Academic literature on the topic 'Decolonization narratives'
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Journal articles on the topic "Decolonization narratives"
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Tam, Gina Anne. "Conclusion." Historical Journal 67, no. 1 (2024): 194–97. http://dx.doi.org/10.1017/s0018246x23000341.
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This roundtable explores the potential of decolonization as a framework for understanding and addressing the problems of traditional narratives of Chinese history. We came together with the contention that the hegemonic narrative of Chinese history, which emphasizes 5,000 years of civilizational unity, is both misleading and harmful. A decolonization framework, we posited, could help illuminate past injustices and give us the tools to create better and more just histories about China.
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Verbyc'ka, Polìna Vasylìvna, Roman Kuzmyn, and Vasyl Banakh. "Decolonization of museum narratives of Donbas." Museologica Brunensia, no. 2 (2021): 12–26. http://dx.doi.org/10.5817/mub2021-2-2.
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GADELHA, CARMEN. "Nomadism and Decolonization: Cidade Correria." Theatre Research International 42, no. 2 (2017): 232–34. http://dx.doi.org/10.1017/s0307883317000360.
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The play Cidade Correria (City Rat Race) from Rio de Janeiro is my point of departure for a study of tragedy in contemporary theatre from the perspective of decolonization. A colonial mentality blanketed the New World with a white, male, heterosexual rationality whose universalizing pretensions would usher the native peoples ‘who had no writing or history’ into ‘civilization’. Dismantling this structure today requires connecting heterogeneities and dissonances. In the theatre, narratives demolish dramatic structure, proposing unstable compositions where figures pass by charting a cartography for today. Accordingly, Cidade Correria brings those from the periphery and the favelas, who have historically been excluded from mainstream narratives, into the urban fabric.
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Chaudhuri-Brill, Shukti. "Reflections on East and West: anthropology, decolonization, and teaching." Teaching Anthropology 10, no. 4 (2021): 84–91. http://dx.doi.org/10.22582/ta.v10i4.619.
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I examine here the role of anthropology in decolonizing narratives of personal identity, taking my own story as an example. I reflect on different aspects of decolonization between east and west: that of racialized identities in different national contexts; of disciplinary contrasts between European and American anthropology; and between that of eastern and western Europe. Drawing on Ingold’s notion of commoning, I discuss decolonizing practices through teaching anthropologically, using narrative as a method.
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Powers, Holiday. "Jilali Gharbaoui and Decolonization." Nka: Journal of Contemporary African Art 2023, no. 53 (2023): 44–55. http://dx.doi.org/10.1215/10757163-10904048.
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This paper proposes a new reading of Moroccan abstract painter Jilali Gharbaoui through the lens of decolonization. Gharbaoui fits uncomfortably into the narrative of modernism in Morocco. Unlike other painters, interested in direct connections between their shapes or abstractions and traditional visual culture or Islamic art as a postcolonial claim of local identity, Gharbaoui’s work is more elusive. Many critics have framed his abstraction primarily through his schizophrenia, as Gharbaoui died from suicide in 1971; this continual recourse to biography over the actual art objects puts Gharbaoui definitively at the margins of narratives of modernism. Moreover, this analysis precludes close attention to the ways in which Gharbaoui, like other painters of his generation, was shaped by the discourses of decolonization and the role that art could play in the new nation. Within this paper, in contrast, staying close to the work itself allows the possibility to understand the active ways in which Gharbaoui was negotiating questions of what postcolonial modernism could be. He sought to position himself as an international artist that was continually trying to bypass traditional aesthetics as a statement about modernity, but equally saw himself as deeply marked by his homeland. Read in dialogue and confrontation with cosmopolitanism, Gharbaoui’s oeuvre can be analyzed in terms of the multiple ways in which Gharbaoui tried to understand the materiality of the art itself, his relationship to the space of production, and the political stakes of abstraction.
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Klopov, Ivan, and Eldar Veremchuk. "INFORMATION TECHNOLOGIES OF THE DECOLONIZATION DISCOURSE: SOCIAL COMMUNICATION CHALLENGES IN WARTIME CONDITIONS." Scientific Journal of Polonia University 67, no. 6 (2025): 67–73. https://doi.org/10.23856/6709.
