Papers by Tiffanie Hardbarger
In response to the long and harmful legacy of extractive research done on Indigenous peoples and ... more In response to the long and harmful legacy of extractive research done on Indigenous peoples and the erasure and devaluation of Indigenous knowledge, pedagogy, and lifeways within Western educational settings, many educators and scholars are seeking to implement decolonizing methodologies into research and educational strategies. Utilizing research conducted alongside * Tiffanie Hardbarger (Cherokee Nation) is a former Andrew W. Mellon Foundation Native American Scholars Initiative Fellow who is currently an Assistant Professor in the Cherokee & Indigenous Studies Department at Northeastern State University. She received a Ph.D. in Community Resources & Development (Arizona State University, 2016) focused on human rights, sustainability, Indigenous-led community development and tourism, environmental justice, and decolonizing research methodologies. Her research and teaching approaches seek to utilize a decolonizing lens and action-oriented stance to explore intersectional aspects o...
The Medicine of Peace asserts that the impacts of complex historical trauma are tied to the cycle... more The Medicine of Peace asserts that the impacts of complex historical trauma are tied to the cycles of violence facing Indigenous youth in Canada, with the Western criminal justice and mental health systems being complicit in perpetuating further violence. Ansloos (Fisher River Cree Nation) advocates for a holistic, culturally relevant, and relational approach, versus the current standard procedures in settler nations such as Canada. Ansloos argues that youth are "shaped and situated" within the intergenerational violence of colonialism. Highlighting the disproportionate incarceration rate, growing gang involvement, and internalized violence (including suicide) it is argued that cycles of violence are exacerbated by a punitive criminal justice system and culturally disengaged interventions. A critical reflection on the Canadian psychology field/mental health system is put forth to foreground recommendations for holistic Indigenous approaches that would better address differing notions of self and well-being.
International Journal of Human Rights Education , 2019
In response to the long and harmful legacy of extractive research done on Indigenous peoples and ... more In response to the long and harmful legacy of extractive research done on Indigenous peoples and the erasure and devaluation of Indigenous knowledge, pedagogy, and lifeways within Western educational settings, many educators and scholars are seeking to implement decolonizing methodologies into research and educational strategies. Utilizing research conducted alongside Cherokee students during an undergraduate/graduate course (2016-2018), this paper explores how the use of Indigenous Rights Education (IRE) in tandem with Indigenous Participatory Action Research (IPAR) provide pathways to navigate the difficult work of engaging with the underlying epistemological tensions that undergird U.S. settler society. In this article, a female Cherokee/EuroAmerican scholar perspective speaks to thematic narratives from student reflections that illustrate the how such approaches provide spaces for raising critical consciousness and decolonizing praxis.
Interface: a journal for and about social movements , 2018
Drawing upon two threads of theory and practice-Community Cultural Development (CCD) and Socially... more Drawing upon two threads of theory and practice-Community Cultural Development (CCD) and Socially Engaged Art (SEA), a framework is proposed to address a gap in the respective literatures and to develop ideas and tools that help us get closer to understanding the impact of arts-based activism as a tool for community development, resistance, and political activism. Utilizing an ethnographic and practice-based approach, the proposed framework is applied to a specific project, the ARTifariti International Art and Human Rights Meeting in Western Sahara, as a means of understanding the value and efficacy of this tool. The ARTifariti festival is an integral part of the arts and cultural development movement underway in the Saharawi Arab Democratic Republic (SADR) refugee camps located near Tindouf, Algeria. The intent is that the framework will be further honed and applied for further analysis of arts-based activism in the SADR refugee camps as well as other arts-based activism activities and social movements.
Complete journal issues by Tiffanie Hardbarger
Interface: a journal for and about social movements, 2018
Call for papers volume 11 issue 2 Understanding and challenging right-wing movements (pp. 4 -7)
Publicatons by Tiffanie Hardbarger
International Review of Education, 2019
Indigenous youth today are in a precarious position. The elders who guided their grandparents and... more Indigenous youth today are in a precarious position. The elders who guided their grandparents and parents often suffered from direct racism and dislocation from cultural practices, land, medicine, language, knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual and physical support have been brutally and systematically dismantled. When perpetuation is
discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relationships, community health and sustainable practices. The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed “land-centred literacies” as pathways to community resurgence and sustainability. The findings from this research have important implications for Indigenous notions of sustainability, health and well-being and ways in which Indigenous knowledge can be perpetuated by future generations.
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Papers by Tiffanie Hardbarger
Complete journal issues by Tiffanie Hardbarger
Publicatons by Tiffanie Hardbarger
discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relationships, community health and sustainable practices. The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed “land-centred literacies” as pathways to community resurgence and sustainability. The findings from this research have important implications for Indigenous notions of sustainability, health and well-being and ways in which Indigenous knowledge can be perpetuated by future generations.
discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relationships, community health and sustainable practices. The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed “land-centred literacies” as pathways to community resurgence and sustainability. The findings from this research have important implications for Indigenous notions of sustainability, health and well-being and ways in which Indigenous knowledge can be perpetuated by future generations.