Guidelines
for Respecting Cultural Knowledge
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Pictured on cover: Yup'ik elder Louise
Tall. Photo by Joy Shantz |
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adopted by
Assembly of Alaska Native Educators
Anchorage, Alaska
February 1, 2000
Published by the Alaska Native Knowledge Network
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Also available in downloadable PDF |
These guidelines are sponsored by:
Preface
The following guidelines address issues
of concern in the documentation, representation and utilization of
traditional cultural knowledge as they relate to the role of various
participants, including Elders, authors, curriculum developers, classroom
teachers, publishers and researchers. Special attention is given to
the educational implications for the integration of indigenous knowledge
and practices in schools throughout Alaska. The guidance offered in
the following pages is intended to encourage the incorporation of traditional
knowledge and teaching practices in schools by minimizing the potential
for misuse and misunderstanding in the process. It is hoped that these
guidelines will facilitate the coming together of the many cultural
traditions that coexist in Alaska in constructive, respectful and mutually
beneficial ways.
Native educators from throughout the state
contributed to the development of these guidelines through a series
of workshops and meetings associated with the Alaska Rural Systemic
Initiative. Representatives of the Native educator organizations listed
on the cover participated in the meetings and ratified the final document.
The purpose of these guidelines is to offer assistance to educational
personnel and others who are seeking to incorporate the Alaska Standards
for Culturally-Responsive Schools in their work. Using these guidelines
will help expand the base of knowledge and expertise that culturally-responsive
teachers (including Elders, aides, bilingual instructors, etc.) are
able to draw upon to enliven their work as educators.
Throughout this document, Elders are accorded
a central role as the primary source of cultural knowledge. It should
be understood that the identification of "Elders" as culture-bearers
is not simply a matter of chronological age, but a function of the
respect accorded to individuals in each community who exemplify the
values and lifeways of the local culture and who possess the wisdom
and willingness to pass their knowledge on to future generations. Respected
Elders serve as the philosophers, professors and visionaries of a cultural
community. In addition, many aspects of cultural knowledge can be learned
from other members of a community who have not yet been recognized
as Elders, but seek to practice and teach local lifeways in culturally-appropriate
ways.
Along with these guidelines are a set of
general recommendations aimed at stipulating the kind of steps that
need to be taken to achieve the goals for which they are intended.
State and federal agencies, universities, school districts, textbook
publishers and Native communities are all encouraged to review their
policies, programs and practices and to adopt these guidelines and
recommendations wherever appropriate. In so doing, the educational
experiences of students throughout Alaska will be enriched and the
future well-being of the communities being served will be enhanced.
Further information on issues related to
the implementation of these guidelines, as well as additional copies,
may be obtained from the Alaska Native Knowledge Network, University
of Alaska Fairbanks, PO Box 756730, Fairbanks, AK 99775-6730 (http://www.ankn.uaf.edu).
Guidelines for Native Elders
As one of the primary sources of traditional
cultural knowledge, Native Elders bear the responsibility to share
and pass on that knowledge in ways that are compatible with traditional
teachings and practices.
Native Elders may increase their cultural
responsiveness through the following actions:
- Participate in local and regional Elders councils
as a way to help formulate, document and pass on traditional cultural
knowledge for future generations.
- Help make explicit and incorporate locally-appropriate
cultural values in all aspects of life in the community, while recognizing
the diversity of opinion that may exist.
- Make a point to utilize traditional ways of knowing,
teaching, listening and learning in passing on cultural knowledge
to others in the community.
- Seek out information on ways to protect intellectual
property rights and retain copyright authority over all local knowledge
that is being shared with others for documentation purposes.
- Carefully review contracts and release forms to determine
who controls the distribution of any publications and associated
royalties.
- Review all transcripts of cultural information that
has been written down to insure accuracy.
- Follow appropriate traditional protocols as much as
possible in the interpretation and utilization of cultural knowledge.
- Assist willing members of the community to acquire
the knowledge and skills needed to assume the role of Elder for future
generations.
Guidelines for Authors and Illustrators
Authors and illustrators should take
all steps necessary to insure that any representation of cultural
content is accurate, contextually appropriate and explicitly acknowledged.
Authors and illustrators may increase their
cultural responsiveness through the following actions:
- Make it a practice to insure that all cultural content
has been acquired under informed consent and has been reviewed for
accuracy and appropriateness by knowledgeable local people representative
of the culture in question.
