Including Native American Perspectives in the Political Science Curriculum

Virtual Issue: Diversity, Inclusiveness, and Inequality

The APSA Presidential Task Force Report ‘Political Science in the 21st Century report’, now just over five years old, offered a number of recommendations to the discipline including several related to political science research on diversity and racial, ethnic, and gendered marginalization. After reading APSA journals articles published in the years prior to and following the taskforce report, Dianne Pinderhughes and Maryann Kwakwa, both of the University of Notre Dame, argue that, while there have been important steps toward increasing multicultural diversity in political science research and teaching, the barriers that contributed to its marginalization in the past continue to exist. The following article is included in the virtual review issue.

Including Native American Perspectives in the Political Science Curriculum

by Franke Wilmer, Montana State University, Michael E. MelodyBarry Univeresity and Margaret Maier MurdockUniversity of Wyoming

Both native and nonnative Americans recognized 1992 as a quincentennial year. But while manyAmericans of European ancestrycelebrated their “discovery” of this hemisphere in which they are now the dominant culture, Native Americans celebrated their survival despite five centuries of genocide and ethnocide. The rhetoric and discussion of these perspectives will continue long past the quincentenniary. However, the significance of these differing perspectives is not which one is considered historically correct. Rather, each perspective must be studied for what it teaches about each people’s conception of the public things, politics. There is, indeed, much to learn.

PS: Political Science & PoliticsVolume 27Issue 2  June 1994, pp. 269-276