Angela Cavender Wilson
Biographic Data
| ID | 3948515 |
|---|---|
| NAME | Angela Cavender Wilson |
| GIVEN NAMES | Angela Cavender |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON A C |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 4 |
Little Crow
Reviewed by: Little Crow: Taoyateduta: Leader of the Dakota Waziyatawin Angela Wilson Gwenyth Swain . Little Crow: Taoyateduta: Leader of the Dakota. St. Paul MN: Borealis Books, 2004. 101 pp. Paper, $12.95 Marketed for children nine and older, Gwenyth Swain's biography of the Dakota chief Taoyateduta (His Red Nation), better known as Little Crow, paints a sympathetic and well-researched portrait of a man living during the tumultuous period of wh…
Indigenizing the Academy
Journal Article Indigenizing the Academy: Transforming Scholarship and Empowering Communities Get access Indigenizing the Academy: Transforming Scholarship and Empowering Communities. Edited by Mihesuah Devon Abbot Wilson Angela Cavender. (Lincoln: University of Nebraska Press, 2004. xi + 245 pp. Appendix, notes, index. $50.00, £37.95, cloth; $19.95, £15.50, paper.) Jacki Rand Jacki Rand University of Iowa Search for other works by this author on…
Introduction
Indigenous knowledge recovery is an anticolonial project.1 It is a project that gains its momentum from the anguish of the loss of what was and the determined hope for what will be. It springs from the disaster resulting from the centuries of colonialism's efforts to methodically eradicate our ways of seeing, being, and interacting with the world. At the dawn of the twenty-first century the recovery of Indigenous knowledge is a conscious and syst…
Decolonizing the 1862 Death Marches
In November of 1862 approximately 2,100 Dakota men, women, and children were forcibly moved in two groups from the Lower Sioux Agency to concentration camps at either Fort Snelling or Mankato, events which marked the first phase of expulsion of our Dakota people from our homeland of Minisota Makoce (Land Where the Waters Reflect the Skies).1 These two groups were paying the severest of penalties for the retributive actions of Dakota people who da…
Introduction
Although the past and its implications are self-evident, we are complicit in their denial because it is too painful or arduous or costly to imagine an existence unbound from the lies. Emotionally and psychologically, we are attached to this mythology of colonialism because it explains the Euroamerican conquest and normalizes it in our lives. The perpetrators know that it is wrong to steal a country and deny it is a crime; the victims know that it…
Voices of the Marchers
When you start it with a vision, every step that you take should be for a relative... every step you take is mitakuye owas'in. Art Owen (November13, 2002) The Commemorative March in 2002 transpired through the efforts of hundreds of individuals: those who helped in the planning; those who supported the march either through prayers, monetary, or food donations; those who contributed their time and energy; and those who participated in the commemor…
A Journey of Healing and Awakening
Early on the morning of November14, 2002, I boarded the plane with my family to head back to Arizona. It was the most painful departure from my homeland I had ever endured. I felt like I was tearing myself away from an amazing experience that was so powerful that I did not want to let go of it. I was beyond exhausted, but I did not want to sleep. Instead I sat staring out the window of the airplane aching to feel my feet again touch the lands I w…
A Discussion of Scholarly Responsibilities to Indigenous Communities
As the editor of H-AmIndian, a joint project between the History Department at Arizona State University and the Center for Humane Arts, Letters, and Social Sciences Online housed at Michigan State University, I have discovered that discussion threads go in cycles. Sometimes the listserv has a lively exchange of ideas between scholars on the subjects of American Indian history, culture, ideas, and professional behavior. Inexplicitly, for stretches…
Indigenous Scholars versus the Status Quo
This essay, written by activist Indigenous scholars Devon A. Mihesuah and Angela Cavender Wilson, was submitted on 1 July to The Chronicle of Higher Education. It was immediately rejected with no explanation other than, "We appreciate your submitting an article to The Chronicle and regret that we are unable to publish it. Because The Chronicle is a weekly paper, we can use only a few of the hundreds of manuscripts—many of them very good—that are …
American Indian History or Non-Indian Perceptions of American Indian History
Angela Cavender Wilson, American Indian History or Non-Indian Perceptions of American Indian History?, American Indian Quarterly, Vol. 20, No. 1, Special Issue: Writing about (Writing about) American Indians (Winter, 1996), pp. 3-5