- Arrange for copyright authority and royalties to be
retained or shared by the person or community from which the cultural
information originated, and follow local protocols for its approval
and distribution.
- Insure controlled access for sensitive cultural information
that has not been explicitly authorized for general distribution.
- Be explicit in describing how all cultural knowledge
and material has been acquired, authenticated and utilized, and present
any significant differing points of view that may exist.
- Make explicit the audience(s) for which a cultural
document is intended, as well as the point of view of the person(s)
preparing the document.
- Make every effort to utilize traditional names for
people, places, items, etc., adhering to local conventions for spelling
and pronunciation.
- Identify all primary contributors and secondary sources
for a particular document, and share the authorship whenever possible.
- Acquire extensive first-hand experience in a new cultural
context before writing about it.
- Carefully explain the intent and use when obtaining
permission to take photographs or videos, and make it clear in publication
whether they have been staged as a re-enactment or represent actual
events.
- When documenting oral history, recognize and consider
the power of the written word and the implications of putting oral
tradition with all its non-verbal connotations down on paper, always
striving to convey the original meaning and context as much as possible.
Guidelines for Curriculum Developers
and Administrators
Curriculum developers and administrators
should provide multiple avenues for the incorporation of locally-recognized
expertise in all actions related to the use and interpretation of
local cultural knowledge and practices.
Curriculum developers and administrators
may increase their cultural responsiveness through the following actions:
- Establish an easily accessible repository of culturally-appropriate
resource materials and knowledgeable expertise from the community.
- Include the voices of representatives from the local
culture in the curriculum materials used in the school.
- Utilize the natural environment of the community to
move educational activities beyond the classroom as a way of fostering
place-based education and deepening the learning experiences of students.
- Support the implementation of an Elders-in-Residence
program in each school and classroom.
- Provide an in-depth cultural orientation program for
all new teachers and administrators.
- Promote the incorporation of the Alaska Standards
for Culturally-Responsive Schools in all aspects of the school curriculum,
while demonstrating their applicability in providing multiple avenues
to meet the State Content Standards.
- Utilize Elders and Native teachers from the local
community to acquire a comprehensive understanding of all aspects
of the local, regional and statewide context in which the students
live, particularly as it relates to the well-being and survival of
the local culture.
- Make use of locally-produced resource materials (reports,
videos, maps, books, tribal documents, etc.) in all subject areas
and work in close collaboration with local agencies to enrich the
curriculum beyond the scope of commercially-produced texts.
- Establish a review committee of locally-knowledgeable
people to review all textbooks and other curriculum materials for
accuracy and appropriateness in relation to the local cultural context,
as well as to examine the overall cultural responsiveness of the
educational system.
Guidelines for Educators
Classroom teachers are responsible for
drawing upon Elders and other cultural experts in the surrounding
community to make sure all resource materials and learning activities
are culturally accurate and appropriate.
Teachers may increase their cultural responsiveness
through the following actions:
- Learn how to use local ways of knowing and teaching
to link the knowledge base of the school to that of the community.
- Make effective use of local expertise, especially
Elders, as co-teachers whenever local cultural knowledge is being
addressed in the curriculum.
- Take steps to recognize and validate all aspects of
the knowledge students bring with them, and assist them in their
on-going quest for personal and cultural affirmation.
- Develop the observation and listening skills necessary
to acquire an in-depth understanding of the knowledge system indigenous
to the local community and apply that understanding in teaching practice.
- Carefully review all curriculum resource materials
to insure cultural accuracy and appropriateness.
- Make every effort to utilize locally-relevant curriculum
materials with which students can readily identify, including materials
prepared by Native authors.
- Provide sufficient flexibility in scheduling Elder
participation so they are able to fully share what they know with
minimal interference by the clock, and provide enough advance notice
for them to make the necessary preparations.
- Align all subject matter with the Alaska Standards
for Culturally-Responsive Schools and develop curriculum models that
are based on the local cultural and environmental experiences of
the students.
- Recognize the importance of cultural and intellectual
property rights in teaching practice and honor such rights in all
aspects of the selection and utilization of curriculum resources
(see page 29 for details.)
Guidelines for Editors and Publishers
Editors and publishers should utilize
culturally-knowledgeable authors and establish multiple levels of
review to insure that all publications are culturally accurate and
appropriate.