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The article explores the role of decolonization discourse in the context of the modern globalized world, with particular emphasis on the influence of information technologies in its formation and maintenance. Key aspects of decolonization movements are examined, including global trends, regional specificities, and the concept of discourse as a socio-communicative practice. Decolonization discourse is presented as a tool for reclaiming cultural identity, reinterpreting historical narratives, and establishing new sociocultural values. Special attention is given to the role of information platforms in advancing decolonization ideas. Social networks such as Twitter, Facebook, and TikTok are highlighted as important spaces for promoting local cultures and discussing socio-political issues of global significance. The use of digital tools in social movements and during military conflicts demonstrates their effectiveness in mobilizing communities, coordinating actions, and advocating for the rights of marginalized groups. Critical aspects are digital security, which protects activists from surveillance, and combating disinformation, which is often employed as a tool for manipulation. In the context of military conditions, the study investigates socio-communicative challenges, including the representation of culture and politics in the informational space. It analyzes the role of narratives in maintaining societal morale, organizing resistance, and creating counter-narratives to oppose the aggressor’s propaganda. The article highlights the prospects of socio-communicative technologies in decolonization discourse, including their potential for fostering new forms of educational and cultural exchange. The paper concludes by emphasizing the importance of the ethical use of information technologies in decolonization processes. Their potential in the struggle for global justice and the preservation of cultural diversity is critical to shaping an inclusive society. This study contributes to understanding the new roles of information technologies in contemporary sociocultural transformations. It also underscores the urgent need for a more inclusive approach to technological development that prioritizes the needs and voices of the marginalized communities.
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Sultana, Farhana. "Decolonizing Development Education and the Pursuit of Social Justice." Human Geography 12, no. 3 (2019): 31–46. http://dx.doi.org/10.1177/194277861901200305.
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Decolonization has become a popular discourse in academia recently and there are many debates on what it could mean within various disciplines as well as more broadly across academia itself. The field of international development has seen sustained gestures towards decolonization for several years in theory and practice, but hegemonic notions of development continue to dominate. Development is a contested set of ideas and practices that are under critique in and outside of academia, yet the reproduction of colonial power structures and Eurocentric logics continues whereby the realities of the global majority are determined by few powerful institutions and a global elite. To decolonize development's material and discursive powers, scholars have argued for decolonizing development education towards one that is ideologically and epistemologically different from dominant narratives of development. I add to these conversations and posit that decolonized ideologies and epistemologies have to be accompanied by decolonized pedagogies and considerations of decolonization of institutions of higher education. I discuss the institutional and critical pedagogical dilemmas and challenges that exist, since epistemological, methodological, and pedagogical decolonizations are influenced by institutional politics of higher education that are simultaneously local and global. The paper engages with the concept of critical hope in the pursuit of social justice to explore possibilities of decolonizing development praxis and offers suggestions on possible pathways forward.
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Paul, Henry Peter. "Decolonizing the Museum: Repatriation and Representation in Contemporary Curatorial Practices in France." Enigma in Cultural 2, no. 1 (2024): 58–68. http://dx.doi.org/10.61996/cultural.v2i1.60.
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The contemporary museum landscape in France is undergoing a profound transformation, driven by calls to decolonize its collections and practices. Repatriation of artifacts and rethinking representation are at the forefront of these efforts. This study examines the multifaceted nature of decolonization in French museums, focusing on repatriation initiatives, shifts in curatorial narratives, and the impact of these changes on both institutions and communities. This qualitative research employs a multi-method approach, including; In-depth analysis of repatriation cases from prominent French museums, tracing the process, challenges, and outcomes; Content analysis: Examination of curatorial narratives and exhibition texts, identifying changes in representation and voice; Interviews: Semi-structured interviews with museum professionals, curators, and community representatives, capturing diverse perspectives. The study reveals a complex picture of decolonization in French museums. While repatriation efforts have gained momentum, challenges persist in terms of legal frameworks, provenance research, and intercultural dialogue. Curatorial narratives are gradually shifting towards greater inclusivity, acknowledging historical injustices and incorporating diverse voices. However, the process remains contested, with debates over ownership, authenticity, and the role of museums in society. In conclusion, decolonization is a dynamic and ongoing process in French museums. While repatriation and representation are critical components, they are not sufficient in themselves. The study underscores the need for sustained commitment, transparent communication, and collaborative approaches involving both institutions and communities. Decolonizing the museum necessitates rethinking not only collections but also power structures, narratives, and the very purpose of museums in the 21st century.
