Abstract: On the Klamath River in northern California, Karuk tribal fishermen traditionally provide salmon for food and ceremonies, yet the region has sustained serious environmental degradation in recent years. What happens to Karuk masculinity when there are no fish? Using interviews and public testimony, the authors examine how declining salmon runs affect the gender identities and practices of Karuk fishermen. Gendered practices associated with fishing serve ecological functions, perpetuate culture in the face of structural genocide, and unite families and communities. The authors find that the absence of fish resulting from ecological damage affects both food availability and the quality of social connections, which in turn affects individual gender practices and symbolizes genocide to the community. Karuk men’s individual struggles to construct themselves as men are thus interwoven with struggles against racism and ongoing colonialism. The authors coin the term colonial ecological violence to describe these circumstances. They also describe how some men restructure masculine identities by transferring “traditional” cultural responsibilities to fish, community, and “collective continuance” to new settings as activists and fishery scientists. The authors call for a decolonized sociology that uses more theorizing of the particular and very real ways ecological relationships structure gender in traditional Native communities to understand the operation of gendered and racialized colonial violence in the form of environmental degradation, today.



Access the chapter (but not its abstract or page numbers) here.


From Melbourne’s The Age.


Abstract: During the mid-nineteenth century, the advent of multiple gold rushes swept foreign populations into what is now known as the British Columbia Interior, bringing a variety of European languages to the homeland of a multitude of Indigenous languages. In order to bridge communication gaps between these populations, Chinook Jargon, a composite trade pidgin, quickly spread. The Jargon or “Wawa” became so common that, in the last decade of the century, Catholic priest Father J. M. R. Le Jeune developed and standardized a shorthand writing system for the Jargon—Chinuk pipa—and used it to publish a popular local newspaper. At the same time, residential schools began operating in the region, and English was aggressively promoted; however, contrary to expectations at the time and perceptions since, English literacy developed slowly in the British Columbia Interior. By contrast, Chinook pipa spread quickly and literacy in the Chinook Jargon—for a time—outstripped English literacy. Drawing on extensive primary research in the archives of the Oblates of Mary Immaculate missionary order, interviews, and literature in linguistics, missionary history, Indigenous languages, and colonial exchange, this article considers the different learning and teaching strategies that were used to develop English and Chinook literacy, and their subsequent successes or failures. In so doing, it challenges understandings about the role of pidgins and literacy in more global settler colonial contexts and offers an intervention to the wider theme of the role of literacy in the missionary project.