Grandmother to Granddaughter
stories are reflections of more than a simple educational process. The stories handed down from grandmother to granddaughter are rooted in a deep sense of kinship responsibility, a responsibility that relays a culture, an identity, and a sense of belonging essential to my life. It is through the stories of my grandmother, my grandmother's grandmother, and my grandmother's grandmother's grandmother and their lives that I learned what it means to b…
Introduction
Indigenous knowledge recovery is an anticolonial project.1 It is a project that gains its momentum from the anguish of the loss of what was and the determined hope for what will be. It springs from the disaster resulting from the centuries of colonialism's efforts to methodically eradicate our ways of seeing, being, and interacting with the world. At the dawn of the twenty-first century the recovery of Indigenous knowledge is a conscious and syst…
American Indian History or Non-Indian Perceptions of American Indian History
Angela Cavender Wilson, American Indian History or Non-Indian Perceptions of American Indian History?, American Indian Quarterly, Vol. 20, No. 1, Special Issue: Writing about (Writing about) American Indians (Winter, 1996), pp. 3-5
Grandmother to Granddaughter
stories are reflections of more than a simple educational process. The stories handed down from grandmother to granddaughter are rooted in a deep sense of kinship responsibility, a responsibility that relays a culture, an identity, and a sense of belonging essential to my life. It is through the stories of my grandmother, my grandmother's grandmother, and my grandmother's grandmother's grandmother and their lives that I learned what it means to b…
Indigenous Scholars versus the Status Quo
This essay, written by activist Indigenous scholars Devon A. Mihesuah and Angela Cavender Wilson, was submitted on 1 July to The Chronicle of Higher Education. It was immediately rejected with no explanation other than, "We appreciate your submitting an article to The Chronicle and regret that we are unable to publish it. Because The Chronicle is a weekly paper, we can use only a few of the hundreds of manuscripts—many of them very good—that are …
Decolonizing the 1862 Death Marches
In November of 1862 approximately 2,100 Dakota men, women, and children were forcibly moved in two groups from the Lower Sioux Agency to concentration camps at either Fort Snelling or Mankato, events which marked the first phase of expulsion of our Dakota people from our homeland of Minisota Makoce (Land Where the Waters Reflect the Skies).1 These two groups were paying the severest of penalties for the retributive actions of Dakota people who da…
Voices of the Marchers
When you start it with a vision, every step that you take should be for a relative... every step you take is mitakuye owas'in. Art Owen (November13, 2002) The Commemorative March in 2002 transpired through the efforts of hundreds of individuals: those who helped in the planning; those who supported the march either through prayers, monetary, or food donations; those who contributed their time and energy; and those who participated in the commemor…
A Discussion of Scholarly Responsibilities to Indigenous Communities
As the editor of H-AmIndian, a joint project between the History Department at Arizona State University and the Center for Humane Arts, Letters, and Social Sciences Online housed at Michigan State University, I have discovered that discussion threads go in cycles. Sometimes the listserv has a lively exchange of ideas between scholars on the subjects of American Indian history, culture, ideas, and professional behavior. Inexplicitly, for stretches…
A Journey of Healing and Awakening
Early on the morning of November14, 2002, I boarded the plane with my family to head back to Arizona. It was the most painful departure from my homeland I had ever endured. I felt like I was tearing myself away from an amazing experience that was so powerful that I did not want to let go of it. I was beyond exhausted, but I did not want to sleep. Instead I sat staring out the window of the airplane aching to feel my feet again touch the lands I w…
American Indian History or Non-Indian Perceptions of American Indian History
Angela Cavender Wilson, American Indian History or Non-Indian Perceptions of American Indian History?, American Indian Quarterly, Vol. 20, No. 1, Special Issue: Writing about (Writing about) American Indians (Winter, 1996), pp. 3-5
Grandmother to Granddaughter
