The Lyda Conley Series on Trailblazing Indigenous Futures

Lyda Conley’s life and experiences are so inspirational as one of the first Native American women known to argue a case before the U.S. Supreme Court, which she did in defense of her Indigenous ancestors and people. Her case was also one of the first in which “a plaintiff argued that the burying grounds of Native Americans were entitled to federal protection.” One of my students, Sarah Wood, brought Lyda Conley to my attention in her class research project, which the Museum of Native American History features on its website.

I am excited that the University Press of Kansas is launching this series in her honor, and I am privileged to serve as one of the series editors. This is one of the first press series that I know of named after a Native American woman. Please help spread the word, and let me know if you have any questions and interests in the series. Thank you!

Check out the press release posted on October 6, 2022 by the University Press of Kansas about the new series.

#LydaConley #IndigenousStudies #UniversityPressofKansas

Shizhé’é yázhi Albert Smith, Navajo Code Talker on a new journey

Farina King, April 17, 2013

“Some ask, ‘Why fight in the white man’s war? They put your family in prison, tortured them. They treated you as the second-class citizen without the right to vote.’ It is my freedom too, my happiness and family too. I stand up for Mother Earth. She stands for my freedom. I can play, dance, sing, and stand for life. If I’m overburdened, I can cry, that’s my privilege. I went to war, because a foreign country wanted to take my Mother Earth, my freedom.” -Albert Smith, 25 March 2005, Provo, public symposium, Brigham Young University, Provo.

In Bighorse the Warrior, Tiana Bighorse defines what a “warrior” means to the Navajo:

“In Navajo, a warrior means someone who can get through the snowstorm when no one else can. In Navajo, a warrior is the one that doesn’t get the flu when everyone else does- the only one walking around, making a fire for the sick, giving them medicine, feeding them food, making them strong to fight the flu. In Navajo, a warrior is the one who can use words so everyone knows they are part of the same family. In Navajo, a warrior says what is in the people’s hearts. Talks about what the land means to them. Brings them together to fight for it” (xxiv).

Many people recognized my uncle Albert Smith as a warrior, because he served in World War II as a Navajo Code Talker. Many people also knew Albert as a warrior in the Navajo sense of the title. I, Farina King, did.

I can present the basic biographical information about my uncle. Albert Smith was born December 13, 1924 near Mariano Lake, Navajo Nation, New Mexico. He attended boarding school as a child in Crownpoint, Navajo Nation, New Mexico. At the age of 15, he volunteered to serve in the U.S. military during WWII with his older brother, George Smith, providing false information about his age at the time to meet the requirements to join. He was selected to train as a Navajo Code Talker. He served in the 4th Marine Division. He faced combat and worked in military code operations on the Marshall Islands, Saipan, Tinian, and Iwo Jima. He traveled abroad again for the U.S. military to Korea and left right before violence broke out in the Korean War. Smith returned to Navajo lands after his military service, and then married Helen L. Brown on September 11, 1953.

Smith continued and finished his education to become a teacher for Native American students and worked at the Chemawa Indian School in Salem, Oregon for some time before returning to New Mexico to eventually settle in Gallup with his wife and their adopted daughter, Alberta. After retiring from teaching, he became active in the Navajo Code Talkers Association and served as its president for some time. He traveled extensively to speak publicly about his experiences as a Navajo Code Talker after the code was declassified in 1968. He participated in the making of documentaries and the writing of monographs concerning the history of the Navajo Code Talkers. He was also selected as the technical advisor for the film, Windtalkers, directed by John Woo in 2002.

At the age of 88 in the months before his passing, Smith continued to share his knowledge and experience with communities throughout the country.

What makes Albert a warrior to me in the Diné sense is that he always fought in life for the people he loved and the land. He touched many lives after his service in WWII as a teacher and parent. Helen and Albert opened their home to many children without a place to go. They opened their home to me and re-connected me with my Diné heritage and family. Shibízhí(my uncle) inspired me to pursue my dreams and passions, and to become a historian who could tell such incredible and touching stories as his own. He was the most spiritual person that I knew, reminding me that a Creator exists and cares for us his children. He taught me to respect all and our Mother Earth, and he showed me how the “mountain is our church.” The land orients us in our purposes and growth in life. I love you, Shibízhí, and I always will. I close with his own poem that he wrote in honor of his fellow veterans in World War II who passed on before him.

Rest in Peace

We are proud Americans,

Proud Navajo Marines

And, the Proud,

Humble Navajo Code Talkers.

Today as warriors

We stand before you with humility,

With honor and with pride.

These attributes, you left us to enjoy,

To care for, and to treasure.

With your passage through the shadow of death,

Came our precious Freedom, Liberty and Justice.

We survivors of these conflicts honor you,

With a special tribute;

Lend us your spiritual ears,

Drums of the ages have echoed

For you with songs and dances.

—poem by Albert Smith

[Images at the top show Albert Smith visiting Farina King’s class and presenting at Utah Valley University in the fall of 2011; and the historic photo of Navajo Code Talker brothers and King’s uncles Albert Smith and George Smith with “Remember Pearl Harbor sign during World War II]

“COVID-19 in Indian Country” Edited Volume Call for Submissions

Please share this call for submissions with anyone who would be interested in contributing to this proposed edited volume. Ahéhee’/Thank you!

COVID-19 in Indian Country

Proposed Edited Volume

Call for Submissions

Submissions due by September 1, 2022

As the COVID-19 pandemic struck peoples throughout the world, Native American communities were disproportionately devastated by the disease. The death rates and suffering of Indigenous people caught some media attention, and health experts and scholars reaffirmed what many Native Americans already knew and lived on a daily basis– the inequalities, disparities, and injustices of being historically marginalized peoples. After surviving centuries of genocide, dispossession, and removal, COVID-19 perpetuated their intergenerational trauma. Human (in)actions and colonization have exacerbated the effects of natural disasters on Native Americans throughout history, as has been the case with COVID-19. This proposed edited volume seeks to tell these stories of Native Americans facing the matrix of disease and colonialism in the COVID-19 pandemic years since 2020 as well as highlighting the ways that Indigenous people have survived, innovated, fought, and thrived in such moments of catastrophe through time. What Native American memories and experiences have contextualized their responses to COVID-19? What kinds of intergenerational knowledge and ties have sustained Indigenous communities during the pandemic?

Please submit chapter proposals to be considered for this proposed edited volume tentatively titled, “COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic.” We welcome scholarly and creative pieces such as chapter-length manuscripts, poems, short stories, and visual art that relate to Indigenous perspectives and experiences of COVID-19 in the United States. Accepted chapter manuscripts can be of varying lengths but no more than 8,000 words.

Submit a title, abstract (no more than 300 words), a brief biography (no more than 200 words), and a one-page CV (include a list of publications and/or creative works) addressed to Drs. Farina King (University of Oklahoma) and Wade Davies (University of Montana) at nativehistorynerds@gmail.com (and/or farinaking@ou.edu) and wade.davies@mso.umt.edu. Submission materials are due by September 1, 2022. Drs. King and Davies will notify accepted contributors by September 30, 2022.

