grace. "Mapping Ceremonial Stone Landscapes in the Narragansett Homelands: “Teâno Wonck Nippée Am, I Will Be Here By and By Again”". W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192339.

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Stones have always been significant to many Enishkeetompauwog, the original people of the Northeast. However, the identification of Tribal ceremonial stone landscapes in present-day New England has become controversial. Tribal officials argue that their views on ceremonial stones have been ignored. Further, the legacy of colonialism and the historic bias that it has instilled in New England has led to dismissal of Tribal ceremonial stone landscapes, resulting in the disassembly or even destruction of culturally significant resources during development projects. This dissertation contends that collaborative work with Tribal officials that respects their expertise on what is culturally significant is essential to the work of preservation. This dissertation research was carried out in collaboration with the four Tribal Historic Preservation offices of the Mashantucket Pequot, Mohegan, Narragansett, and Wampanoag of Gay Head (Aquinnah). Ceremonial stone landscapes may be described as locations of Tribal ceremonial activity characterized by stone features that were assembled or altered by humans, and that may incorporate natural landscape features. These sites are important loci of Tribal history, inter-Tribal ceremony, and collective memory. to identify ceremonial features, multiple lines of evidence are drawn together including Tribal oral tradition, historic and archival research, field research, and collaborative documentation. This dissertation features case studies of two ceremonial stone landscapes in the Narragansett homelands: the Narragansett Indian Reservation and the Nipsachuck landscape. The presentation of ceremonial stone landscape features and sites in useful formats, including GIS shapefiles and technical reports, contribute to their preservation and protection, and help to maintain Tribal connections to ceremonial places. These case studies also show that through collaborative research, various stakeholders can be positively influenced about the existence and importance of ceremonial landscapes. The geospatial data presented in these case studies are cited with the permission of the four Tribal Historic Preservation officers. These data have been previously presented to federal agencies and are confidential pursuant to Section 106 of National Historic Preservation (36 CFR 800.4[a][4], 800.11[c]). This project intersects with federal policies and academic efforts to implement geospatial technologies in the study of archaeological and historic records. This dissertation contributes to and draws from archaeological ways of thinking about memory, commemoration, and landscape archaeology. This research also contributes to the thematic studies of historical archaeology of Native Americans, to the new colonial history of New England, to the developing methodologies of Indigenous archaeology.
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Lagarde, Natasha. "Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.

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This research is an analysis of Ontario teachers’ experiences with Grade 11 NDA3M Current Aboriginal Context in Canada curriculum. By deconstructing and critically analyzing the curricular and pedagogical implications, my thesis is a targeted response to number 63 of the Truth and Reconciliation Calls to Action. As outlined by Clandinin and Connelly (2000), this research is centred in narrative research techniques. Additionally, I draw on Miller’s (1996) 3L’s: Look, Listen, and Learn approach, paired with Dion and Dion’s (2004) storytelling as a means of telling and (re)telling the story. I used one-on-one interviews with teachers and one sharing circle with teachers and elders to synthesize data from documents to capture the essence of the lived experiences. Participants revealed their experiences of what Aoki claims is curriculum-as-planned and curriculum-as-lived in this course. The results of this research were revealed responses to components of number 63 of the Calls to Action; NDA3M requires a review of curriculum expectations to align with teachers’ classroom experiences; participants discussed how their respective schools are using every opportunity to students’ capacity and awareness of Indigenous Worldviews; and professional development to support Indigenous education is in high demand.
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Libros sobre el tema "Indigenous studies"

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Love, Tyron Rakeiora. Indigenous Organization Studies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01503-9.

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T. Ward, John. Indigenous Disability Studies. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032656519.

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Tess, Lea, Kowal Emma, Cowlishaw Gillian y Charles Darwin University, eds. Moving anthropology: Critical indigenous studies. Darwin, N.T: Charles Darwin University Press, 2006.

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Center for World Indigenous Studies. Center for World Indigenous Studies. Olympia, Wash: Center for World Indigenous Studies, 1994.

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Neale, Timothy, Crystal McKinnon y Eve Vincent. History, power, text: Cultural studies and indigenous studies. Broadway, NSW: UTS ePress, 2014.