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Sousa, Sandra. "“Mortu Nega”: A Decolonial Film or a Film about Decolonization?" Humanities 13, no. 1 (2024): 15. http://dx.doi.org/10.3390/h13010015.
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While discourse surrounding decolonization is not new, in recent years it has gained significant momentum with many advocating for its implementation as a means to address historical injustices. However, Olúfẹ́mi Táíwò’s thought-provoking book, coupled with the movie “Mortu Nega”, invites us to critically examine the concept of decolonization. This article aims to present an argument that challenges decolonization narratives by exploring the potential limitations and unintended consequences of embracing decolonization as an absolute solution for humanitarian issues in African societies. To accomplish this, I will begin by providing historical context on Guinea-Bissau, the former Portuguese colony that serves as the focal point of the film. Furthermore, this article will provide a comprehensive description of Flora Gomes’ film, followed by a discussion addressing the trope of decolonization theory. I will use the persistent lack of women’s emancipation and their ongoing struggle for genuine liberation and gender justice in Guinea-Bissau as an example of the need, following Táíwò’s thought, to rethink the uses of decolonization as a tool for analyzing Africa’s issues.
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Pisarek, Adam, and Barbara Orzeł. "Hemispheric and Transoceanic Narratives of American Travels: An Introduction." Review of International American Studies 17, no. 2 (2024): 43–51. https://doi.org/10.31261/rias.17584.
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Hemispheric and transoceanic narratives of American travels originated amidst an almost infinite, multidirectional, transoceanic mobility of people, goods, and lifestyles. Such multiplicity, impossible to reduce to a few organizing principles, defies confinement within any single explanatory framework. To meet this challenge, therefore, we open RIAS to this abundance, taking a step toward the decolonization of the narrative(s) of hemispheric and transoceanic American travels and of thereto related research. Embracing the non-homogeneity of the plethora of the scattered, and sometimes incoherent narratives—whose functions (and functionalizations) change, and whose perspectives vary—we emphasize the polyphony of voices. To decolonize such a multifaceted discourse, in this issue of RIAS we gathered articles which decentralize the conceptualization of travel narratives as necessarily bound with the idea of representation, disentangle the intertwined perspectives from which transoceanic narratives emerge and answer again to the question what it means to travel.
Dissertations / Theses on the topic "Decolonization narratives"
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Pegno, Marianna, and Marianna Pegno. "Narratives of Elsewhere and In-Between: Refugee Audiences, Edu-Curators, and the Boundary Event in Art Museums." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626323.
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This dissertation explores narratives that emerge from a community-museum collaboration while working with refugees in relation to Trinh T. Minh-ha’s (2011) concept of the boundary event. Within this study the boundary event is explored as moments of overlap where identity, experiences, knowledge, and processes are continuously being negotiated; by embracing or leaning into these moments, community-museum programs can develop multivocal narratives—where no single voice is heard as distinctly clear or separate. These co-created museum narratives stand in contrast to educational and engagement strategies that aim to instill knowledge and elevate community with the museum as the expert. In this dissertation 16 participant voices– of 15 refugees and one museum educator– mingle, coalesce, and complicate museum narratives. These narratives are participant-created (data presentation) as well as researcher-constructed (analysis and interpretation). Using the methodological lens of narrative inquiry and decolonization I investigated data collected from over a two-year period (summer 2013-summer 2015) including: content and wall labels collected from two exhibitions, one marks the beginning of the study in 2013 and the second in 2015 concludes the study; gallery activities collected over the course of the two-year study; and educator field notes from the 28 individual sessions. Ultimately, I argue that multivocal narratives, and embracing moments defined as the boundary event, complicate traditional hierarchy and expected stories of refugees and new migrants illustrating how difference can positively disrupt linear, static, and authoritative institutional narratives.
