Suchergebnisse

Hawaiian nationhood, self-determination, and international law / J. Kehaulani Kauanui -- Issues of land and sovereignty : the uneasy relationship between Chile and Rapa Nui / Riet Delsing -- Quechua knowledge, orality, and writings : the newspaper CONOSUR ñawpaqman / Fernando Garcés V. -- Collaboration and historical writing : challenges for the indigenous-academic dialogue / Joanne Rappaport and Abelardo Ramos Pacho -- The Taller Tzotzil of Chiapas, Mexico : a native language publishing project, 1985-2002 / Jan Rus and Diane L. Rus -- Dangerous decolonizing : Indians and Blacks and the legacy of Jim Crow / Brian Klopotek -- Nationalist contradictions : pan-Mayanism, representations of the past, and the reproduction of inequalities in Guatemala / Edgar Esquit

EnglishThis article examines the complexities inherent in a diverse classroom when teaching international issues by exploring decolonizing pedagogy, which includes theories and understandings from postcolonial studies, spatial and criti cal race theory. Student stories are included, to engage in a discourse on pedagogy and provide theoretical constructs to examine and critique the reactions to these stories.FrenchCet article examine les complexités inhérentes à une classe multiculturelle lors de l'enseignement des questions internationales en explorant la pédagogie de la décolonisation, qui comprend des théories et des apports conceptuels venant des études postcoloniales ainsi que de la théorie critique de la race. Y inclus sont des histoires d'étudiants afin d'engager une discussion sur la pédagogie et de proposer des constructions théoriques pour examiner et critiquer les réactions à ces histoires.SpanishEste ensayo examina las complejidades inherentes a enseñar asuntos internacionales a un salón de clase diverso mediante la exploración de una pedagogía descolonizante que incluye teorías y entendimientos provenientes de estudios postcoloniales y teorías de raza críticas y espaciales. Yo incluyo teorías de estudiantes para comprometernos en un discurso de pedagogía y proveer construcciones teóricas para examinar y criticar las reacciones a estas historias.

This is the final version. Available on open access from Brill via the DOI in this record ; Taking as the starting point, Majid Daneshgar's Studying the Qurʾan in the Muslim Academy, I argue that the political and intellectual contexts for the study of Islam and indeed the Qur'an cannot be ignored whether the study is conducted in the "Western" or the "Muslim" academy. The construction of the categories of religion and scripture arise out of practices of colonialist knowledge; positionality of the author cannot be eliminated from the interrogative gaze. Beginning with that critique, I suggest some possible ways in which we can decolonize the study of the Muslim scripture and its experience for Muslims.

Senegal features prominently on the UNESCO World Heritage List. As many of its cultural heritage sites are remnants of the French empire, how does an independent nation care for the heritage of colonialism? How does it reinterpret slave barracks, colonial museums, and monuments to empire to imagine its own national future? This book examines Senegal's decolonization of its cultural heritage. Revealing how Léopold Sédar Senghor's philosophy of Négritude inflects the interpretation of its colonial heritage, Ferdinand de Jong demonstrates how Senegal's reinterpretation of heritage sites enables it to overcome the legacies of the slave trade, colonialism, and empire. Remembering and reclaiming a Pan-African future, De Jong shows how World Heritage sites are conceived as the archive of an Afrotopia to come, and, in a move towards decolonization, how they repair colonial time.Offers insights into how an independent nation goes about decolonising its UNESCO World Heritage sites to imagine a national futureAnalyses the appropriation of heritage to repair the wounds of colonialismExamines themes of race, restitution and reconciliation in sites such as the House of Slaves and the Museum of Black Civilisations in Senegal

Abstract
Who are the peasants/Indigenous people and what is their role in the history and future of Mexico? Questioning the dominant version of the socio-political dynamics, I start with corn, a grain created in Mesoamerica, to develop one of most admired agroecological systems in the world. It contributes to good nutrition and health, (re)shaping social structures and the territory itself. Today's communities, transformed into a Communitarian Revolutionary Subject provide a model for post-capitalist societies. I apply the framework of Radical Ecological Economics to illustrate and accompany this dynamic.

There seems to be a sort of prevalent attitude in the Western world that its brand of democracy is something of a catch all solution for all the world's political problems. Hence, Western imperialism has always been sold under the pretext of spreading freedom and democracy. Democracy is beautiful. But it is no proof against imperialism. Whether democracy is causal is another whole consideration. It may be a case of the 'least bad of evil alternatives.' It may be a case of a state of social and political development over and above the way people organize themselves. It may be the fate of rational life on a planet with insufficient energy reserves to support locomotion without predation. But what gives anyone the right to go into a sovereign country and change its foundation through War? The whole democracy & freedom line is a lie to give Western imperialism a friendly face. Imperialism and its lie of spreading democracy is an unmitigated evil, whether for material gain, or the pride fostered by active participation in the machinery of state. Therefore, a people seeking to control their destiny must decolonize imposed Western democracy.

European colonization of other continents has had far-reaching and lasting consequences for the construction of childhoods and children's lives throughout the world. Liebel presents critical postcolonial and decolonial thought currents along with international case studies from countries in Africa, Latin America, and former British settler colonies to examine the complex and multiple ways that children throughout the Global South continue to live with the legacy of colonialism. Building on the work of Cannella and Viruru, he explores how these children are affected by unequal power relations, paternalistic policies and violence by state and non-state actors, before showing how we can work to ensure that children's rights are better promoted and protected, globally

European colonization of other continents has had far-reaching and lasting consequences for the construction of childhoods and children's lives throughout the world. Liebel presents critical postcolonial and decolonial thought currents along with international case studies from countries in Africa, Latin America, and former British settler colonies to examine the complex and multiple ways that children throughout the Global South continue to live with the legacy of colonialism. Building on the work of Cannella and Viruru, he explores how these children are affected by unequal power relations, paternalistic policies and violence by state and non-state actors, before showing how we can work to ensure that children's rights are better promoted and protected, globally.

In this paper, I discuss how the (dis)placement of Indigenous youth in child welfare can be better understood through youth's stories, voices and artwork. I will describe my approach and outline how the Uncovering Colonial Legacies research project developed, seeking to amplify the conversation about ongoing settler colonialism.

Uses a wide range of international case studies form the Global South to examine the stark repercussions of colonial conquest on children's lives and childhood policy today. Liebel shows the work that we must do to decolonize childhoods globally and ensure that children's rights are better promoted and protected