stories are reflections of more than a simple educational process. The stories handed down from grandmother to granddaughter are rooted in a deep sense of kinship responsibility, a responsibility that relays a culture, an identity, and a sense of belonging essential to my life. It is through the stories of my grandmother, my grandmother's grandmother, and my grandmother's grandmother's grandmother and their lives that I learned what it means to b…
Indigenous Scholars versus the Status Quo
This essay, written by activist Indigenous scholars Devon A. Mihesuah and Angela Cavender Wilson, was submitted on 1 July to The Chronicle of Higher Education. It was immediately rejected with no explanation other than, "We appreciate your submitting an article to The Chronicle and regret that we are unable to publish it. Because The Chronicle is a weekly paper, we can use only a few of the hundreds of manuscripts—many of them very good—that are …
A Discussion of Scholarly Responsibilities to Indigenous Communities
As the editor of H-AmIndian, a joint project between the History Department at Arizona State University and the Center for Humane Arts, Letters, and Social Sciences Online housed at Michigan State University, I have discovered that discussion threads go in cycles. Sometimes the listserv has a lively exchange of ideas between scholars on the subjects of American Indian history, culture, ideas, and professional behavior. Inexplicitly, for stretches…
Introduction
Indigenous knowledge recovery is an anticolonial project.1 It is a project that gains its momentum from the anguish of the loss of what was and the determined hope for what will be. It springs from the disaster resulting from the centuries of colonialism's efforts to methodically eradicate our ways of seeing, being, and interacting with the world. At the dawn of the twenty-first century the recovery of Indigenous knowledge is a conscious and syst…
Decolonizing the 1862 Death Marches
In November of 1862 approximately 2,100 Dakota men, women, and children were forcibly moved in two groups from the Lower Sioux Agency to concentration camps at either Fort Snelling or Mankato, events which marked the first phase of expulsion of our Dakota people from our homeland of Minisota Makoce (Land Where the Waters Reflect the Skies).1 These two groups were paying the severest of penalties for the retributive actions of Dakota people who da…
Introduction
Although the past and its implications are self-evident, we are complicit in their denial because it is too painful or arduous or costly to imagine an existence unbound from the lies. Emotionally and psychologically, we are attached to this mythology of colonialism because it explains the Euroamerican conquest and normalizes it in our lives. The perpetrators know that it is wrong to steal a country and deny it is a crime; the victims know that it…
Voices of the Marchers
When you start it with a vision, every step that you take should be for a relative... every step you take is mitakuye owas'in. Art Owen (November13, 2002) The Commemorative March in 2002 transpired through the efforts of hundreds of individuals: those who helped in the planning; those who supported the march either through prayers, monetary, or food donations; those who contributed their time and energy; and those who participated in the commemor…
A Journey of Healing and Awakening
Early on the morning of November14, 2002, I boarded the plane with my family to head back to Arizona. It was the most painful departure from my homeland I had ever endured. I felt like I was tearing myself away from an amazing experience that was so powerful that I did not want to let go of it. I was beyond exhausted, but I did not want to sleep. Instead I sat staring out the window of the airplane aching to feel my feet again touch the lands I w…
Little Crow
Reviewed by: Little Crow: Taoyateduta: Leader of the Dakota Waziyatawin Angela Wilson Gwenyth Swain . Little Crow: Taoyateduta: Leader of the Dakota. St. Paul MN: Borealis Books, 2004. 101 pp. Paper, $12.95 Marketed for children nine and older, Gwenyth Swain's biography of the Dakota chief Taoyateduta (His Red Nation), better known as Little Crow, paints a sympathetic and well-researched portrait of a man living during the tumultuous period of wh…
Indigenizing the Academy
Journal Article Indigenizing the Academy: Transforming Scholarship and Empowering Communities Get access Indigenizing the Academy: Transforming Scholarship and Empowering Communities. Edited by Mihesuah Devon Abbot Wilson Angela Cavender. (Lincoln: University of Nebraska Press, 2004. xi + 245 pp. Appendix, notes, index. $50.00, £37.95, cloth; $19.95, £15.50, paper.) Jacki Rand Jacki Rand University of Iowa Search for other works by this author on…
History (10 works) · History (9 works) · Sociology (8 works) · Law (7 works) · Political science (7 works) · Law (6 works) · Indigenous Health, Education, and Rights (4 works) · Media studies (4 works) · Archaeology (3 works) · Art (3 works)