Upcoming Workshop (August 2022): Indigenous Perspectives on the Meanings of “Lamanite”

The first of an inaugural workshop series titled, “Indigenous Perspectives on the Meanings of ‘Lamanite,’” will be held at the University of Utah in Salt Lake City, Utah this August 2022.

The objective of these workshops is to support a community of scholars who are interested in reflecting collaboratively on the discourses of “Lamanite.” Participants are committed to strong ties with Indigenous communities, while developing work that relates to these discourses.

The workshop will also include two public sessions with scholars from various fields of Indigenous and religious studies that require pre-registration to attend via https://bit.ly/Aug5Register.

The workshop co-chairs, Dr. Farina King (Diné) and Dr. Michael D. K. Ing (Kanaka ʻŌiwi), along with a steering committee, have coordinated the workshops.

The public is invited to two public sessions of the workshop relating to “Reflections on the Discourses about ‘Lamanites'” on Friday, August 5, 2022 in room 351 of the Carolyn Tanner Irish Humanities Building (CTIHB) at the University of Utah in Salt Lake City, Utah [please note that in-person attendees will be responsible for their own parking costs but free lunch will be offered at the venue]:

10:30 am-11:45 am MT (US/Canada): Keynote Talk by Dr. Ignacio Garcia

Dr. García is the Lemuel Hardison Redd, Jr. Professor of Western & Latino history at Brigham Young University. He is the author of numerous books and publications on Mexican American politics and civil rights. He has written on Chicano political parties, the John F. Kennedy presidential campaign as it related to Latinos, written a biography on Hector P. García, an American civil rights icon, and the first civil rights case to be decided by the Earl Warren Court. He has worked on a co-edited volume of essays by major Latino scholars and intellectuals, and also on a history of the U.S. Civil Rights Commission’s work in the West. He is a past president of the Mormon History Association (2019-2020).

1:30 pm- 2:45 pm MT: Panel featuring Dr. Robert Jospeh, Dr. Amanda Hendrix-Komoto, Sarah Newcomb, and Dr. Thomas Murphy

Dr. Joseph is a Senior Lecturer and the Research Centre Director MIG (Law) at the University of Waikato. He is also a Barrister and Solicitor of the High Court of New Zealand. He has been researching and writing about Maori Latter-day Saint history and experiences. He is also writing a biography of his paternal tupuna (ancestors), who fought at the famous 1864 Battle of Orakau during the Waikato Wars.

Amanda Hendrix-Komoto is an assistant professor at Montana State University where she studies the intersections between race, religion, and sexuality. Her book Imperial Zions: Religion, Race, and the Family in the American West will be published with the University of Nebraska Press in October 2022.

Newcomb is Tsimshian of the First Nations – Laxsgiik/Eagle Clan. She is a writer of Indigenous identity and issues as they intersect with religion. Her writing also explores her personal experience with Lamanite identity.

Dr. Murphy has a PhD in anthropology from the University of Washington and is President Elect of the Mormon Social Science Association. He has published more than a dozen articles on Indigenous identities and the Book of Mormon.

Dr. Michael Ing and Dr. Farina King will moderate the two sessions.

Dr. Ing is an associate professor of Religious Studies and Affiliated Faculty of East Asian Languages and Cultures at Indiana University. He completed a master’s degree in theological studies at Harvard’s Divinity School and earned a Ph.D. from Harvard’s East Asian department. He is one of the co-directors of this workshop.

Dr. King is a citizen of the Navajo Nation, and she will begin her position as the Horizon Chair of Native American Ecology and Culture at the University of Oklahoma in August 2022. She recently worked as an associate professor of History and affiliated faculty of Cherokee and Indigenous Studies at Northeastern State University, Tahlequah, in the homelands of the Cherokee Nation and United Keetoowah Band of Cherokee where she founded and directed the NSU Center for Indigenous Community Engagement. In part of her research, King writes about Diné Latter-day Saint experiences.

There are virtual options to attend the sessions if you prefer to not attend in person. Once you register, we will follow up with more details by the week before the workshop.

Some Background:

The Book of Mormon styles itself as a record “written to the Lamanites,” descendants of the House of Israel who left Jerusalem and populated the Americas a millennia before the arrival of Europeans. Later followers of Joseph Smith expanded the category to include peoples of the Pacific. Since Smith’s day, Latter-day Saints have used the term “Lamanite” to make sense of the world and to assign space in various religious frameworks for peoples Indigenous to the Americas and the Pacific, including people of Indigenous/European and Indigenous/Black heritage from Mexico, Central America, South America, and the Caribbean. This has served to attract people to, and repel people from, Smith’s movements inasmuch as “Lamanite” works as a term of liberation as well as a constraint.

We are forming a community of scholars to address the category of “Lamanite,” centering on Indigenous voices concerned with questions of identity, race, religion, settler colonialism, politics, and the relation of “Lamanite” to other facets of life. This will be a space inclusive of not only the dominant approaches in the academy, but also, and more importantly, Indigenous methodologies and protocols from the communities in which these scholars are rooted; making this community a first of its kind.

To accomplish this, we are developing shared spaces for scholars to reflect on these issues, collaborate with each other, and share their scholarship with larger audiences.

Thank you to Sponsors and Partners

Special thanks to our committed sponsors that have made this intellectual community and initiative possible: the Laura F. Willes Center for Book of Mormon Studies, the Charles Redd Center for Western Studies, and Department of History at Brigham Young University; the American West Center, Department of History, and Mormon Studies at the University of Utah; Mormon Studies at Utah State University; Mormon Studies at Claremont Graduate University; Signature Books; the Center for the American West at the University of Colorado-Boulder; Sunstone; the Mormon History Association; Dialogue: A Journal of Mormon Thought; the Museum of Mormon History of the Americas; the National Museum of American Religion; Global Mormon Studies; Mormon Social Science Association; Utah Division of State History; Mormon Studies at the University of Virginia; and other partners and scholars from throughout the world.

We also thank Diné artist M. Nazbah for her work.

Ahéhee’ & Mahalo (Thanks)!

Boarding School Survival

Marsha Small (Northern Cheyenne)

As the public now decries the unmarked graves of Indigenous children of residential and boarding schools, many Native families are thinking, “We know. Finally, they’re paying attention!” After all the work that many Native communities and intellectuals and activists have been doing, people are noticing and condemning, unlike any time before, the terror and nightmare that Native families have been living with for generations. Secretary of Interior Deb Haaland, a boarding school descendant, recently announced the Federal Indian Boarding School Truth Initiative. The initiative offers hope to affected communities, but it also raises questions about the methods and approaches of this inquiry. Stories are surging on the outcry and accusations about boarding schools, sometimes without listening to the Native survivors, families, and communities that have already been speaking out and seeking truth, healing, and reconciliation in their own ways. For many that have experienced the horrors of boarding school first-hand, and to their children, these conversations trigger trauma. 

