JOURNAL ARTICLE

Returning to the River: The Cherokee Diaspora's Hydrospheric Connections.

  • Published In: Diaspora: A Journal of Transnational Studies, 2025, v. 25, n. 1. P. 37 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Smithers, Gregory D. 3 of 3

Abstract

This article examines how members of the Eastern Band of Cherokee Indians (EBCI) are revitalizing connections to rivers, drawing on Cherokee cosmo-epistemologies—Indigenous ways of knowing that emphasize the spiritual and ecological significance of water—and integrating these with contemporary environmental science and posthumanist theory. It highlights the historical trauma of the Trail of Tears diaspora, which severed many Cherokees from their ancestral riverine homelands in Southern Appalachia, while also exploring how diaspora communities have maintained and adapted their relationships to water and place across new landscapes. The article discusses recent collaborative efforts between the EBCI and scientific institutions to restore and care for river ecosystems, emphasizing the ethical and cultural importance of water as life (ama gvnida) and the ongoing challenges of balancing Indigenous knowledge with Western research methodologies. Overall, it presents returning to the river as a dynamic practice that sustains Cherokee identity, kinship, and environmental stewardship amid climate change and historical displacement.

Additional Information

  • Source:Diaspora: A Journal of Transnational Studies. 2025/04, Vol. 25, Issue 1, p37
  • Document Type:Article
  • Subject Area:History
  • Publication Date:2025
  • ISSN:1044-2057
  • DOI:10.3138/diaspora.25.1.2025.02.12
  • Accession Number:187977670
  • Copyright Statement:Copyright of Diaspora: A Journal of Transnational Studies is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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