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Hokowhitu, Brendan, Aileen Moreton-Robinson, Linda Tuhiwai-Smith, Chris Andersen y Steve Larkin. Routledge Handbook of Critical Indigenous Studies. Editado por Brendan Hokowhitu, Aileen Moreton-Robinson, Linda Tuhiwai-Smith, Chris Andersen y Steve Larkin. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429440229.

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Andersen, Chris. Sources and Methods in Indigenous Studies. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315528854.

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Kulnieks, Andrejs, Dan Roronhiakewen Longboat y Kelly Young, eds. Contemporary Studies in Environmental and Indigenous Pedagogies. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8.

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1946-, Sengupta Nirmal, Academic Foundation (New Delhi, India) y Indian Economic Association Trust for Research and Development., eds. Economic studies of indigenous and traditional knowledge. New Delhi: Academic Foundation in association with the Indian Economic Association Trust for Research and Development, 2007.

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S, Katigbak Marcia, ed. Filipino personality: Indigenous and cross-cultural studies. Malate, Manila, Philippines: De La Salle University Press, 2000.

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Capítulos de libros sobre el tema "Indigenous studies"

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Love, Tyron Rakeiora. "Contemporary Indigenous Organization Studies". En Indigenous Organization Studies, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01503-9_1.

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Vium, Christian. "Indigenous, I Presume?" En Reenactment Case Studies, 54–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429445668-5.

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Khan, Zafar. "Understanding Indigenous disabilities". En Indigenous Disability Studies, 256–66. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032656519-31.

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Ojala, Carl-Gösta. "Indigenous Archaeology". En Critical Studies of the Arctic, 99–122. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11120-4_6.

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Fabricant, Nicole y Nancy Postero. "The Indigenous Studies Turn". En New Approaches to Latin American Studies, 128–44. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315158365-9.

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Heith, Anne. "Indigenous cool". En FILLM Studies in Languages and Literatures, 127–42. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/fillm.15.08hei.

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Love, Tyron Rakeiora. "Theorizing and Its Importance in Indigenous Organization Research". En Indigenous Organization Studies, 15–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01503-9_2.

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Love, Tyron Rakeiora. "Methodological Guidelines in Indigenous Organization Research". En Indigenous Organization Studies, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01503-9_3.

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Love, Tyron Rakeiora. "People, Place, and Time in the Study of Indigenous Organization". En Indigenous Organization Studies, 47–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01503-9_4.

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Love, Tyron Rakeiora. "The Possibilities for Indigenous Organization Studies". En Indigenous Organization Studies, 59–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01503-9_5.

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Actas de conferencias sobre el tema "Indigenous studies"

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Marquez, Jimena. "Multidisciplinary Indigenous research: Preliminary findings of a scoping review of Canadian scholarship (1997 to 2020)". En 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.04027m.

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Research in Indigenous contexts has historically been associated with colonialism. To counter this, recent Indigenous research re-centers knowledge production on Indigenous worldviews and voices. As a settler ally, I have conducted a scoping review of Canadian Indigenous research using a mixed method approach (Western and Indigenous), adopting Arksey and O’Malley (2005) scoping methodology (for initial five steps) and Kovach’s (2010) Indigenous conversational method for consultations. The aim of this scoping review is to map out the praxis of Indigenous research by examining current epistemological trends, the diversity of Indigenous methods used and the role of researcher positionality in Indigenous research. Preliminary findings (before consultations) based on 46 papers across disciplines, point out to an increase in the number of Indigenous research projects conducted in Canada in the last five years. There is also evidence of substantial efforts by scholars to engage in respectful and reciprocal research partnerships with Indigenous partners.
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Segovia-Aguilar, Blas. "Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba". En EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.3.

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Sarumaha, Martiman Suaizisiwa. "Educational Management Based on Indigenous Knowledge (Narrative Studies of Culture of Indigenous Knowledge in South Nias)". En 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.036.

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Nurcahyono, Okta Hadi. "Social Capital of Indigenous Village Communities in Maintaining Social Harmony (Case Study of The Tenggerese Indigenous Community, Tosari, Pasuruan, East Java)". En Proceedings of the International Conference on Rural Studies in Asia (ICoRSIA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icorsia-18.2019.38.

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Jorolan-Quintero, Genevieve. "Playing the Games, Reliving the Past: Learning from the Indigenous Games of the Davao Tribes". En Annual International Conference on Contemporary Cultural Studies. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2382-5650_ccs13.14.

