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Native American Autism: Creating Space for Acceptance, Inclusion, and Culturally Informed Research, Resources, and Supports for Children and Their Families
(2026) White, Madrienne A.
This study examines the understanding of autism and engagement through a critical lens. It explores and considers an Indigenous worldview of Autism as an alternative to existing settler-colonial, ableist, racist, deficit-modeled, and oppressive worldviews of Autism, which currently saturate contemporary narratives, interventions, research, and social outlooks on Autism and Autism engagement. This study is designed to be inclusive of Native American parents of Autistic Children; to reflect their needs, ideas, and voices when it comes to engagement and services for their children and families. Theoretical frameworks used in this study include Community-Based Participatory Research (CBPR) and Indigenous Storywork. The contents begin with a cultural opening and an introduction by the author. This lays the foundation for the rest of the study, which is culturally grounded and shared through an Indigenous worldview. Settler Colonialism and its impact on Native American Autism research, engagement, and interventions are explored and critiqued before the research is shared. The study concludes with recommendations and discussion about the future of Native American Autism engagement, advocacy, and acceptance. Keywords: Native American, Autism, Acceptance, Settler-Colonialism.
From Resilience to Survivance: The Life Journey of Justine Whitegull Archer
(2026) Stevens, Winona Jean; Montgomery, Michelle, MA, MPP, PhD; Raynor, Deirdre, PhD; Corcoran, Carma, PhD
This research study focused on the impact of settler colonialism, specifically as it relates to women who respond through heartwork, caring for tribal communities in response to the targeting of tribal community members through the disruption of traditional Indigenous roles. This was accomplished by: identifying resilience factors shared by Elders and family members in response to colonialism; examining resilience in the face of 21st-century social issues faced by Justine Whitegull Archer in her leadership and advocacy role; and finally analyzing the research findings to explore possible pathways and frameworks for moving from resilience to survivance. This research study uses a storytelling narrative and reflexive ethnography grounded in a Wažookį (family) worldview. Within an overarching refusal paradigm, a desire-based lens and framework served as a depathologizing approach, informing the transition from resilience to survivance. Through Indigenous research methods and methodology, emerging concepts included those related to Ho-Chunk ancestry, such as generational kinship networks and reciprocity, as well as Indigenous matriarchal concepts of egalitarianism and traditional Indigenous roles. The implications are that the use of Indigenous Ancestral Knowledges obtained through relationships with Elders and familial knowledge, interpreted through desire-based frameworks, can lead to the identification of tribal-specific resilience factors. The intent of this research study is to use identified resilience factors within carceral systems at micro-, mezzo-, and macro-levels.
Leading with Purpose: Storying the Barriers and Strengths of Indigenous Women in K-12 Education Leadership
(2026) Colliflower, Clintanna M.; Hardison-Stevens, Dawn, PhD; Montgomery, Michelle, MA, MPP, PhD; Dillon, DeAnne, EdD
This qualitative scholarship examines the strengths and challenges encountered by Indigenous women serving as K–12 public school administrators on or near Montana Indian reservations. Guided by Tribal Critical Race Theory and Indigenous Feminism, and grounded in Indigenous principles of relational accountability, this study employed story-based interviews to illuminate the lived experiences of Indigenous women educational leaders. Through these narratives, the research investigated the complexities Indigenous women confront within colonial structures and educational spaces originally established to colonize and assimilate their peoples—systems that inflicted harm upon their ancestors and aimed to eradicate Indigenous identities. Currently, as leaders within these same institutions, participants articulate both the barriers they face and the ancestral strengths, resilience, and relational responsibilities they uphold while leading their school communities. By centering Indigenous women’s leadership perspectives, this study advances educational leadership scholarship by integrating Indigenous women into the historical and contemporary narratives of schooling and promoting Indigenous resurgence through education.
The Record of Forest Concessionaires in Cambodia and the Shortcomings of the ADB Funded Concession Review
(Global Witness, Dec-99)
The report anaylises the potential shortcomings in the forest review that was funded by the Asian Development Bank at the time.
Press Dhammayietra Peace March in Phnom Penh
(Dhammayietra, 24-May-95)
Press Release: Dhammayietra IV and the Interfaith Peace Pilgrimage for Peace and Life arrive Phnom Penh and will greet by King
Press Concern over Disputes before Donor Meeting
(NGOs, 17-Feb-99)
Press Release: NGOs concern over dispute before donor meeting
Press Demand Summit Leaders Include People
(NGO, 3-Nov-02)
Press Conference: Demand Summit Leaders include people
Press Cambodia Inter Religious Council Inaugurated
(Cambodian Inter-religious Council, 1-Oct-02)
Inaugurated the Cambodian Inter-Religious Council
Press Handover Ceremony of Garbage Bins
(Community Sanitation and Recycling Organization, 15-Jan-99)
Press Release: Hand over Ceremony of garbage bins to three schools
Sangsar, Ta-Ta, Bong Samlanh: Love, Sex and Concoms in the Time of HIV
(PSI, 2-Sep)
The study tried to look into concerns that the widespread awareness of HIV risks in Cambodia may in fact lead to more demand for indirect sex workers emplyed in restaurants, karaoke bars, massage palors and the like.