Editors and publishers may increase their
cultural responsiveness through the following actions:
- Encourage and support Native-authors and provide appropriate
biographical information and photographs of the author(s) of culturally-oriented
material.
- Return a significant proportion of publication proceeds
and royalties to the person or community from which it originated.
- Submit all manuscripts with cultural content to locally-knowledgeable
personnel for review, making effective use of local and regional
entities set up for this purpose.
- Insure appropriate review, approval and access for
all digital and Internet-based materials.
- Resolve all disagreements on cultural content or distribution
before final publication.
- Always return to the original source for re-authorization
of subsequent printings.
- All content of textbooks for general curricular use
should be examined to make sure it is widely accepted and recognized,
and not just an individual authors opinion.
- Honor all local conventions for recognizing cultural
and intellectual property rights.
Guidelines for Document Reviewers
Reviewers should give informed consideration
to the cultural perspectives of all groups represented in documents
subjected to review.
Document reviewers may increase their cultural
responsiveness through the following actions:
- Always be as explicit as possible in identifying the
background experience and personal reference points on which the
interpretation of cultural meaning is based.
- Whenever possible and appropriate, reviews of cultural
materials should be provided from multiple perspectives and interpretations.
- When critical decisions about a publication are to
be made, a panel of reviewers should be established in such a way
as to provide a cross-check from several cultural perspectives.
- Publications that misrepresent or omit cultural content
should be identified as such, regardless of their remaining literary
merit.
- Reviews of movies involving cultural themes should
utilize the same guidelines as those outlined for published documents.
Guidelines for Researchers
Researchers are ethically responsible
for obtaining informed consent, accurately representing the cultural
perspective and protecting the cultural integrity and rights of all
participants in a research endeavor.
Researchers may increase their cultural
responsiveness through the following actions:
- Effectively identify and utilize the expertise in
participating communities to enhance the quality of data gathering
as well as the data itself, and use caution in applying external
frames of reference in its analysis and interpretation.
- Insure controlled access for sensitive cultural information
that has not been explicitly authorized for general distribution,
as determined by members of the local community.
- Submit research plans as well as results for review
by a locally-knowledgeable group and abide by its recommendations
to the maximum extent possible.
- Provide full disclosure of funding sources, sponsors,
institutional affiliations and reviewers.
- Include explicit recognition of all research contributors
in the final report.
- Abide by the research principles and guidelines established
by the Alaska Federation of Natives and other state, national and
international organizations representing indigenous peoples.
Guidelines for Native Language Specialists
Native language specialists are responsible
for taking all steps possible to accurately convey the meaning associated
with cultural knowledge that has been shared in a traditional language.
Native language specialists may increase
their cultural responsiveness through the following actions:
- Whenever possible, utilize a panel of local experts
rather than a single source to corroborate translation and interpretation
of language materials, as well as to construct words for new terms.
- Encourage the use and teaching of the local language
in ways that provide appropriate context for conveying accurate meaning
and interpretation, including an appreciation for the subtleties
of story construction, use of metaphor and oratorical skills.
- Provide Elders with opportunities and support to share
what they know in the local language.
- Whenever possible, utilize simultaneous translation
equipment at meetings to facilitate the use of the local language.
- Prepare curriculum resource materials that utilize
the local language, so as to make it as easy as possible for teachers
to draw upon the local language in their teaching.
Guidelines for Native Community Organizations
Native community organizations should
establish a process for review and authorization of activities involving
the gathering, documentation and use of local cultural knowledge.
Native community organizations may increase
their cultural responsiveness through the following actions:
- The Native educator associations should establish
regional clearinghouses to provide an on-going process for the review
and certification of cultural resource materials, including utilizing
the available expertise of retired Native educators.
- Native educators should engage in critical self-assessment
and participatory research to ascertain the extent to which their
teaching practices are effectively grounded in the traditional ways
of transmitting the culture of the surrounding community.
- Native communities should provide a support mechanism
to assist Elders in understanding the processes of giving informed
consent and filing for copyright protections, and publicize the availability
of such assistance through public service announcements on the radio
so all Elders are aware of their rights.
- Each community and region should establish a process
for reviewing and approving research proposals that may impact their
area.
- Each community should establish a process for determining
what is considered public knowledge vs. private knowledge, as well
as how and with whom such knowledge should be shared.