Marsha Small and I are two Native American scholars and descendants of boarding school survivors who are dedicated to serving their peoples by amplifying the voices of those who attended Indian boarding schools. 

In my work, I address how Diné identity has changed among boarding school students through the twentieth century, and I trace the physical affronts, illness, abuse, and punishment, as well as survivor skills and creativity that students used to overcome their challenges at boarding schools. 

Marsha Small, or O tata’veenova’e (Blue Tipi Woman of the Northern Cheyenne/Tsististah), has used geo-referencing systems such as ground penetrating radar (GPR) and geospatial information systems (GIS) to locate unknown and unmarked burial sites of the Chemawa Indian School Cemetery. Listen to my conversation with Sarah Newcomb (Tsimshian) and Marsha Small for the Native Circles podcast.

We are part of a growing collaboration who address the intergenerational impacts of what historian David Wallace Adams defined as “education for extinction,” or schooling set to eradicate Indigenous sovereignty and being in the empire of the United States. We call for the Indigenizing of truth seeking and telling on the histories of boarding schools. Healing derives from self-determination and community-based approaches that center on living Indigenous communities and boarding school survivors and their families. The National Native American Boarding School Healing Coalition (NABS) has spearheaded this movement for truth and healing in the United States (https://boardingschoolhealing.org/). 

As early as 1928, the Meriam Report uncovered many of the harms of Indian boarding schools, such that the federal government increasingly redirected their attention towards public schools for Native children. However, some boarding schools have remained open into the twenty-first century, though they have changed many of their most nefarious policies, many even embracing the teaching of Native American cultures and languages. Yet, struggles over educational sovereignty ensue as Native youth fight to protect their right to life and water at home. 

The One Mind Youth Movement, for example, are Cheyenne River Sioux young leaders who are fighting to sustain Indigenous “outreach, community, and education” (https://www.omym.org/). Some Indigenous youth are fighting to wear ancestral regalia at their graduations such as Christian Titman of the Pit River Tribe who sued his school district in California for not allowing him to wear an eagle feather in his graduation cap in 2015.

The Navajo Nation is an example of a tribal nation that is attempting to reaffirm their authority over the education in public schools on their reservation in pending legal cases such as in Window Rock Unified School District v. Reeves, et al. (9th circuit, 2017).

Boarding school histories trigger guilt, both in those involved, as well as those looking on. Many now ask, what more could we have done to save the lives of these children? What should we do now, as we continue to learn more of the violence, loss, and injustices that such schools orchestrated and harbored?

I once asked my father why he never taught me Diné bizaad, Navajo language, and he told me, “You never asked.” But I also know other Diné parents who no longer talk to their children in Navajo, and they openly admit that they thought that their language would hurt their prospects in the future. The schools drilled in them that Indigenous languages and cultures were impediments and vestiges of a losing and dying people. They believed that the trajectory of their children excluded Indigenous values, including sovereignty and peoplehood for which many of their ancestors sacrificed their lives. A relentless ailment that burdens the survivors of boarding schools and their posterity is the paradox that we will either forever belong to a race of victims, or we can reject our Indigeneity and side with “the winning team.” History is often framed as a game of winners and losers, but there are never winners in such histories of violence and rupture.

Indian boarding school truth-seekers must pursue healing, not in a linear but cyclical ongoing way, and recognize our Indigenous ancestors made the most of difficult situations. They survived with the hope that their descendants would someday thrive. Uncovering buried truths will reopen the wounds that never fully healed, and the healing will be painful. This is not a process that can be rushed, or ripped apart, and it must involve those who are affected by the legacies of Indian boarding schools. Each grave uncovered represents a missing child, a stolen ancestor, and a family that never came to be.

-Farina King, Ph.D.

I exist because my father survived boarding school

“I did not run away from the education.”

My father, Phil Smith

In the first episode of the Native Circles podcast that I started with Sarah Newcomb, we address issues of Indigenous boarding schools. In this blog piece, I continue to reflect on the impacts of Indian boarding schools in my own family and life. These are some of my thoughts:

Yá’át’ééh, shí éí Bilagáanaa nishłí̹ dóó Kinyaa’áanii báshíshchíín. Bilagáanaa dashicheii dóó Tsinaajinii dashinálí. I just introduced myself by my clans, acknowledging my ancestors and kin as a woman of white English-American settler descent born for the Towering House and Black-Streaked Woods People of the Diné. I am a citizen of the Navajo Nation and the daughter of a boarding school survivor. I grew up with the stories of Indian boarding schools from my father and paternal relatives. Their stories have drawn me to understand Diné and diverse Indigenous experiences in boarding schools over generations.


I exist, because my father survived boarding school; and his mother before him survived boarding school; and her father before her survived boarding school; and his parents before him survived the Long Walk—the forced removal and concentration of Diné at Hwééłdi, “Land of the Suffering.” Because of my ancestors, my children and I have the opportunity to thrive as Diné. These thoughts really hit me recently, as I ponder how the U.S. government is finally launching a Federal Indian Boarding School Truth Initiative following Secretary of Interior Deb Haaland’s announcement.


In my first book, The Earth Memory Compass, I share the story of how my father ran away from the Ramah Indian Boarding School. I woke up this morning crying, rethinking about my father’s story of running away, because it dawned on me that my father almost did not survive boarding school. He almost froze to death, when he ran away with another boy in the winter. I asked him if I could share this story again, and he consented to it. He told me how bullies at the school led him to run away, and he asked friends if they wanted to run away with him. Another boy decided to come with him because he wanted to go home too. On their way, they got caught in a canyon during a snow drift that almost killed them. But they were fortunately found by a rancher who saved their lives. I thought of all the stories of boarding school runaways and how some children died that same way that my father almost did—freezing to death in their attempt to return home. When I asked him why he ran away, he told me that he “did not run away from the education.”


Think of all the daughters, sons, brothers, sisters, who are family, and they never returned home or they passed away soon after getting home. Think of their posterity that could have been. My father should have never had to face such struggles and hardships. This history lives on in him, me, and my children. Diné and many Native Americans and Indigenous peoples continue to fight every day for basic human rights such as access to clean water, shelter, food, healthcare, and schooling for and by their own people. The Navajo Nation is still fighting to reclaim Diné education.


My father may have survived the boarding school, but he suffered many injuries—and not just physical ones. He will never say these things, because he does not live his life as a victim. He is an active agent who has persevered much but has also lived in joy and peace. Yet, my father never taught me and my siblings Diné bizaad, so I fear that the seed of the Navajo language that he has carried may not survive. There is much that we still must do to pursue healing. And it is important to recognize that healing is not a check box to be marked off. Healing is a cyclical, ongoing journey through generations and time.


