Abstract: Recently, video games have become one of the fastest growing and most important forms of entertainment. Their popularity among young people makes them a potentially useful tool in education, prompting research on the possibilities of implementing video games in teaching. This chapter discusses the potential of video games in promoting and preserving autochthonous languages and cultures in the Americas. Indigenous peoples of the Americas appear in video games for decades, but in most cases the depiction is strongly stereotyped and racialized. At the same time, in official versions of mainstream games, there are no indigenous language versions. However, there are possibilities to change this negative situation. Examples of possible actions include influencing and exposing developers who present indigenous peoples in a negative, oversimplified way, making indigenous-language versions of already existing games, as well as developing new ones that show autochthonous inhabitants of the Americas as subjects, and not objects. Such games may serve to promote indigenous cultures by changing the prevailing image among nonautochthonous players. However, they can also help to preserve these cultures and restore feeling of self-esteem and dignity within indigenous peoples, especially from younger generations. This chapter discusses the history of depicting native inhabitants of the Americas in video games, different forms of actions taken up to now to change their stereotypical image and help implementing indigenous languages in games, as well as economical, technical, and legal issues with putting these solutions into practice.


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Abstract: Yukon First Nations and the waters within their traditional territories face a variety of socio-political and environmental pressures including the effects of historical and ongoing settler colonialism, global environmental change and mining activity. These communities are in the process of implementing Self-Government and Modern land claim agreements, which contain powerful acknowledgements of Indigenous rights and authorities, including the right to unaltered “water quality, quantity and rate of flow” on Settlement lands (∼10 percent of their traditional territories). Self-governing Yukon First Nations have real, although limited, legal authorities on Settlement Lands including the ability to enact laws that supersede territorial legislation. Through research conducted in partnership with four Yukon First Nations (Carcross/Tagish, Kluane, Tr’ondëk Hwëch’in and White River First Nations), I examine how these Indigenous governments are engaging the authorities acknowledged in Modern Land Claim and Self-Government Agreements to assert their rights and responsibilities to water as a more-than-human relation. In particular, I analyze the potential for the creation of legislation pertaining to water on Settlement Land. I engage with critical Indigenous scholarship to examine the challenges facing these communities and to reveal emerging approaches to Indigenous water governance. More specifically, I analyze the “state-like” bureaucracies that First Nations must develop to assert their sovereignty in this context. While these forms of governance are critiqued for bearing little resemblance to traditional forms of governance, I demonstrate how First Nations exercise self-determination as they strategically navigate these opportunities in order to protect water in a manner, they deem consistent with the values, principles and relationships of Indigenous water governance.






Excerpt: In recent years the use of settler-colonialism as an analytical concept of scholarship critical of the history and social structure of Palestine/Israel has become prevalent. Mainly scholars such as Lorenzo Veracini and Patrick Wolfe have developed the study of settler-colonial societies (“Introducing” 1-12; Settler; “Settler” 313-33; Wolfe). Their scholarly debate describes colonial societies as ones where white settlers attempted to eliminate the natives (not in all cases by physical annihilation). In such places the settlers created a settler nation-state, animated by the practice of invasion and removal of the native. A more explicit rendering of Zionist colonial logic is to be found in the seminal work of Israeli critical sociologist Gershon Shafir, justly regarded as one of the founders of settler-colonial studies. His groundbreaking work Land, Labor and the Origins of the Israeli-Palestinian Conflict outlines a sophisticated theory that defines the link between Zionism and settler colonialism. Land, Labor portrays the rise of Zionist colonialism out of the needs of the Eastern European settlers of the Second Aliya (literally “Ascending”: the Zionist concept of Jewish emigration into Palestine) and their encounter with Palestine and its inhabitants (Shafir). The aim of this text in not to disprove the settler-colonial rendition of Zionism, but to show its intellectual “prehistory” in the words of Communist ideologues from the 1920s to the 1950s and the way Marxists in present-day Israel think about the colonial formation of the country.

One distinguishing characteristic of past and present settler-colonial theory is its distance from Marxist theoretical debate. In the case of Palestine/Israel, Marxist anti-Zionists were the first to describe the Zionist project as a colonial one. As will be detailed in the following pages, Israeli Marxists associated with the Communist Party (CP) theorized about Zionist colonialism. Working from within a Marxist tradition – which amalgamated Karl Marx’s writings about European expansion together with V.I. Lenin’s explanation of imperialism – they described the way capital accumulation and class formation drove the Zionist settler project. This article will trace a Marxist intellectual lineage that starts with Marx and Lenin, proceeding through such Indian colonial thinkers as M.N. Roy and R.P. Dutt, and ending with Israeli Marxists like Moshe Sneh, Eliyahu (Alyosha) Gozansky, Meir Vilner and Tamar Gozansky. For these Marxists, the colonial project was driven by two main motivations: class formation and capital accumulation.



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