- Native communities should receive copies and maintain
a repository of all documents that relate to the local area.
- Native communities/tribes should foster the incorporation
of traditional knowledge, language and protocols in all aspects of
community life and organizational practices.
- As regional tribal colleges are established, they
should provide a support structure for the implementation of these
guidelines in each of their respective regions.
Guidelines for the General Public
As the users and audience for cultural
knowledge, the general public has a responsibility to exercise informed
critical judgement about the cultural authenticity and appropriateness
of the materials they utilize.
Members of the general public may increase
their cultural responsiveness through the following actions:
- Refrain from purchasing or using publications that
do not represent traditional cultures in accurate and appropriate
ways.
- Encourage and support Native peoples efforts
to apply their own criteria to the review and approval of documents
representing their cultural traditions.
- Contribute to and participate respectfully in local
cultural events to gain a better understanding of the range of cultural
traditions that strive to coexist in Alaska.
- Make room in all community events for multiple cultural
traditions to be represented.
General Recommendations
The following recommendation are offered
to support the effective implementation of the guidelines for documenting,
representing and utilizing cultural knowledge outlined above.
- The Alaska Standards
for Culturally-Responsive Schools should be used as a general
guide for any educational activity involving cultural documentation,
representation or review.
- A statewide indigenous literary review board (Honoring
Alaskas Indigenous LiteratureHAIL) should be established
with representation from each of the regional Native educator associations
to oversee the implementation of the recommendations that follow.
- A statewide "Alaska Indigenous Knowledge Multimedia
Working Group" should be established to examine the applicability
of the above guidelines to the production of electronic media and
the publication and utilization of cultural knowledge via the Internet.
- Criteria for "product certification" of
materials with cultural content should be established and implemented
by regional literary review committees formed through the regional
Native educator associations. The "Raven" images from the
ANKN logo could be used as a "stamp of approval" for each
cultural region.
- Each regional HAIL literary review committee should
develop a list of authorized reviewers for publications reflecting
cultural content related to the respective region.
- An annotated bibliography of the best materials
representing local cultures should be compiled by each regional HAIL
literary review committee and published on the Alaska Native Knowledge
Network web site for use by teachers and curriculum developers throughout
the state.
- HAIL and the regional literary review boards should
establish prestigious annual awards to honor Native Elders, authors,
illustrators and others who make a significant contribution to the
documentation and representation of cultural knowledge.
- Incentives, resources and opportunities should
be provided to encourage and support Native authors, illustrators,
story-tellers, etc. who can bring a strong Native voice to the documentation
and representation of Native cultural knowledge and traditions.
- The guidelines outlined in this publication should
be incorporated in university courses and made an integral part of
all teacher preparation and cultural orientation programs.
- An annotated bibliography of resource materials
that address cultural and intellectual property issues associated
with documenting, representing and utilizing cultural knowledge should
be maintained on the Alaska Native Knowledge Network web site. Anyone
with relevant reference material is invited to submit the necessary
information to add it to the initial bibliography included with these
guidelines.
Glossary Of Terms
Following is a list of terms and items referred to in
the Guidelines for Respecting Cultural Knowledge that sometimes have
specialized meanings that arent commonly known. A brief definition
or explanation of each item is provided to help users of these guidelines
to accurately interpret their intent and use them appropriately. If
further elaboration is needed, most of these items can also be found
in the list of related reference materials that is included. For further
assistance in interpreting the guidelines, please contact the Alaska
Native Knowledge Network.
Definition: A description that shows
how something is like others in that general category, but also shows
how it is different or distinct from others in that group.
Alaska Standards for Culturally-Responsive
Schools: Guidelines developed by the Native Educator Associations
of the State of Alaska, for schools and communities to evaluate what
they are doing to promote the cultural well-being of the young people
whom they are responsible for educating.
Associated royalties: The share paid
to an author or composer from the profits derived from the sale or
performance or use of the authors creation in collaboration with
other individuals or groups. A share paid to the creator for the right
to use their invention or services.
Authenticated: Established as being
genuine; proven to be the real thing.
Author: A person who creates or originates
an idea or work; not limited to written creations.
Biographical information: Important
information that summarizes a persons life and work. Generally
it includes information on birth, ethnic heritage, cultural experiences,
education, research, community activities or any other matters that
would be of importance to the readers.