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Chiu, Man-Yin, and 趙敏言. "Written orders: authority and crisis in colonial and postcolonial narratives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29812902.
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Weiss, Nicole Marie. "The Invisible Genocide: Framing Violence Against Native Peoples in America." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588843548526721.
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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.
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Chang, Vivien Lavinia. "The new frontier of American diplomacy : African decolonization, modernization, and the making of a civil rights narrative." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58574.
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This thesis examines the growing importance of race to US relations with Africa in the context of decolonization, with a focus on the overseas effects of domestic racial problems and the ways in which American strategists sought to counter negative international opinion. It argues that Cold War concerns impelled American elites to craft a triumphalist narrative about the civil rights movement, which, in the course of the early 1960s, coalesced with theories of modernization to evolve into more concrete ideas about the need to repair the US image abroad. By analyzing presidential correspondence and speeches, newspaper editorials, United States Information Agency propaganda materials, and State Department reports, this paper reveals the twofold objectives of triumphalist development rhetoric, which bolstered the Kennedy administration’s modernizing ambitions in postcolonial Africa and informed the overseas representation of domestic racial developments.<br>Arts, Faculty of<br>History, Department of<br>Graduate
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Ostendorff, Daniel A. "Militancy, moderation, & Mau Mau." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:0cf867ef-09c2-41bf-8b9a-36d2e1e0c26c.
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This thesis examines the lives of Senior Chief Koinange wa Mbiyu and his eldest son, Peter Mbiyu Koinange. It joins with the growing rise of biographical work within African Studies. It challenges the historical understanding of late colonial rule in Kenya and the role of official myth in pre- and post-independence historical narratives. Koinange wa Mbiyu was the patriarch of one of the most respected, wealthy, and politically influential Kikuyu families of Kenya's colonial and post-colonial period. His eldest son, Peter Mbiyu, received a prestigious education abroad and returned to Kenya where he became a prominent leader for African independent education African political action. Koinange and Peter bear frequent mention in academic discussions of collaboration, discontent, nationalism, and militancy in Kenya's colonial era. This thesis challenges the widely held narrative that Koinange and Peter embraced militant politics opposing colonial rule during the 1940s. While fitting larger understandings of decolonisation, it is not an honest depiction of the Koinange's political actions. As a result, this thesis is intentionally a work of revisionist history that looks to the profound changes in the culture and nature of colinal rule during the 1940s, rather than a political shift in the Koinanges. In addition to challenging the prevalent understanding of Koinange and Peter's political action, this thesis raises a number of areas - gender, wealth, elite and family dynamics, to name a few - where the Koinange family history would further illuminate the historical understanding of the colonial era. This thesis is a dual biography, crafted as a work of narrative history. It challenges a breadth of current scholarship, utilizing the largest collection of pre-Mau Mau archival records to date. This thesis engages with a number of historiographical challenges related to biography, the individual, the family, and the challenges of oral history shaped in the crucible of cultural crisis.
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Ocampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.
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<p> Darder (2012), in <i>Culture and Power in the Classroom,</i> argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.</p><p> This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.</p>
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Choudhury, Athia. "Story lines moving through the multiple imagined communities of an asian-/american-/feminist body." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/669.
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We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appear at odds with one another, I examine how the material spaces and psychological realities inhabited by specific hyphenated, fragmented subjects are represented (and misrepresented) in both popular culture and practical politics, arguing against images of the hybrid body that bracket its lived tensions. I argue that fantasies of home as an unconditional site of belonging and comfort distract us from the multiple communities to which hyphenated subjects must move between. Hyphenated Asian-/American bodies often find ourselves torn between nativism and assimilationism - having to neutralize, forsake, or discard parts of our identities. Thus, I reduce complicated, difficult ideas of being to the size of a thimble, to a question of loyalty between my Asian-/American history and my American-/feminist future, between my familial background and the issues that have become foregrounded for me during college, between the home from which I originate and the new home to which I wish to belong. To move with fluidity, I must - in collaboration with others - invent new stories of identity and belonging.<br>B.A. and B.S.<br>Bachelors<br>Office of Undergraduate Studies<br>Interdisciplinary Studies; Philosophy
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Monnig, Laurel Anne. "Proving Chamorro : indigenous narratives of race, identity, and decolonization on Guam /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3301197.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.<br>Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0650. Adviser: Janet Dixon Keller. Includes bibliographical references (leaves 420-453) Available on microfilm from Pro Quest Information and Learning.