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Mansoer, Masri, Lilik Ummi Kaltsum y Yadi Mulyadi. "THE QUR'AN AND INDONESIAN COMMUNITY CULTURE: THE QUR'AN AS AN AMULET AMONG INDIGENOUS PEOPLE". En International Conference on Qur'an and Hadith Studies (ICQHS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icqhs-17.2018.39.

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Imang, Ndan, Martinus Nanang y Rujehan. "Impact of Migration to Livelihood and Agricultural Land of Indigenous Forest-Dependent Communities in North Kalimantan, Indonesia". En Joint Symposium on Tropical Studies (JSTS-19). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/absr.k.210408.043.

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Belladonna, Aprillio Poppy y Ecep Rohmat. "Studies on Indigenous Ceremony Values in Strengthening the Character of the Nation". En Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.99.

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Jegede, Foluke, Bukola Adewale, Peter Aderonmu, Eziyi Ibem, Dapo Oluwatayo y Omoyeni Fulani. "DESIGNING TO MEET INDIGENOUS NEEDS: PLACE OF TRADITIONAL STUDIES IN ARCHITECTURAL EDUCATION". En International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0672.

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Djumaty, Brian y Nina Dey. "Food Sustainability in Local Wisdom Perspective of the Indigenous People Dayak Tomun Lamandau". En International Conference on Emerging Issues in Humanity Studies and Social Sciences. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010755300003112.

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Informes sobre el tema "Indigenous studies"

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Cooper, Danielle, Tanya Ball, Michelle Nicole Boyer-Kelly, Anne Carr-Wiggin, Carrie Cornelius, J. Wendel Cox, Sarah Dupont et al. When Research is Relational: Supporting the Research Practices of Indigenous Studies Scholars. Ithaka S+R, abril de 2019. http://dx.doi.org/10.18665/sr.311240.

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Gauthier, Marine. Mai-Ndombe: Will the REDD+ Laboratory Benefit Indigenous Peoples and Local Communities? Rights and Resources Initiative, marzo de 2018. http://dx.doi.org/10.53892/gaxf9733.

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This study aims to assess the cumulative risks and impacts of all REDD+ initiatives in Mai-Ndombe on the rights and subsistence of local communities and Indigenous Peoples, using existing tools while taking into account gray areas of the REDD+ process. Findings come from existing project documentation, field studies conducted in recent years, and a series of interviews with REDD+ stakeholders in Mai-Ndombe. The study provides a mapping of all existing and planned REDD+ initiatives in the province, as well as a cross-cutting contextual analysis of risks which connects REDD+ to human rights. This is followed by an assessment of these initiatives’ cumulative impacts as well as of national and project strategies to address and reduce risks. It thus offers a perspective on the link between the accumulation of REDD+ initiatives and conflicts at different scales.
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Näslund-Hadley, Emma y Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, febrero de 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Li, Tong, Erin Mathieu, Michelle Dickson y Nehmat Houssami. Evidence relevant to early detection of breast cancer in Aboriginal and Torres Strait Islander women. The Sax Institute, agosto de 2021. http://dx.doi.org/10.57022/plnx1508.

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This Evidence Snapshot aims to summarise the current and emerging evidence regarding early detection of breast cancer in Aboriginal and Torres Strait Islander women and its impact on cancer stage at diagnosis and mortality. Gaps were found in the evidence regarding impact, but evidence was found regarding incidence, participation, and mortality. Aboriginal and Torres Strait Islander women over 60 were found to have higher incidence of breast cancer than non-indigenous women, and overall Aboriginal and Torres Strait Islander women were found to have lower screening participation rates. Regarding treatment and outcomes, the included studies varied considerably in terms of treatment, but the evidence showed that Aboriginal and Torres Strait Islander women are approximately twice as likely to die from breast cancer than non-indigenous women.
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Bustelo, Monserrat, Verónica Frisancho, Karen Martinez y Agustina Suaya. COVID-19 Sets Back Progress Made on the Welfare of Women and Diverse Populations. Inter-American Development Bank, diciembre de 2023. http://dx.doi.org/10.18235/0005345.