Clearinghouse: A location or group
through which information or materials regarding a cultural group or
groups is collected and distributed to others.
Consent form: A signed form granting
permission for a person or entity to do research or other activities
and indicating how the work will be performed or published (see also
Release form).
Copyright: A form of legal protection
for both published and unpublished "original works of authorship" (including
literary, dramatic, musical, artistic and certain other intellectual
works), so they cannot be reproduced without the copyright holders
consent. Under current law, copyright is usually held by an individual
or an organization, though efforts are underway to address the issue
of copyright protection for community-shared cultural property.
Cultural accuracy: Cultural information
that is accepted by the members of a particular society as being an
appropriate and accurate representation of that society.
Cultural context: The cultural setting
or situation in which an idea, custom, skill or art was created and
performed.
Cultural experts: Members of a particular
society, with its own cultural tradition, who are recognized by the
rest of the society as knowledgeable of the culture of that society,
especially in the area of arts, beliefs, customs, organization and
values.
Cultural integrity: In regards to
research, the researcher is obliged to respect his or her informants
and the information they provide so that it is presented to others
in an accurate, sensitive and integrated manner.
Cultural perspective: The views generally
accepted by Elders and knowledgeable practitioners of a culture.
Cultural responsibilities: The responsibilities
that members of a particular society with its own cultural system have
to carry out to understand, promote, protect and perpetuate cultural
information and practices such as language, art, social rules, values
and beliefs, and they must do so in an honest and sincere manner.
Culture: A system of ideas and beliefs
that can be seen in peoples creations and activities, which over
time, comes to characterize the people who share in the system.
Curriculum: A course, or series of
courses in an educational program. It may include stories, legends,
textbooks, materials and other types of resources for instruction.
Elders-in-residence: A program that
involves Elders in teaching and curriculum development in a formal
educational setting (oftentimes a university), and is intended to impact
the content of courses and the way the material is taught.
Explicit recognition: Contributors
to materials or information provided by members of a cultural group
must be openly and clearly indicated. This recognition should include
their names, ethnic background, and contributions. A researcher should
allow the contributors to review the information provided by them,
prior to publication, to insure that is accurately reflects what they
said or intended.
Guidelines: A set of rules, regulations
or suggestions that are set out for those who are going to carry out
some activity such as preparing curriculum, writing, reviewing, or
organizing materials.
Indigenous knowledge system: The
unified knowledge that originates from and is characteristic of a particular
society and its culture.
Informed consent: Consent that is
granted only after one understands all that the consent permits or
prohibits and the implications and possible effects of granting that
consent. Appropriate translation services need to be provided for persons
to be truly "informed" when more than one language is involved.
Legal protection: Protected by the
laws of a government or society. Does not always have to be in written
form (some Native laws are passed on through oral tradition and customary
practice.)
Manuscript: A written document that
may be presented to a publisher or others.
Native: A member of an indigenous
society, as distinguished from a stranger, immigrant, or others who
are not considered full members of the indigenous society.
Native language specialist: A speaker
of a language who is recognized by other speakers of the language as
being fluent in the language and has the ability to translate and interpret
the language correctly.
Password protected: A method of protecting
access to information; requiring a person to know a password to gain
access to particular information.
Placed-based education: An educational
program that is firmly grounded in a communitys unique physical,
cultural and ecological system, including the language, knowledge,
skills and stories that have been handed down through the generations.
Public domain: Something that is
owned by the public and is free from any legal restriction, such as
a copyright or patent.
Public information: Information,
which no longer belongs to an individual or group, but has become public
property and the general public is allowed to use it. Informants and/or
members of a cultural group have a right to understand the use that
will be made of their contributions before cultural knowledge is shared
and allowed to become public information.
Release form: A signed form allowing
the performance, sale, publication, use or circulation of information
or a creation. The conditions and future use of the information or
creation must be clearly expressed and explained to the contributor
prior to signing any release. This information should include copyright
and trademark or other ownership rights (see also Consent form).
Repository: A place where things
are placed for safekeeping such as archives, libraries, museums.
Sensitive cultural information: Cultural
information or details that are delicate in nature and not meant to
be shared with the general public or those outside of that cultural
group.
Traditional names: Names that have
a history of being commonly used by indigenous and/or local communities;
indigenous names are those derived from the language of the people
who have inhabited the area for countless generations and are preserved
in that language.