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Habib, Mohammed Baqir Murad Fatima Zahra. "Narratives of Hope in Anti-oppression Education: What are Anti-racists For?" Thesis, 2010. http://hdl.handle.net/1807/25650.
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This project explores the connections between the worlds we hope for and the worlds we help create. Over the course of several months, I conducted three sets of narrative interviews with three anti-oppression education facilitators, and a self-study with myself. Using narrative inquiry through a specifically anti-colonial lens as my method of analysis, I worked in partnership with my interview participants to draw meaning out of our interviews. Growing from these discussions, this thesis explores the work that discourses of hope do in our practices as facilitators of education for change. How do the things that we learn to hope for inform the way we teach, and the possibilities that are allowed in, or locked out, of our classrooms? In problematizing certain functions of certain discourses of hope, this study also explores the possibilities of anti-colonial hopings as a process of generating decolonizing dreams through education for change.
Books on the topic "Decolonization narratives"
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Wilson, Angela Cavender. Remember this!: Dakota decolonization and the Eli Taylor narratives. University of Nebraska Press, 2005.
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Juneja, Om P. Post colonial novel: Narratives of colonial consciousness. Creative Books, 1995.
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Ericksen, Rachel. Assessing the Decolonization of Cultural Heritage Policy in Belize through the Analysis of Narratives Presented at Colonial Sites. [publisher not identified], 2021.
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Boukortt, Benali. Le souffle du Dahra: La résistance algérienne de 1924 à 1962. Le Scribe L'Harmattan, 2013.
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Delavignette, Robert. Mémoires d'une Afrique française: Texte inédit. L'Harmattan, 2017.
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Ann, Howells Coral, and Hunter Lynette, eds. Narrative strategies in Canadian literature: Feminism and postcolonialism. Open University Press, 1991.
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Mashman, Valerie. Border History from a Borneo Longhouse. Amsterdam University Press, 2024. https://doi.org/10.5117/9789463723459.
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A headman of a remote Kelabit longhouse in Borneo is wrestling with recent changes caused by logging and roadbuilding. During this time of tension, he tells three historical narratives defining what makes the good life. His stories of history celebrate pioneering heroes who led through warfare and migrations, who interact with the Brooke state and initiate peace-making, and who journey to seek local Christian missionaries. This microhistory highlights the resilience of values in the face of transformative change, values providing a cultural structure for the Kelabit to redefine and adapt whilst maintaining their identity as a community. This work is relevant to Austronesian studies, Southeast Asian history, oral history, the anthropology of value, sociality and ethnic identity, Christian conversion, and issues of borderlands, decolonization, and indigeneity. It is of interest to readers concerned with the history of transnational peoples of Borneo, including the Kelabit, Sa’ban, Kenyah, Ngurek, Penan, and the Lun Dayeh.
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Yahya, Zawiah. Resisting colonialist discourse. 2nd ed. Penerbit Universiti Kebangsaan Malaysia, 2003.
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The Bloomsbury Introduction to Postcolonial Writing: New Contexts, New Narratives, New Debates. Bloomsbury Academic, 2017.
Find full textBook chapters on the topic "Decolonization narratives"
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Tijani, Hakeem Ibikunle. "Decolonization: Understanding the Conventional Narratives." In Union Education in Nigeria. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137003591_3.
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Hashimoto, Akiko. "Japanese Narratives of Decolonization and Repatriation from Manchuria." In The Cultural Trauma of Decolonization. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27025-4_3.
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Rahbari, Ladan, and Olga Burlyuk. "Introduction." In Migrant Academics’ Narratives of Precarity and Resilience in Europe. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0331.23.
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In the introduction chapter, we draw on the existing literature at the intersection of precarity and migration to show the gap in studies on migrant academics’ precarity and resilience. We outline our aim as decolonization of (former) academics’ narratives of South-North migration. We also provide an outline of the narrative chapters and explain how they speak to each other.
