Publications
Martin Reinhardt (Center for Native American Studies) is featured prominently in an article titled “Analysis: Turning to Ancient Diets to Alleviate Modern Ills” that was published online by the Non-Aligned Movement (NAM) News Network based in Kuala Lumpur, Malaysia. The article states that unprecedented levels of chronic non-communicable diseases are prompting health experts and indigenous activists to highlight a need to revert to the diets of our ancestors to regain lost nutrients. Reinhardt addressed the detachment of modern society from its food systems in the story. He led a Decolonizing Diet Project at NMU in 2012-13, in which volunteer subjects committed to a diet consisting of foods indigenous to the Great Lakes region, in an effort to closely replicate how Native Americans would have eaten prior to colonization. To see the NAM News article, click here.
Antony Aumann (Philosophy) wrote an article that was published in the 2013 Kierkegaard Studies Yearbook. His piece was titled “Self-Love and Neighbor-Love in Kiergegaard’s Ethics.” On a related note, his article titled "Kierkegaard, Paraphrase, and the Unity of Form and Content" was published in Philosophy Today. The article explores Kierkegaard’s rejection of the standard view that paraphrasing him requires no special literary talent. It defends the justification Kierkegaard offers for his position that others cannot paraphrase in a straightforward fashion some of the ideas he expresses in a literary format. Aumann also addresses the implications of Kierkegaard’s position for contemporary scholarship.
Lisa Eckert (English) co-authored “Extending the Conversation: Raising Issues of Rurality in English Teacher Education,” which was published in English Education. The article argues the need for increased attention to issues of rurality within the field of English education. It suggests several approaches English teacher educators and researchers might take in thinking about rural English education, including integrating readings related to rurality in coursework, researching the unique challenges of teacher identity formation within rural contexts and emphasizing research focused on rural youth literacy practices.