Indigenous kinship, community networks, and protocols are essential to understanding Indian boarding schools and to the ongoing journeys of healing and reconciliation. There are many different tribal nations and Indigenous communities, including some that are intertribal in urban settings. Every specific context and Indigenous community and kinship networks must be connected hand-in-hand with these initiatives to address the impacts of Indian boarding schools. The National Native American Boarding School Healing Coalition and so many others have been paving the way for this truth, healing, and reconciliation. My friends Marsha Small and Preston McBride have been working on finding and accounting for the lost boarding schoolchildren, including those in unmarked mass graves, that did not survive Indian boarding schools. We are collaborating on providing guides to Indigenous protocols based on our experiences and work.


We need to support one another in these efforts to acknowledge and learn of the truths, perspectives, and experiences of Indian boarding schools; to stop the boarding school legacy of genocidal practices and approaches that seek to eradicate Indigeneity; and to embrace and support Indigenous sovereignties, ways of knowing, and education. Value Indigenous stories, histories, and lives. Actions reveal these values. We can return the lost boarding schoolchildren home by finding them, learning about them, and supporting and connecting with their families and Indigenous communities which include boarding school survivors.


My forthcoming book that I am co-authoring with Mike Taylor and James Swensen is called Returning Home because of such interconnections of healing and reconciling Indian boarding school pasts with Indigenous communities today and their futures. Please continue the languages that the children were punished for speaking; be sure the sick, hungry, and homeless of Indigenous communities can receive care and support; teach all about Indigenous histories from Indigenous perspectives and voices; and listen to Indigenous communities, following their directions and guidance towards healing. These are only some beginning steps, but we all need to begin somewhere step by step. Boarding School history matters because Native American families have paid far too great a price to educate their children, and they continue to this day to pay that price.

Support University Presses

These are hard times, I know. But universities and education are getting hit especially hard, and this includes our wonderful university presses. My first book, The Earth Memory Compass: Diné Landscapes and Education in the Twentieth Century, was published in 2018 by the University Press of Kansas and we (the authors of the books published by the press) were recently told that our press might be closing down due to all the financial challenges. This being said, I am going to spread the word out there and encourage people now to support knowledge, education, learning, and our future.

Here is the link to order my book while you still can (and I have donated any humble proceeds from the book to the Navajo Nation Scholarship Office- ONNSFA): https://kansaspress.ku.edu/978-0-7006-2691-5.html

Also it is not too late to save the press, and I am on a mission along with many missions that I am sure you will hear more about by being connected to me- to support education and community through generations with consideration of the many generations ahead and of our ancestors who paved the way for us. This mission includes getting the word out there in support of saving the University Press of Kansas.

When I was a college student, one of the first books that I read cover to cover was published by this press, titled Education for Extinction that revealed the hard and traumatic history of Indian boarding school experiences. I was inspired then to write a book myself one day, which I finally did with the same press and with an endorsement by that same author, David Wallace Adams, who wrote the groundbreaking book (that one I read back in college).

Please help any way that you can whether it’s to buy my book or another great book from the University Press of Kansas and share that you did this and encourage others to support and spread the word to save the university press and support our scholarly presses. You can even just share my posts about it on social media (I have Twitter, Instagram, and Facebook). Please let me know if you have any questions about this.

Thank you for your consideration and all your support. This work would have never been done without many of you, my family and friends, whether it was the tender kindness, good laughs, taking care of me as a child into adulthood, and some of you for sharing your story with me, especially my dad, aunties, uncles, cousins, and kin of their boarding school days. Dad and Mom traveled with me for this book. Mom came to an archive caring for my baby at the time, and Dad would sit on many meetings with me to help interpret in Navajo and shared his childhood stories of boarding school (some of which I hear some of my siblings retelling which I am grateful to know). Remember always.

Check out this video I am sharing of a precious memory of when I opened my first book in print for the first time with family- it gives a glimpse into how precious this work is to me and my family.

UPDATE from the petition “Save University Press of Kansas!”: The University Press of Kansas will remain open! Thank you for all the support and efforts of letting the University Press of Kansas Board of Trustees and the world know that we value university presses, especially the University Press of Kansas. Remember to continue supporting education and university presses. Each of us can make a difference even in the simplest ways.

This is part of the recent press release about this good news: “FOR IMMEDIATE RELEASE University Press of Kansas to continue its work under the leadership of the Dean of the University of Kansas (KU) Libraries Lawrence, KS., March 19, 2021 — The University Press of Kansas Board of Trustees, which is comprised of the provosts from each of the six Kansas Regent institutions, has confirmed KU Dean of Libraries Kevin L. Smith to serve as director of the Press. Smith, a well-known authority in the field of scholarly communications, will continue his role as Dean in addition to serving as Director of the University Press of Kansas (UPK). This change will allow UPK to take advantage of publishing and scholarly alignment opportunities as well as operate in a more cost-efficient manner.”

Native American Representation in Higher Ed Committees on Race and Inequality

June 20, 2020

Farina King with fellow students and friends at BYU (2004-2007)

Please sign and support this petition, BYU’s Committee on Race and Inequality Needs a Native American Representative, which serves to remind Brigham Young University (BYU) and its Academic Vice President C. Shane Reese that it is overdue to listen to and value Native American and Indigenous voices at BYU and throughout the country, particularly in higher education. BYU and residents in the area are dwelling in a space shaped by the lives, deaths, and removal of Native Americans and the occupation of their ancestral lands—specifically Utes of what is now considered the region of Provo and Utah County. A newly appointed BYU committee, directed to address issues of race and inequality, needs a representative who understands the unique challenges that Native American BYU students and community face at their university. They need someone who is recognized and respected by their tribal nation and diverse Native American and Indigenous communities for their knowledge and leadership.

Continue reading

Generations of Diné Healers Face Naayéé’

Farina King

“They say that they are like firemen. They know what they signed up for. They must fulfill their call for duty.” This is what Mom told me when I asked why Dad has to continue working in the clinic. We are Diné (Navajo). We come from the Kinyaa’áanii (Towering House) clan. My father is born for the Tsi’naajinii (Black Streak Wood People) clan. He is seventy years old and has been practicing medicine since the late 1970s. He is a family and community medicine physician who retired from the Indian Health Service (IHS) but has continued family medicine practice at Monument Valley in the Navajo Nation for the past several years. I used to joke that he would work until he died but now I fear that every day because of COVID-19 or Dikos Nstaaígíí-19 as we call it in Diné bizaad (the Navajo language).

Continue reading

Events

BIPOC in Academia Conference, October 27-28, 2022, Brigham Young University, Provo, Utah.

“Walking Through the Fire: Indigenous Perseverance in an Epoch of Turmoil” (invited plenary speaker), 2022 Annual Meeting of the Oral History Association, October 20, 2022, Los Angeles, California.

October 12-15, 2022: Annual Western History Association Conference, San Antonio, Texas. Farina King participated in the following sessions:

  • October 13: “Interpreters in Western History: Translating Peoples, Sources, and the Past” (sponsored by the Center of the American West)
  • October 15: “Civil Wars and History Wars: Struggles Over Commemorating and Representing Oklahoma’s Indigenous Past”
  • October 15: “Challenging the Standards of Scholarship: Alternatives to the Monograph and Single-Authored Works”

October 10, 2022: “Native Circles: Sustaining Ties to HomeLand” (invited keynote speaker), Indigenous Peoples Day, Central Library Atrium, University of Texas-Arlington.

