This article explores Indigenous perspectives on archaeology in Canada and the United States and the role of archaeologists in engaging with Indigenous communities. As part of our study, we interviewed Indigenous community members about their experiences in archaeology and their thoughts on the discipline. We analyzed each interview thematically to identify patterns of meaning across the dataset and to develop common themes in the interview transcripts. Based on the results of our analysis, we identified six themes in the data: (1) Euro-colonialism damaged and interrupted Indigenous history, and archaeology offers Indigenous community members an opportunity to reconnect with their past; (2) archaeological practices restrict access of Indigenous community members to archaeological information and archaeological materials; (3) cultural resource management (CRM) is outpacing the capacity of Indigenous communities to engage meaningfully with archaeologists; (4) the codification of archaeology through standards, guidelines, and technical report writing limits the goals of the discipline; (5) archaeological methods are inconsistent and based on individual, or company-wide, funding and decision-making; and (6) archaeological software offers a new opportunity for Indigenous communities and archaeologists to collaborate on projects.

In much of the Western world, collaborative research undertaken by settler archaeologists readily lends itself, at least in part, to a continuation of the colonial project. Yet, against this backdrop, Australia's First Nations’ peoples continue to work with researchers and to drive systemic change in research practice. Community-engaged archaeology, defined here as codeveloped studies of ancestral places (following Schaepe et al. 2017), is directed to improving relationships between Indigenous peoples and archaeologists. Even so, the practice of archaeology with and for nonsettler communities remains underdeveloped with regard to institutional priorities and funding agency bureaucracies. Here, we (Mirarr Traditional Owners, Mirarr employees, and settler archaeologist researchers) reflect on these issues as part of our ongoing research on the ochres and bim (rock art) of the well-known Madjedbebe rockshelter in the Alligator Rivers region, Northern Territory, Australia.

Over the past 20 years, collaboration has become an essential aspect of archaeological practice in North America. In paying increased attention to the voices of descendant and local communities, archaeologists have become aware of the persistent injustices these often marginalized groups face. Building on growing calls for a responsive and engaged cultural heritage praxis, this forum article brings together a group of Native and non-Native scholars working at the nexus of history, ethnography, archaeology, and law in order to grapple with the role of archaeology in advancing social justice. Contributors to this article touch on a diverse range of critical issues facing Indigenous communities in the United States, including heritage law, decolonization, foodways, community-based participatory research, and pedagogy. Uniting these commentaries is a shared emphasis on research practices that promote Indigenous sovereignty and self-determination. In drawing these case studies together, we articulate a sovereignty-based model of social justice that facilitates Indigenous control over cultural heritage in ways that address their contemporary needs and goals.

Recovering Archaic period history of Native Americans such as the Rappahannock Tribe of Virginia is problematic because most of their rich, riverfront lands were taken by European colonists. Remaining archaeological material culture is now the property of current landowners. I collaborated with farmers along the Rappahannock River to evaluate their previously unstudied lithic collections as archaeological data sources. I tested landowner collections made by decades of repeated surveys for reliability by comparing independently made collections from the same site. The collections were significantly similar in abundance and composition through time, indicating they were representative samples of the underlying population. Comparison of collections including ground-stone tools from two different sites gave evidence of demographic changes and shifting settlement patterns through the Archaic periods and informed narratives of long-term Indigenous cultural change. I consulted with present-day Rappahannock Tribe members, who consider these collections important for tribal history, to develop research questions and evaluate shared results. Although private collections often lack documentation, proactive collaboration with responsive collectors as described allowed essential information to be recovered, documented, and preserved for the archaeological record. Building bridges of trust and information transfer among collectors, archaeologists, and tribe members is key to maximizing the information value of private collections.

This article examines the transnational activism of the Directorio Revolucionario Estudiantil (Revolutionary Student Directorate, DRE), a group of exiled Cuban anti-Castro students. In the wake of the Bay of Pigs invasion, with CIA funding, the DRE attempted to challenge student support for the Cuban Revolution in Latin America and elsewhere in the global South. This article uses the DRE's trajectory to rethink the 1960s as a period of anti-communist, as well as leftist, youth ascendancy. It challenges the idea that Cuba garnered universal youth support, stressing instead that the Cuban Revolution helped turn student politics into a key battleground of the Cold War.

Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

There has been—and continues to be—tension between Native peoples and museums in the United States due to past collecting practices and exhibitions that strive to interpret their culture and history without their involvement. Previously, many of these exhibitions stereotyped and lumped Native peoples together, depicting their cultures as static and interpreting them and their material culture from a Western scientific perspective. Changes are being made. Collaboration between Native peoples and museums in all areas of museum work, including exhibitions, is beginning to be considered by many as a best practice. Exhibitions developed in collaboration with Native peoples, with shared curatorial authority, decidedly help ease the historic tension between the two, and they are much more vibrant and accurate than when collaboration is lacking. This article will provide three examples of collaboration, defined with our tribal partners, to develop exhibitions at History Colorado, the state history museum, concluding with lessons learned.

This article addresses the ‘coloniality of gender’ in relation to rearticulated indigenous Aymara gender notions in contemporary Bolivia. While female indigenous activists tend to relate the subordination of women to colonialism and to see an emancipatory potential in the current process of decolonisation, there are middle-class advocates for gender equality and feminist activists who seem to fear that the ‘decolonising politics’ of the Evo Morales administration would abandon indigenous women to their ‘traditional’ silenced subordination within male-dominated structures. From the dynamics of indigenous decolonial projections, feminist critiques, middle-class misgivings and state politics, the article explores the implications of these different discourses on colonialism, decolonisation and women's subordination.