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Yomantas, Elizabeth Laura Hope. "Beginnings of Student Decolonization Journeys through Narratives of Connection and Belonging." In Developing a Model for Culturally Responsive Experiential Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003293699-6.
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Jaime, Angela M., and Taylar Stagner. "Decolonization, Counter-Narratives and Education of Two Native Women in Higher Education." In Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02251-8_5.
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Santos, Antonio Ortega. "Ocean Narratives: Fluxes of Commodities Across the Pacific in the Contemporary Age." In East Asia, Latin America, and the Decolonization of Transpacific Studies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-74528-8_4.
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Mullen, Carol A. "Contemporary Canadian Indigenous Peoples on Tribal Justice as Decolonization: “Not All Narratives Begin in 1867”." In Handbook on Promoting Social Justice in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_68-1.
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Mullen, Carol A. "Contemporary Canadian Indigenous Peoples on Tribal Justice as Decolonization: “Not All Narratives Begin in 1867”." In Handbook on Promoting Social Justice in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_68.
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Sandström, Camilla, and Katrina Rønningen. "Commentary." In Palgrave Studies in Anthropology of Sustainability. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78040-1_10.
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AbstractHow to turn the different “ways of seeing” and “ways of knowing” into “ways of making” legitimate regulations, processes, and legal frameworks for the potential sharing of benefits and burdens of natural resources and places? Political science, geography, and anthropology are all concerned with power and its structuring effects; anthropology, however, provides a vital sensitivity toward contextual, cultural, and historical factors.Environmental communication exercises power as a tool in processes of decolonization and struggles for self-determination, but also through the many mandatory requirements of planning and licensing processes, EIAs, participatory processes, and so on. Environmental communication may thus be used to understand power struggles and conflicts, while also itself shaping these struggles. These processes generally lack the tools to take multi-generational experiences, oral narratives, and local knowledge into consideration, while employing very narrow time perspectives. Anthropology thus provides a sorely needed approach that is crucial to mapping land use and meanings properly.
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Mackay, Melanie. "Indigenous Mining." In Heavy Metal. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0373.11.
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Although dominant western narratives often imply otherwise, mining is not just a colonial idea or activity. First Nations have been mining and quarrying rocks and minerals for thousands of years, using the extracted materials for cultural, spiritual, medicinal, and practical purposes. The literature documenting the use of rocks and minerals by First Nations peoples has been produced by archaeologists, and very little is known about these activities within the context of mining engineering and geoscience. By documenting the knowledge, resource management and science behind First Nations use of rocks, minerals and mining, we can contribute to the decolonization of the mining sector, while also helping to drive much needed innovation. The mining industry is now evolving to focus more attention on smaller and lower grade deposits, reprocessing of waste, sourcing independent supplies of critical minerals, and Indigenous reconciliation. Continued advances in these areas, inspired from the lessons of First Nations mining, are needed to transition the industry on a path to social and environmental sustainability. Working with Indigenous peoples to incorporate Indigenous ways of knowing into mine design and reclamation could be the key to overcoming the challenges ahead.
Conference papers on the topic "Decolonization narratives"
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Kosztyła, Aleksandra, Heitor Alvelos, and Pedro Cardoso. "Augmenting the Narratives: The Potential of Augmented Reality Counter-Sculptures." In 8th International Visual Methods Conference. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.168.22.
