Interrogating the Impact of Colonialism(s) on Indigenous Identity, Being, and Belonging

A special issue of Genealogy (ISSN 2313-5778).

Deadline for manuscript submissions: closed (31 January 2025) | Viewed by 2551

Special Issue Editors


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Guest Editor
School of Social Transformation, College of Liberal Arts and Sciences, Arizona State University, Tempe, AZ 85212-6415, USA
Interests: sociology; indigenous studies; race and ethnicity; public health; indigenous health equity
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Guest Editor
Center for Indian Education, Arizona State University, Tempe, AZ 85212-6415, USA
Interests: indigenous studies; settler colonialism studies; 19th century U.S. history; public history; museum studies

Special Issue Information

Dear Colleagues,

Contemporary studies of colonialism have often distinguished between different overlapping manifestations of colonialism. Identity formation, both for colonizers and the colonized, were necessary consequences of histories of colonization. This is certainly true in the North American context, as well as in other contexts across the globe. Typically, scholars consider the ways by which Indigenous peoples “lost” their identity, as if Indigeneity is inherent to some but not to others. Moreover, in certain contexts, peoples, while nationalized, are not necessarily coded as being Indigenous. Nationality seems to trump Indigeneity as two political categories with differing political hefts, dimensions of being, and thus, identity. Rarely, if ever, Indigenes are asked about their Indigeneity, and this is how they “gain” their identity as “Indigenous”. What is most readily apparent is that Indigeneity, as a category and as an identity, is irretrievably linked to histories of colonialism. Answers to such a deceptively obvious question are complex, as controversial as this topic is when it comes to understanding identity formation, being Indigenous, and how Indigenous people inhabit that identity. Certainly, commonalities among different peoples and their histories may be shared, such as senses of being and belonging. Nevertheless, how particular experiences of colonialism shape the processes of identity-making must necessarily be contextualized. Complexities abound, as do manifestations of Indigenous identity, where agreement as to who is Indigenous is not a given.

This special issue offers an interdisciplinary forum for empirical, methodological, and or theoretical papers that explore different temporal and spatial constructions of Indigeneity to highlight colonialism’s impact. Colonialism as a process should be differentiated when needed, taking into account its differing iterations such as settler colonialism, but also empire-building (imperialism) and or trade colonialism. We also welcome papers examining how colonial constructions influence Indigenous self-understanding and identity. Suggested topics include, but are not limited to the following:

  • The use of race in the ascription of Indigenous identity;
  • Indigenous identity as referential and strategic to the needs of the colony/state;
  • Legal codification and discursive framing informing constructions of Indigeneity;
  • Indigenous nation-building and the relationship between colonialism and nationalism;
  • The reification of “blood quantum” and other markers of Indigenous identity;
  • Indigenous erasure/invisibility;
  • Colonialism, patriarchy, and relationality;
  • Geopolitics and Indigenous nationalism;
  • Indigenous nationalism and nation-building;
  • Colonial economies and their relationships with Indigenous identity;
  • Identity, “authenticity,” and structural violence.

Dr. Angela Gonzales
Dr. Judy Kertész
Guest Editors

Manuscript Submission Information

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Keywords

  • colonialism
  • indigeneity
  • identity
  • race/racialization

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Published Papers (2 papers)

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Research

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14 pages, 247 KiB  
Article
Ancestral Parenting: Reclaiming Māori Childrearing Practices in the Wake of Colonial Disruption
by Joni Māramatanga Angeli-Gordon
Genealogy 2025, 9(2), 36; https://doi.org/10.3390/genealogy9020036 - 27 Mar 2025
Viewed by 658
Abstract
This article investigates the colonial disruption of Māori parenting practices and its enduring effects on Indigenous identity and belonging. It explores how colonisation imposed Western parenting models, disrupting communal caregiving, and severing connections to whakapapa (ancestry) and whenua (land). Grounded in Kaupapa Māori [...] Read more.
This article investigates the colonial disruption of Māori parenting practices and its enduring effects on Indigenous identity and belonging. It explores how colonisation imposed Western parenting models, disrupting communal caregiving, and severing connections to whakapapa (ancestry) and whenua (land). Grounded in Kaupapa Māori methodologies, this research highlights pre-colonial parenting, attachment, and child development practices, demonstrating their alignment with contemporary child development theories and their potential to address intergenerational trauma. Drawing on oral literature, archival records, and studies, this paper proposes a framework for restoring ancestral parenting principles. It emphasises the importance of these practices in rebuilding cultural confidence, enhancing child wellbeing, and strengthening whānau relationships. By integrating ancestral principles into trauma-informed care, attachment-based parenting models, and culturally affirming teaching, the article envisions pathways for healing and resilience in Māori communities, contributing to broader Indigenous resurgence. Full article

Review

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16 pages, 427 KiB  
Review
Transforming Academic Literacy: Centering Indigenous Identities in the Classroom
by Oscar Eybers
Genealogy 2025, 9(1), 19; https://doi.org/10.3390/genealogy9010019 - 13 Feb 2025
Viewed by 918
Abstract
This article explores the transformational potential of centering indigenous identities and heritage within academic literacy instruction in higher education. The dominance of Eurocentric pedagogies in higher education has often marginalized African epistemologies and cultural narratives, limiting students’ engagement and sense of belonging. Drawing [...] Read more.
This article explores the transformational potential of centering indigenous identities and heritage within academic literacy instruction in higher education. The dominance of Eurocentric pedagogies in higher education has often marginalized African epistemologies and cultural narratives, limiting students’ engagement and sense of belonging. Drawing on examples such as the Ma’at and Tewahedo traditions, this work argues that academic literacy should embrace Indigenous Knowledge Systems and the cultural capital students bring to the classroom. By integrating indigenous identities into disciplinary discourses, educators can create more inclusive learning environments that challenge historical power dynamics and elevate marginalized voices. This analysis highlights practical strategies for educators to foster critical thinking, reading, and writing while affirming students’ identities. Ultimately, this article demonstrates that activating Indigenous Knowledge Systems can create classrooms that are inclusive and reflective of African identities. Full article
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