• Indigenous & Trans-Systemic Knowledge Systems Indigenous and Trans-Systemic Knowledge Systems
    Vol. 7 No. 1 (2021)

    This special issue addressing the theme of “Indigenous and Trans-Systemic Knowledge Systems” seeks to expand the existing methods, approaches, and conceptual understandings of Indigenous Knowledges to create new awareness, new explorations, and new inspirations across other knowledge systems. Typically, these have arisen and have been published through the western disciplinary traditions in interaction and engagement with diverse Indigenous Knowledge systems. Written by Indigenous and non-Indigenous scholars, and in collaborations, the contributions to this issue feature the research, study, or active exploration of applied methods or approaches from and with Indigenous Knowledge systems as scholarly inquiry, as well as practical communally-activated knowledge. These engagements between Eurocentric and Indigenous Knowledges have generated unique advancements dealing with dynamic systems that are constantly being animated and reformulated in various fields of life and experiences. While these varied applications abound, the essays in this issue explore the theme largely through scholarly research or applied pedagogies within conventional schools and universities. The engagement of these distinct knowledge systems has also generated reflective, immersive, and transactional explorations of how to foster well-being and recovery from colonialism in Indigenous community contexts. 

  • Fall 2020
    Vol. 6 No. 2 (2020)
  • Fall 2019
    Vol. 5 No. 2 (2019)
  • Winter 2019
    Vol. 5 No. 1 (2019)
  • ESJ Vollume 3 Issue 2 Fall Issue
    Vol. 3 No. 2 (2017)
  • Fall Issue
    Vol. 2 No. 2 (2016)
  • Engaging with Indigenous Communities
    Vol. 2 No. 1 (2016)

    The way in which scholarly work and research has been commonly pursued on Indigenous cultures and peoples has been subject to criticism for a number of decades. As early as 1969 Vine Deloria Jr. in Custer Died for Your Sins criticized scholars for engaging in useless and objectifying research, and argued for relevant communitydriven research. While community-engaged research has been gaining traction in the academy recently, community engagement has been an important dimension and principle of Indigenous research for quite some time. Since the 1980s Indigenous scholars from across the globe assert that Indigenous-focused research needs to be respectful, collaborative and useful. Today we have witnessed the shift from “Indigenous as object” of study to community-engaged collaborative research that is based on and driven by Indigenous agency.