October 5-8, 2022: 53rd Annual National Indian Education Association (NIEA) Convention & Trade Show, Oklahoma City, Oklahoma.

September 19, 2022, “Indigenizing Centers of Knowledge: A Conversation with Keetoowah Elder and Museum Director Ernestine Berry,” Native Nations Center, University of Oklahoma, Norman.

September 9-10, 2022: Intermountain Indian School Gathering, Brigham City, Utah.

August 4-6, 2022, Workshop: “Indigenous Perspectives on the Meanings of ‘Lamanite,'” University of Utah, Salt Lake City (co-organizer).

July 15-16, 2022: Southwest Oral History Association Lightning Summer Bootcamp (virtual), “Oral History Best Practices and Beyond” (organizer and presenter).

SOHA 2022 Lightning Summer Virtual Bootcamp (July 15, 2022)
Image above: Dr. King guest lecturing in Professor Madoka Sato’s class at Otsuma Women’s University in Tokyo, Japan (June 2022)

May 28-June 15, 2022: Short-Term Residency in Tokyo, Japan, Organization of American Historians-Japanese Association for American Studies Japan Historians’ Collaborative supported by the Japan–United States Friendship Commission:

The Japanese Association for American Studies Annual Meeting, June 3-5, Chuo University; and guest lectures at Sophia University, Otsuma Women’s University, and the International Peace Research Institute of Meiji Gakuin University.

Image above: Farina King, Larry Cesspooch, and Jennifer Graber at the 2022 Railroads in Native America Gathering

May 20, 2022: “Teaching and Learning about Railroads in Indian Territory and Among the Five Tribes” (organized session and served on steering committee as program co-chair), Railroads in Native America Gathering and Symposium, Ogden, Utah.

April 21, 2022: “Indigenous Boarding Schools and Their Legacy in Indigenous Families and Communities” (invited virtual conversation), Vermont Law School.

April 14-15, 2022: “Interpreters in Western History” Symposium, Miami University, Oxford, Ohio.

April 4-9, 2022: American Indian Symposium, Center for Tribal Studies, Northeastern State University, Tahlequah, Oklahoma. April 7, 2022: “Teaching and Learning about Railroads in Indian Territory” (session organizer and moderator).

April 4, 2022: Mapping Tahlequah History Workshop, Northeastern State University, Tahlequah, Oklahoma.

April 1-3, 2022: Southwest Oral History Association Annual Conference, University of Nevada, Las Vegas.

March 31, 2022: “Historicizing COVID-19 in Navajo Nation” (roundtable organizer), Organization of American Historians Annual Meeting, Boston.

March 29, 2022: Kansas Open Books/Kansas Indigenous History webinar.

March 26, 2022: Diné Women in Medicine and Healing Through Generations (virtual talk), Museum of Native American History, Bentonville, Arkansas.

March 16, 2022: Book Talk about Returning Home with the Fayetteville Public Library, Arkansas.

March 9, 2022: Book Talk about Returning Home (in-person and virtual), John Vaughan Library room 105, Northeastern State University, Tahlequah.

March 4, 2022: Conversation with students about Diné boarding school experiences and “Returning Home,” Window Rock High School, Navajo Nation.

March 3, 2022: Class presentations, educator professional development, and public book talk about “Returning Home,” Rehoboth Christian School, New Mexico.

February 11, 2022: American Religion and Native American Boarding Schools (invited panelist for webinar), National Museum of American Religion.

February 10, 2022: Virtual Talk about Dził ya’ ołta’ (“The School Inside the Mountain”) and “Returning Home: Diné Creative Works from the Intermountain Indian School,” Crow Canyon Archaeological Center, Cortez, Colorado.

February 8, 2022: Virtual Book Talk about Returning Home with the Labriola National American Indian Data Center, Arizona State University Library.

February 4, 2022: Book Talk Returning Home: Diné Creative Works from the Intermountain Indian School, Maricopa Community Colleges and Phoenix Indian Center respectively.

January 6, 2022: “Teaching Indigenous History and Literacy with Primary Sources,” American Historical Association Annual Meeting, New Orleans.

December 13, 2021: “Native American Heritage Month and Beyond” (invited virtual talk), Haas Hall Academy, Fayetteville, Arkansas.

November 30, 2021: “Returning Home: Diné Creative Works from the Intermountain Indian School” Book Talk with Authors Farina King, Michael Taylor, and James Swensen, Diné Studies Book Talk Series (the recording of the book talk is available on the Diné Studies Facebook page).

November 18-20, 2021: Skills Repurposing Weekend at the Center of the American West, University of Colorado, Boulder.

November 10, 2021, Panel on Native American Perspectives of Statues and Monuments, Northeastern State University, Tahlequah, Oklahoma.

November 4-5, 2021, BIPOC in Academia Conference, Brigham Young University, Provo, Utah.

October 27-30, 2021, “To the West and Beyond: The Local and the Global in Western History,” 61st Annual Western History Association Conference, Portland, Oregon. Dr. Farina King is part of the following sessions:

Thursday, October 28, “The State of University Publishing in 2021”

Friday, October 29, “Assessing the Career of Historian Thomas Alexander”: “Thomas Alexander and Native American History and Future Scholarship”

Saturday, October 30, “New Directions in Termination History: Policy, Activism, and Indigenous Perseverance in the American West”: “Challenging a Termination-Era Boarding School”

“This Land is Herland” presentation about chapter of “Loyal Countrywomen,” Oklahoma Scholar-Leadership Enrichment Program (OSLEP) seminar (guest speaker), University of Oklahoma, October 23, 2021.

Dr. Farina King (far left) with OSLEP participants, October 2021

“Mapping Tahlequah History,” North American Cartographic Information Society Annual Meeting (NACIS), Oklahoma City, Oklahoma, October 2021.

“Boarding Schools, Historical Trauma, and Indigenous Resilience” (virtual), UTEP and EPCC Student Leadership and Campus Life, October 2021.

“Moving Stories,” 2021 Oral History Association Annual Meeting (Virtual), October 11-14, 2021; The Southwest Oral History Association (SOHA) was one of the OHA 2021 conference sponsors, and SOHA celebrated its 40th Anniversary.

King was part of the following SOHA at OHA 2021 sessions:

“Southwest Oral History Association: Reaction from the Summer Bootcamp”

“Knowledge is not a Right; It’s a Privilege: Traversing the Fine Lines of Indigenous Oral History”

“SOHA at 40: Past Presidents and S’mores Remembering”

“Reorienting Family History: Indigenous and Oral Society Perspectives”

“Native American Communities and Reflections on Healing and Caring of a Medicine Man with Dr. Phil Smith,” 2021 Native American Cultural Celebration, Museum of Native American History, Bentonville, Arkansas, October 9, 2021.