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While monuments have traditionally served as reminders of notable figures and events, their celebratory dimension introduces complexity as societies evolve and perspectives change. Contemporary debates on decolonization and cancel culture, in the pursuit of justice for the historically oppressed, frequently culminate in the removal or demolition of these landmarks. However, some have criticized it as a form of erasure of history, leading to oblivion. In this context, this article introduces a hypothesis: counter-sculptures, placed noninvasively via augmented reality (AR) technology in juxtaposition to the existing monuments, adding alternative or critical viewpoints on the events depicted by the original landmarks. The article draws inspiration from the discourse on history versus memory, placing these digital interventions as a bridge between amnesia and remembrance, erasure and representation. The article formulates a working definition of the term “counter-sculpture,” emphasizing its role as a complementary, rather than opposing, viewpoint to existing monuments, and explores its relationship with the existing term “counter-monument.” Furthermore, the article delves into their potential role in the debates surrounding decolonization and cancel culture. Lastly, it exemplifies this concept with a prospective intervention: the creation of an AR counter-sculpture of the literary character Velho do Restelo from “Os Lusiadas,” placed in proximity to the Monument of Discoveries in Lisbon, Portugal. In conclusion, this paper highlights AR counter-sculptures’ potential to contribute to the debates on decolonization and cancel culture, by providing a space for underrepresented voices, challenging dominant narratives embodied by existing monuments, thus aiding to reinterpret historical events in a more nuanced and equitable way. Through these digital additions, existing physical sculptures are preserved, while we advocate for a shift in the approach to public monuments from objects of celebration to objects of remembrance, inviting dialogue and exploration from diverse perspectives.
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Das, Dipto, and Bryan Semaan. "Collaborative Identity Decolonization as Reclaiming Narrative Agency: Identity Work of Bengali Communities on Quora." In CHI '22: CHI Conference on Human Factors in Computing Systems. ACM, 2022. http://dx.doi.org/10.1145/3491102.3517600.
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Regis Brasil, Priscilla. "Film as part of the thesis and mounting as a method for the social sciences." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.112.
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My argument is that the history of space can be built by montage. I'm a documentary filmmaker and editor. I understand film as a support for writing in fragments. I think that the filmic form, capable of carrying movements and times, testimonies and texts, past and present, is a suitable support for the history of space. There is a visual form of knowledge and a wisdom of the gaze, as in Warburg's Atlas, largely disregarded by the academy as a way of producing knowledge. If montage is a polyphonic device that uses forgotten remains and heterogeneous narrations to dismantle the official story and reassemble another story from its critical constellations, no instrument seems to me more adequate than a film to execute it. Through the search for other ways of narrating the urban experience, following Benjamin from the rags and the residues, operating knowledge from the anarchic potentialities of the fragment and the problematization through doubt, through the incomplete and through the unfinished. For Didi-Huberman, the empirical and creative exercise proposed by Benjamin is capable of bringing out other possibilities from the dismantling of certainties. It allows us to think through the differences in the gaps left between the fragments. The montage allows for the simultaneity of times and the emergence of symptoms, the revelation of failures, conflicts, heterogeneity, in perforating tradition and colliding with the text. If montage serves all this, it also serves the decolonization of perspectives and methodologies, serves to narrate the history of subalterns and the hidden histories of empires. It also can be used to articulate memory, narration and history in the attempt to grasp reality. I propose the use of cinematographic montage as a method of knowledge production, as an important part of the research and whose result will be a constitutive and inseparable part of the thesis. Film as a method for the social sciences. In addition to assembling the fragments, the author's narrative interference is a critical point of the proposed experience. Delivering an account of the position from which one narrates is, therefore, fundamental. The narration does not impose itself as a voice of God over the material, as it neither affirms nor has certainties. It is organized on the incompleteness of the process. The narration sheds light on the background of the painting, on what History disregarded, on what was considered disposable or unimportant by the discourse of the dominator. It is thinking through differences and from the cracks of what was enunciated by the authority. It is thinking from accidents and ghosts.I propose the integration of the result of film montage experience in the general organization of the thesis, so that the chapters can vary between the two supports, text and film, being organized according to what the material itself indicates.
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Guedes, Pedro. "Healing Modern Architecture’s Break with the Past: Musings around Brazilian Fenestration." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. SAHANZ, 2022. http://dx.doi.org/10.55939/a3990prwvx.