Transcript: A written copy of information
that has been shared orally. Usually in printed form including typewritten
copies, or copies stored in a computer, on disk or by any other electronic
storage and retrieval system.
Resources For Respecting Cultural Knowledge
Research Guidelines
Alaska Federation of Natives Research Guidelines http://www.ankn.uaf.edu/afnguide.html
Principles for the Conduct of Research in the Arctic http://www.ankn.uaf.edu/conduct.html
Websites
Guidelines for Respecting Cultural Knowledge http://www.ankn.uaf.edu/standards/knowledge.html
Cultural and Intellectual Property Rights, ANKN http://www.ankn.uaf.edu/rights.html
Alaska Native Science Commission http://www.ankn.uaf.edu/ansc.html
Protecting Knowledge Conference Proceedings, UBC (2000) http://www.ubcic.bc.ca/protect.htm
Native American Books http://indy4.fdl.cc.mn.us/~isk/books/booksmenu.html
International Decade of the Worlds Indigenous
People http://www.inac.gc.ca/ch/dec/index_e.html
World Intellectual Property Organization http://www.wipo.int/traditionalknowledge/report
Native American Rights Fund http://www.narf.org/cases/index.html
Keepers of the Treasures http://www.keepersofthetreasures.org
Declarations
Draft Declaration on the Rights of Indigenous Peoples http://www.ankn.uaf.edu/iachr.html
Principles & Guidelines for the Protection of the
Heritage of Indigenous Peoples http://www.ankn.uaf.edu/protect.html
The Mataatua Declaration on Cultural and Intellectual
Property Rights of Indigenous Peoples http://www.ankn.uaf.edu/mataatua.html
Coolongatta Statement on Indigenous Rights in Education http://www.wipcehawaii.org/coolongatta.htm
Books
Barsh, R. L. (2000). Protecting Knowledge: Traditional
Resource Rights in the New Millennium. University of British Columbia:
Union of British Columbia Indian Chiefs,
Battiste, M. and J. Y. Henderson (2000). Protecting
Indigenous Knowledge and Heritage: A Global Challenge. Saskatoon,
Purich Publishing Ltd.
Brush, S. B., & Stabinsky, D. (1996). Valuing
Local Knowledge: Indigenous People and Intellectual Property Rights.
Covelo, CA: Island Press.
Ellerby, J. H. (2001). Working with Aboriginal Elders:
An Introductory Handbook for Institution-Based and Health Care Professionals
Based on the Teachings of Aboriginal Elders and Cultural Teachers.
Winnipeg, Manitoba: Native Studies Press, University of Manitoba.
Greaves, T. (1994). Intellectual Property Rights for
Indigenous Peoples: A Source Book. Oklahoma City, OK: Society for
Applied Anthropology.
Johnson, M. (1992). Lore: Capturing Traditional Environmental
Knowledge. Hay River, NWT, Canada: Dene Cultural Institute,
King, T. F. (1998). Cultural Resource Laws and Practice:
An Introductory Guide. Walnut Creek, CA: AltaMira Press.
Posey, D. A., & Dutfield, G. (1996). Beyond Intellectual
Property: Toward Traditional Resource Rights for Indigenous Peoples
and Local Communities. Ottawa, Ontario, Canada: International Development
Research Centre.
Royal, Te A. C. (1992). Te Haurapa: An Introduction
to Researching Tribal Histories and Traditions. Wellington, New Zealand:
Bridget Williams Books Ltd.
Shiva, V. (1997). Biopiracy: The Plunder of Nature
and Knowledge. Toronto, Ontario, Canada: Between the Lines.
Slapin, B., Seale, D., & Gonzales, R. (1996).
How to Tell the Difference: A Guide to Evaluating Childrens
Books for Anti-Indian Bias. Berkeley, CA: Oyate.
Smith, L. T. (1999). Decolonizing Methodologies: Research
and Indigenous Peoples. New York: Zed Books.
Special Issue, (1991). Intellectual Property Rights:
The Politics of Ownership. Cultural Survival Quarterly, 15 (3).
Special Issue, (2001). Intellectual Property Rights.
Cultural Survival Quarterly, 15 (3).
Task Force, (1974). A Guide to Textbook Evaluation.
Stanford, CA: Task Force for the Evaluation of Instructional Materials,
California State Board of Education.
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