“Mapping Tahlequah History,” Oklahoma Council for History Education Fall Conference, University of Central Oklahoma, Edmond, Oklahoma, October 2021.

“This Land is Herland: Gendered Activism in Oklahoma Session 1,” Sixth Annual Gender and Sexuality Studies Conference, University of Central Oklahoma, October 2021.

“Historical Injustices of Indian Boarding Schools: A Dialogue with Dr. Farina King and Dr. Davina Two Bears,” Native American Educational and Cultural Center, Purdue University, September 2021.

Roundtable: “The BYU Slavery Project: Student-Centered Research and the Work of Anti-Racism in History Education,” Symposium on Slavery and Dispossession, Emory University, September 2021.

“Historicizing COVID-19 in Navajo Nation,” “Public Health and the Common Good” themed 69th Annual Utah State Historical Society Conference (virtual), September 20, 2021.

“Intermountain Memories” Panel, Utah State University-Brigham City campus, September 11, 2021.

Returning Home Intermountain,” brown bag talk, Utah State University, Logan, September 10, 2021.

This Land is Herland book event with Magic City Books, Tulsa, Oklahoma, September 8, 2021.

“Mapping Tahlequah History,” NSU Community and Collaboration Day, Tahlequah, Oklahoma, August 18, 2021.

Roundtable: “(Re)Centering Pedagogies and Perspectives in Teaching History With Indigenous and Diverse Community Voices,” Pacific Coast Branch of the American Historical Association Annual Conference (virtual), August 12, 2021.

Summer Oral History Bootcamp (virtual), Southwest Oral History Association, June 14-18, 2021.

“Evolving Views on Race, Lineage, and the Status of Black People within the LDS Church” (comment), and “New Directions and Questions for American Indian and Mormon Histories” (roundtable), Mormon History Association Annual Conference, Park City, Utah, June 2021 (visit https://mormonhistoryassociation.org/).

“Loyal Countrywomen: Insights from Two Cherokee National Female Seminary Alumnae Doctors” (keynote invited speaker), 170th Meeting of the Descendants of the Cherokee Seminarians, Northeastern State University, May 7, 2021.

“Boarding School Histories & Tuition Waiver,” Day of Dialogue (virtual symposium), Fort Lewis College, April 20, 2021.

Service-Learning and Practicing Oral History with Diné and Cherokee Communities,” American Indian Symposium (virtual), Northeastern State University, April 14, 2021.

“Diné Stories of Disease and Healing Through Generations to the COVID-19 Pandemic” (invited panelist), “Identities, Rights, Histories: An Indigenous Studies Seminar,” The John Morton Center for North American Studies, University of Turku, March 29, 2021.

“Unerasing Memory: Collaborative Research, Activism, Teaching, and Storytelling as Pathways for Indigenous Equity and Empowerment,” 2021 National Council on Public History Annual Meeting (Virtual), March 27, 2021.

“Dr. Isabel Cobb Serving Cherokee Health,” Southern Illinois University, March 24, 2021.

“Lamanite as a Religious Signifier and Settler-Colonial Encounter,” Mormon Studies at the University of Virginia, March 11, 2021.

Reflections on Statehood,” Thrive125 Series, Utah Department of Heritage & Arts and Utah State History, March 3, 2021.

Patriarchal Colonialism and its Impact on Matrilineal and Patrilineal Indigenous Social Systems,” with Jasha Lyons Echo-Hawk, Dr. Farina King, and Matti Martin, Indigenous Leadership Summit, Center for Tribal Studies, Northeastern State University, February 26, 2021.

“Refocusing on Indigenous History in Schools,” NSU HawkTalks, January 27, 2021.

“Settler Colonialism and American Religion” (panel chair and commentator), American Historical Association virtual conference series, January 6, 2021.

“A Diné Family’s Intergenerational Histories of Disease and Healing From the Long Walk to COVID-19,” guest virtual lecture for Meiji Gakuin University, Japan, December 14, 2020.

A Conversation with Edouardo Zendejas, J.D.: Native Images and Struggles Over Representations,” Northeastern State University, November 17, 2020.

“Reshaping Educational Landscapes: Everyday Native Women Influencing Schools and Society,” History of Education Society Virtual Conference, November 6, 2020.

“COVID-19 Collections,” Oral History Happy Hour (virtual), South Phoenix Oral History Project and Southwest Oral History Association, November 5, 2020.

Mapping Tahlequah History Workshop, Northeastern State University, October 28, 2020.

Keynote on “Diné Doctor History” and Roundtable about “Recovery and Resistance,” Little Berks 2020, Oklahoma City, Oklahoma, 12 pm EST-5 pm EST, October 24, 2020.

“Individual Lives and National Movements: A Roundtable on Women’s Activism in the American West”; and “Central to the Periphery: Historical Experiences of Mormon Women of Color,” Western History Association 2020 Virtual Conference, October 14-17, 2020.

“Four Directions. One Earth. Mission United,” Virtual Event, The Museum of Native American History, Bentonville, Arkansas, October 1 -3, 2020.

2020 Southwest Oral History Association Virtual Conference, September 11-13, 2020. Learn more at the SOHA News Blog.

“The Fluidity of Power,” This Land is Herland, a series of programs on women’s activism in Oklahoma, The Oklahoma Historical Society and the Cherokee Strip Regional Heritage Center, August 13, 2020. This program considers how women in early Oklahoma found ways to wield power. Topics and speakers for the evening were: “An ‘Intrepid Pioneer Leader’: The A-Suffrage Gendered Activism of Kate Barnard,” by Dr. Sunu Kodumthara, Southwestern Oklahoma State University; “‘My Heart Had Been Burdened for the Orphaned and Homeless Children’: Religious Imperative and Maternalism in the Work of Mattie Mallory,” by Dr. Heather Clemmer, Southern Nazarene University; and “A ‘Loyal Countrywoman’: Rachel Caroline Eaton, Alumna of the Cherokee National Female Seminary,” by Dr. Farina King, Northeastern State University.

“Global Event: Native American Women Historical Trailblazers,” Girl Scouts, Diamonds of Arkansas, Oklahoma, and Texas, August 9, 2020.

State of the Field Discussion: “Race in Mormon History,” Mormon History Association 2020 Digital Conference, June 2020.

Storytime at the Museum, Museum of Native American History, Bentonville, Arkansas, March 14, 2020.

Return Home Intermountain exhibit closing reception and event, Navajo Nation Museum, March 6, 2020.

Returning Home Poster NNM

2020 Phi Alpha Theta/Oklahoma Association of Professional Historians Conference, Norman, February 28-29, 2020.

Book Signing with Author

“A ‘Loyal Countrywoman’: Rachel Caroline Eaton, Alumna of the Cherokee National Female Seminary,” Works-In-Progress Seminar (invited presenter), December 6, 2019, Helmerich Center for American Research and Gilcrease Museum, Tulsa, Oklahoma.

“Including Indigenous Voices in the Classroom with Primary Sources,” November 23, 2019, 2019 National Council for the Social Studies, Austin Convention Center, Austin, Texas.