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This paper focuses on the role of Brazilian architects in emancipating Modern Architecture from overly limiting orthodoxies. In particular, this study follows direct, if weak influences across the Pacific to Australia and stronger ones across the South Atlantic to Southern Africa, where Brazilian ideas found fertile ground without being filtered through Northern Hemisphere mediations. Official delegations of architects from Australia and South Africa went to Brazil seeking inspiration and transferable ideas achieved mixed success. Central to the theme of this essay is a recently discovered and unpublished manuscript. It is the work of Barrie Biermann who, upon graduation from the University of Cape Town sailed across to Brazil in 1946 to gain first-hand knowledge of the architecture that had achieved worldwide renown through the 1943 Brazil Builds exhibition at the Museum of Modern Art in New York (MoMA). Biermann’s close observations and discussions with several of Brazil’s leading architects helped him develop a fresh narrative that placed recent developments in a continuum linked to Portuguese colonial architecture that had taken lessons from the ‘East’. Published in a very abridged form in a professional journal in 1950, it lost much of the charm of the original, which, in addition to imaginative theoretical speculation, is enriched by evocative, atmospheric sketches, water colours and photographs. This study shows that South-South connections were quite independent and predated the influence of ‘scientific’ manuals of ‘how-to build in the tropics’ that proliferated from metropolitan centres in the mid-1950s, preparing for decolonization but perhaps also motivated by ambitions of engendering other forms of dependence. Brazilian ideas and examples of built work played an important role in bringing vitality to some of the architectures of Africa. They also engaged with crucial issues of identity and the production of buildings celebrating values beyond the utilitarian.
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Sotome, Hayate. "Patriotism for Cosmopolitanism: Postcolonial Reading of Vazha-Pshavela’s Essay “Cosmopolitanism and Patriotism”." In XII Congress of the ICLA. Georgian Comparative Literature Association, 2024. https://doi.org/10.62119/icla.2.8406.
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Vazha-Pshavela is known as one of the most important poets in the history of modern Georgian literature. His epic poems, “Aluda Keterauli,” “Guest and Host” are regarded as masterpieces until today and are adopted into a film, “Vedreba” (“The Plea”), by Tengiz Abuladze, which consist of his trilogy (the others are “Natvris Khe” (“The Wishing Tree”) and “Monanieba” (“Repentance”). Beside poems, he wrote short tales as well as ethnographic or philosophical essays. Today I would like to make my presentation based on his one of the most important essays, “Cosmopolitanism and Patriotism” (1905). This essay tends to be understood that the poet supports for patriotism against cosmopolitanism especially when considering the context of that time. Before starting our discussion, I would like to introduce this historical context. In the second half of 19th century, Georgian students started studying in university in Russia and they formed a new group with nationalistic ideology to find the way to save the country from Russian colonial rule. The leaders of the group were Ilia Ch’avch’avadze and Akaki Tsereteli (we can see their statue on Rustaveli Ave.). Later they are called as “Pirveli Dasi” (The first group) and are considered as canonical writers. If the first group consists of nationalists, the second, “Meore Dasi” is utopian socialists, and the third “Mesame Dasi” is Marxists. The last one got active since 1898 and harshly criticized the first group and its leader, Ilia Ch’avch’avadze, blaming their nationalistic thought and aristocracy while insisting international and cosmopolitan movement. Finally, this opposition ended up with Ch’avch’avadze’s murder in 1907 while the essay we are now going to discuss is written in 1905–2 years before the murder. Therefore, from this context, it looks natural to understand that with the essay Vazha-Pshavela was supporting the nationalist movement, with which Ch’avch’avadze intended to decolonize Georgia, and it is also natural to consider Vazha-Pshavela as a member of “The First Group.” Nationalism, of course, is a strong ideology and narrative to fight and struggle against imperialism and colonialism. However, when once decolonization is successfully accomplished, nationalism itself sometimes turns into nothing but a mean to oppress other ethnic minorities, or to cause conflicts with other nations. From this postcolonial point of view, we should be careful when treating nationalism as the idelogy for fighting against empires; we should recognize that nationalism has both sides. We can observe such political situations in African as well as Asian post-colonial countries, and, to some extent, the similar scene can be observed in the post-soviet nations including Georgia, which holds the nationalist ideology of “the First Group” as a core of national narrative as well as the Georgian literary canon until today. Therefore, when reading the canonical works of Georgian nationalist literature, in our case Vazha-Pshavela, we should pay more attention to this postcoloinial admonish in order that we should not be trapped in the nationalist dilemma (or, in other words, chauvinism). The aim of this paper is to inquire how we can read Vazha-Pshavela’s works without a simple and direct understanding as a part of “nationalist” discourse.