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By March 2020, COVID-19 was confirmed present in all Latin American and Caribbean countries. Not only did the pandemic weakened the regions economy, it exacerbated structural inequalities. Women, indigenous peoples, African descendants, persons with disabilities and the LGBTQ community were disproportionately affected by the pandemic, reflecting both the vulnerability of these groups and the fragility of the progress made in recent years toward improving their social welfare. This document highlights the main lessons learned from IADB studies on the impact of the pandemic on these populations.
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Tinsley, Brian, Sarah Cacicio, Zohal Shah, Daniel Parker, Odelia Younge y Christina Luke Luna. Micro-credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report. Digital Promise, marzo de 2022. http://dx.doi.org/10.51388/20.500.12265/151.

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This landscape report explores the impact of earning micro-credentials on the social mobility of rural learners. Through four in-depth case studies, we show how earning micro-credentials may lead to credential attainment, workforce entry, promotions, and/or economic improvements (e.g., salary increase, prioritizing learners impacted by poverty), particularly for Black, Latino, and Indigenous populations, as well as women. All of the initiatives emphasize the need for strong regional partnerships across educational sectors and deeper efforts to engage communities of color to lead to greater impact. Preliminary research indicates that micro-credentials can—and in some cases, do—lead to job promotions, higher wages, and an increase in self-confidence for rural learners.
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Tadros, Mariz, ed. What About Us? Global Perspectives on Redressing Religious Inequalities. Institute of Development Studies, octubre de 2022. http://dx.doi.org/10.19088/creid.2021.005.

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How can we make religious equality a reality for those on the margins of society and politics? This book is about the individual and collective struggles of the religiously marginalised to be recognised and their inequalities, religious or otherwise, redressed. It is also about the efforts of civil society, governments, multilateral actors, and scholars to promote freedom of religion or belief (FoRB) whatever shape they take. The actors and contexts that feature in this book are as diverse as health workers in Israel, local education authorities in Nigeria, indigenous movements in India, Uganda, or South Africa, and multilateral actors such as the Islamic Development Bank in Sudan and the World Bank in Pakistan. Some of the case studies engage with development discourses and narratives or are undertaken by development actors, while other cases operate completely outside the international development paradigm. These case studies present some important insights, which while highly relevant for their contexts also draw out important insights for academics, practitioners, activists, and others who have an interest in redressing religious inequalities for socioeconomically marginalised populations.
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Tinessia, Adeline, Catherine King, Madeleine Randell y Julie Leask. The effectiveness of strategies to address vaccine hesitancy in Aboriginal and Torres Strait Islander peoples. The Sax Institute, febrero de 2022. http://dx.doi.org/10.57022/fobi4392.

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This Evidence Snapshot provides a rapid review of evidence on strategies to address COVID-19 vaccine hesitancy in Aboriginal and Torres Strait Islander peoples. The authors examined strategies to address vaccine hesitancy among Indigenous peoples in well-resourced settings worldwide, focusing on COVID-19 vaccination and the program roll-out. The review included peer-reviewed and grey literature published up to December 2021. Most studies were descriptive qualitative or quantitative with few intervention or evaluation reports to date. However, the review specifically lists author-recommended interventions and provides a list of communication materials publicly available in Australia. The themes for success common across the literature encompass the following headings: know why people aren’t vaccinated to tailor strategies; vaccination rollouts ‘with us not for us’; keep it local; make services convenient and culturally respectful; and support the Aboriginal and Torres Strait Islander workforce.
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Rivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, abril de 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.

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This paper studies the long-run effects of concertaje, a forced labor system from the Spanish colonial era in Ecuador that coerced indigenous workers in rural estates after indebting them. I collected and digitized historical tax records (1800) and connected them to contemporary ones (2010s) via surnames. Employing a TS2SLS approach, I find that a 10 percentage point (pp) increase in a surname's concertaje rate reduces the current formal income of (pseudo) descendants by 1.7%. On a regional scale, I establish a causal relationship by leveraging variations in concertaje intensity due to differences in crop labor requirements. IV estimates show that a 10 pp rise in a district's concertaje rate increases contemporary poverty by 4.2 pp. As channels of persistence, I show that concertaje historically led to lower education levels, reduced public goods provision, increased agricultural employment, and inequality. Concertaje also limited mobility, although its effect on immigrants is milder, suggesting migration acted as a mitigation channel.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie y Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, agosto de 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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