Oral History Association Annual Conference with the Southwest Oral History Association, “Pathways in the Field: Considerations for those Working In, On, and Around Oral History,” October 16-19, 2019, Salt Lake City, Utah.

“LDS Native American Perspectives on Columbus,” October 16, 2019, Brigham Young University, Provo, Utah.

“Service Learning: Benefiting Students and Native Nations,” Wednesday, October 9, 2019, International Conference of Indigenous Archives, Libraries, and Museums, Pechanga Casino & Resort, Temecula, California.

“Mormonism and Empire: Latter-day Saint Religion and Culture in a Global Context” (invited panelist), October 3, 2019, Claremont Graduate University.

“Paving the Way: Green Country’s Cultural & Historical Preservation Initiative 2019,” September 28, 2019, Northeastern State University, Tahlequah, Oklahoma.

“Assimilationist Education, Race, and American Indian Family in the Twentieth-Century United States” (panel), 2019 Meeting of the American Society for Ethnohistory, September 26, 2019, State College, Pennsylvania.

Southwest in Motion reception poster
Returning Home Gallup Flyer 2

54th Conference of the Mormon History Association, “Isolation and Integration,” June 6-9, 2019, Salt Lake City, Utah. Donate to the MHA Graduate Student and International Scholar Fund through the MHA website.

“Roundtable: Indigenous and ‘Lamanite’ Identities in the Twentieth Century,” June 7, 2019, MHA, Salt Lake City.

“Returning Home: The Art and Poetry of Intermountain Indian School, 1951-1984” public presentation with Farina King and Michael Taylor, Tse’bii’nidzisgai Elementary School, May 17, 2019, Monument Valley, Utah.

“Learning My Heritage Language as a Scholar: Connecting with Community through Diné Bizaad” (invited keynote talk), April 13, 2019, Visions Conference, Northeastern State University.

47th Annual Symposium on the American Indian, “Celebrating Indigenous Women,” April 8-13, 2019, Center for Tribal Studies, Northeastern State University, Tahlequah, Oklahoma:

Missing Pieces session

“Working with the ‘Missing Pieces’ John Hair Cultural Center and Museum Exhibit Design,” Wednesday, April 10, 2-2:50 pm, UC 223, Farina King with Ernestine Berry and NSU Student Presenters Midge Dellinger, Lindsey Chapman, Dillon Morris, and Larry Carney.

“Generations of Women Healers: Reflections from a Life Career in American Indian Health,” Friday, April 12, 1-1:50 pm, UC 224, with Phillip L. Smith.

“Indigenous Women at Texas Christian University: Presence, Absence, and Portrayal,” Friday, April 12, 3-3:50 pm, UC 222, with Scott Langston, Shara Kanerahtiiostha Francis-Herne, Farina King, Theresa Gaul, and Jessica Martinez.

NSU Symposium 2019

Region 6 Oklahoma National History Day Competition, April 2, 2019, Northeastern State University, Tahlequah, Oklahoma.

“Finding Yourself in Academia: A Diné Historian’s Experience,” Distinguished Guest Speaker Invitation, University of Iowa Graduate History Society, March 29, 2019, Iowa City.

“Exploring Silences of Family History: My Diné and New Mexican Ancestors,” invited talk for the Indian Territory Genealogical and Historical Society, 7 pm, March 25, 2019, John Vaughan Library, Northeastern State University, Tahlequah, Oklahoma.

The Earth Memory Compass Book Talk, March 7, 2019, University of Central Oklahoma, Edmond.

Oklahoma Regional Conference of Phi Alpha Theta and Oklahoma Association of Professional Historians, March 8-9, 2019, Cameron University, Lawton.

“Doctrine of Discovery Repudiated- Now What?” Winter Talk 2019 conference sponsored by Yakama Christian Mission, February 25-27, 2019, Phillips Theological Seminary, Tulsa.

Roundtable on “Learning Indigenous Sovereignty Through Lands and Waters,” 20th Annual American Indian Studies Association Conference, “The Knowledge of Our Ancestors, the Strength of Our Communities,” February 8, 2019, University of New Mexico, Albuquerque.

February 6, 2019, “Crownpoint Boarding School Through Diné Generations,” People & Places Monthly Lectures, Center for Southwest Research and Special Collections, University of New Mexico, Albuquerque.

CSWR spring 2019 Lectures

From #NewBooksNetwork #EarthMemoryCompass:

The Earth Memory Compass: Diné Landscapes and Education in the Twentieth Century (University Press of Kansas 2018)

January 25, 2019, New Books Network Podcast (click hyperlink to access) with Farina King by Stephen Hausmann

“When the young Diné boy Hopi-Hopi ran away from the Santa Fe Indian Boarding School in the early years of the twentieth century, he carried with him no paper map to guide his way home. Rather, he used knowledge of the region, of the stars, and of the Southwest’s ecology instilled in him from before infancy to help navigate over rivers, through mountains, and across deserts. In The Earth Memory Compass: Diné Landscapes and Education in the Twentieth Century (University of Kansas Press, 2018), Farina King argues that education and the creation of ‘thick’ cultural knowledge played, and continues to play, a central role in the survival of Diné culture. King, Assistant Professor of History at Northeastern State University in Tahlequah, Oklahoma, takes a unique methodological approach in telling the story of Diné education and knowledge. The Earth Memory Compass is, in King’s words, an ‘autoethnography,’ weaving her personal story of cultural discovery and family history into a larger narrative of Indigenous boarding school experiences and deep learning within families and other sites of indigenous education. The book tracks four of the six sacred directions in Diné culture, East, South, West, and North, each connected with a sacred mountain in the Southwest, and in doing so tells a rich and complicated history of how the Diné people resisted and sometimes embraced American education while never losing their own much older forms of knowledge in the process.”

 

January 6, 2019, Roundtable on “Everything You Wanted to Know about Community Engagement (But Were Afraid to Ask),” American Historical Association annual meeting, Chicago.

January 3, 2019, “Diné dóó Gáamalii (Navajo and Mormon): Exploring Autoethnography,” American Society of Church History, Chicago.

giduwa news article public history
Giduwa Cherokee News December 2018 article about King’s public history class
Public History Presentations

November 10, 2018, Session on “Institutionalizing Emergency: Boarding Schools and the Crises of Colonialism,” conference theme “States of Emergence,” American Studies Association annual meeting, Atlanta.

November 2, 2018, Session on “Remembering and Memorializing American Indian Education,” The History of Education Society annual meeting, Hotel Albuquerque, Albuquerque, New Mexico.

CICE Fall 2018

October 27, 2018, Session on “Understanding Intergenerational Trauma for Indigenous Communities,” 21st Diné Studies Conference theme of “150 Years Later: Acting and Advocating to Empower Our Own Researchers and Healers and Visionaries and Thinkers and Planners and Leaders and Scientists and… Neeznádiin dóo’ąą ashdladiin nááhaigo: Nihidine’é nida’ałkaahígíí, nahałáhí, dahaniihii dóó nitsékeesii dóó naha’áii dóó éé’deitįįhii,  doozhóódgóó ba’ahódlí dóó ílį́įgo hiilna’,” Diné College, Tsaile, Arizona.

