Native American and Indigenous Studies Association 2016 conference preview

Later this week, we head to the 2016 annual meeting of the Native American and Indigenous Studies Association (NAISA) at the University of Hawaiʻi at Mānoa in Honolulu, Hawaiʻi. The meeting runs from Wednesday, May 18, to Saturday, May 21, and we can’t wait to take part in this new round of scholarly conversations and to debut new offerings in Indigenous studies with scholars, activists, artists, and all attendees!

University of Washington Press director Nicole Mitchell and exhibits, advertising, and direct mail manager Katherine Tacke will represent the press in the exhibit hall, so come say hello at booth 201! Use the hashtag #NAISA2016 to follow along with the meeting on social media, and use promo code WST1614 for 30% off books and free shipping.

If you’ll be attending the meeting in Honolulu, we hope you will stop by to check out our new and forthcoming titles, including new books in the Indigenous Confluences series, as well as to learn more about the new collaborative Mellon-funded Indigenous studies digital publishing platform initiative spearheaded by UBC Press (flyer below).

New and forthcoming from our Indigenous Confluences series:

Indian Blood: HIV and Colonial Trauma in San Francisco’s Two-Spirit Community
By Andrew J. Jolivette

Meet the author at NAISA on Wednesday, May 18!

“This excellent book helps to fill a huge gap in the Native studies literature about mixed-identity gay men and their struggles with multiple oppressions.”—Renya Ramirez, author of Native Hubs: Culture, Community, and Belonging in Silicon Valley and Beyond

“Indian Blood makes a significant contribution to the field as the first major work on Native Americans, HIV/AIDS, mixed-race identity, gender and sexuality, and the urban environment. The scholarship is superior.”—Irene Vernon, author of Killing Us Quietly: Native Americans and HIV/AIDS

California through Native Eyes: Reclaiming History
By William J. Bauer Jr.

“Historian William Bauer closely reads information taken from California Indians for ethnographic study and brilliantly repurposes it as alternative historical narratives that uproot the terminal narrative of defeat and disappearance. What is extraordinary in this work, among many features, is that the local California oral histories are set in the context of similar continent-wide Native oral histories as sources of political activism and self-determination. This book is destined to become a classic model of writing not only Indigenous histories, but the history of U.S. colonialism.”—Roxanne Dunbar-Ortiz, author of An Indigenous Peoples’ History of the United States

Native Students at Work: American Indian Labor and Sherman Institute’s Outing Program, 1900-1945
By Kevin Whalen

Foreword by Matthew Sakiestewa Gilbert

“The first book-length study of an Indian boarding school outing program, Native Students at Work makes a major contribution to this emerging area of historical scholarship.”—Victoria Haskins, author of Matrons and Maids: Regulating Domestic Service in Tucson, 1914-1934

“A significant addition to the studies of twentieth-century American Indian history, particularly in the areas of education, labor, and migration.”—Nicolas Rosenthal, author of Reimagining Indian Country: Native American Migration and Identity in Twentieth-Century Los Angeles

Other Indigenous Confluences titles:

A Chemehuevi Song: The Resilience of a Southern Paiute Tribe
By Clifford E. Trafzer
Foreword by Larry Myers

“A well-written and illustrated, carefully documented, masterful contribution to the overlapping fields of ethnohistory, ethnomusicology, Native American and American studies, myth, and folklore. Essential.”—Choice

Education at the Edge of Empire: Negotiating Pueblo Identity in New Mexico’s Indian Boarding Schools
By John R. Gram
Foreword by Ted Jojola

“Scholars interested in Indian boarding schools, particularly as they compare to one another, will learn from this book, as will those who are interested in the intersecting ecologies of colonization and schooling. Gram’s book, moreover, illustrates how education, particularly that of children, is a phenomenon that communities hold in a paramount position that need not be contained within the school itself.”—Andrea Lawrence, History of Education Quarterly