October 19, 2018, Session on “Indigenizing Cityscapes since the Twentieth Century,” Conference theme of “Re-imagining Race and Ethnicity in the West,” Western History Association annual meeting, San Antonio, Texas.

Fixico gift
Honoring Dr. Don Fixico as WHA 2018 President

October 10-12, 2018, Conference theme of “Oral History in Our Challenging Times,” Oral History Association annual meeting, Concordia University, Montreal, Quebec, Canada.

October 9, 2018, Breakfast Conversation, Dartmouth College.

October 2, 2018, Session on “Contemporary Topics and Methods of American Indian Boarding School Studies,” The Spirit Survives: A National Movement toward Healing, NABS National Conference, Carlisle, Pennsylvania.

September 28, 2018, Intertribal Discussion about Belonging and Identity, University of Texas, Arlington with Native American Student Association.

June 14, 2018, “Returning Home: Intermountain Indian School Stories,” Inaugural BYU Indigenous Studies Learning Group public talk, Provo, Utah.

King BYU Intermountain June 14 Talk

June 7-10, 2018, “Homelands and Bordered Lands,” Mormon History Association annual meeting, Boise, Idaho. Donate to the MHA International Scholar Fund through the MHA website.

MHA2018
Paul Reeve, Mike Musingi, Farina King, Wanda and Eddie Willis, and Jana Riess at MHA 2018 in Boise

King helped to organize the following accepted MHA 2018 panels:

  • Roundtable: “Indigenous/Scholars of Color Speak to the History of the ‘Other’ in Mormon Studies”
  • “Before and After the Official Declaration 2”
  • “Currents in Indigenous Mormonism: Where have we been? Where are we now? Where are we going?”
  • “Beyond a Single Mormon Story: Histories of Culture and Race in International Mormonisms”
  • “Entangled Histories of Mormons and Native Americans from the Nineteenth Century to Early Twentieth Century”
Boarding School Generations Flyer

May 19, 2018, American Indian Achievement Celebration, Grand Prairie Independent School District, Texas.

Larney and Langston
Scott Langston, Peggy Larney, and Farina King at the GPISD American Indian Achievement Celebration 2018

Thursday, May 17, 2018, “Native Women Indigenizing Dallas Since the Late Twentieth Century,” Native American and Indigenous Studies Association annual meeting, Los Angeles.

April 27-29, 2018, “Elevating Voices: Oral Histories of Resilience and Unity,” Southwest Oral History Association annual meeting, Fullerton, California.

King served as SOHA 2018 conference program committee co-chair and helped to organize the following sessions:

  • Plenary Session: “Developing Indigenous Community and Home-Based Oral Histories”
  • Panel: “Un-Erasing Voices of Ethnic Communities in the U.S.-Mexico Borderlands”

April 16-21, 2018, “Walking With Our Ancestors: Preserving Culture and Honoring Tradition,” 46th Annual Symposium on the American Indian, Northeastern State University, Tahlequah, Oklahoma.

King participated in the following sessions that she organized for the symposium:

  • “Horse and Buffalo People in Native America”
  • “Mapping Histories of Indian Education”
More Than A Word Showing and Forum
HawkTalks - Farina

View the recording of this HawkTalk (April 2018) by clicking this link: Student Stories of Intermountain Indian School.

Mapping Tahlequah History Class Symposium

Top of Mind with Julie Rose, April 13, 2018:

Native American Perspectives on Land

Guests: Farina King, PhD, Assistant Professor of History, Northeastern State University; Nizhone Meza, JD, Attorney; Tommy Rock, PhD, Environmental Scientist and Founder of Rock Environmental Consulting; Aldean Ketchum, Musician, Flute Builder

Mother Earth’s sacred nature is a common thread through the spiritual beliefs of Native American tribes across the country. We saw reverence for the land unite diverse indigenous communities at the Dakota Access Pipeline protests and in the effort to preserve Bears Ears in Utah. We explore what it is that so deeply binds America’s original inhabitants to the land.

For more about the panel, “Bears Ears: Indigenous Perspectives from San Juan,” please see this blog piece on the Juvenile Instructor (click on hyperlink).

Bears Ears Slide

March 2-3, 2018, Oklahoma Association of Professional Historians and the Oklahoma Regional Conference of Phi Alpha Theta, University of Central Oklahoma, Edmond, Oklahoma.

UCO
Patti Loughlin and Farina King at OAPH and Regional Phi Alpha Theta Conference at UCO

“Indigenous Oral Histories in Dallas Inspired by #NoDAPL and Water Is Life Coalition Building,” January 4, 2018, American Historical Association, Washington, D.C.

AHA2018
Mike Lawson, Veronica Tiller, Don Fixico, & Farina King at AHA 2018

Top of Mind with Julie Rose on BYU Radio, December 18, 2017:

The Politics of Monuments and Native American History

Guest: Farina King, PhD, Assistant Professor, History, Northeastern State University and member of the Navajo Nation

“Monuments of all sorts are a focal point for debate in America today: whether it’s Confederate War memorials, statues of conquering explorers like Columbus or natural landscapes like the Bears Ears National Monument President Trump recently scaled back significantly.

A monument is really about us saying ‘this is a place, a memory, a culture, a history we want to preserve.’ But given the diversity of views and complexity of America’s history, is it any wonder we’re having trouble agreeing on our monuments? Let’s have a look at this from the perspective of America’s indigenous communities.”

HST 1493 Class Symposium Dec 4
More Than A Word Panel Film Flyer

Indian Mascot Cases panel before showing of Kenn and John Little’s film “More Than a Word,” November 17, 2017, American Indian Heritage Month, Northeastern State University, Tahlequah, Oklahoma. See the full listing of NSU American Indian Heritage Month events on the Center for Tribal Studies website.

WithRayna
Gregorio Gonzales, Rayna Green, and Farina King at WHA 2017 Indian Scholars’ Luncheon
WHA2017
Grace Hunt Watkinson, Sasha Suarez, Farina King, Brooke Linsenbardt, and Dina Gilio-Whitaker at WHA 2017

“Connecting the Generations: Indigenous Women Standing for their People and Communities,” November 3, 2017, Western History Association Conference, San Diego.

BearsEars

Please watch and share the “Navajo Voices on Bears Ears” panel recording (click on the highlighted link to the YouTube channel of the University of Utah S.J. Quinney College of Law).

MissIndian

“Learning and Teaching Women’s Historical Experiences at Northeastern State University,” September 28, 2017, International Gender and Sexuality Studies Conference, Oklahoma City, Oklahoma.

Mascot Issue Panel Flyer Sept 26 NSU

This is a video recording of the September 26th panel on “Why the Indian Mascot Issue Matters”:

Panel flyer draft

See a clip of the “Water is Life” Panel from September 1 through the Tribal Film Festival Facebook Page.