studied by white people. I do not say this to invoke anything as reductive and homogenous as ‘white thinking’, or to flatten out distinctions of nation, class and gender (see Allen and Jobson 2016 for an excellent appraisal of race and decolonization
Decolonizing the Curriculum
Globalizing the History of French Decolonization
Jessica Lynne Pearson
studying the history of France and its empire, this special issue encourages scholars of French decolonization—or decolonizations, plural—to draw inspiration from the recent transnational and global turns as a way of facilitating a deeper engagement with
Rethinking the Politics of Engagement
Xuan Thuy Nguyen
can transform all forms of exclusion, we need to address the challenges of visual approaches critically to understand the extent to which methods such as drawing and photovoice can address inclusion and exclusion. Decolonizing Methodologies
Giuliana Chamedes and Elizabeth A. Foster
Scholarly attention to decolonization in the French Empire and beyond has largely focused on the political transitions from colonies to nation-states. This introduction, and the essays in this special issue, present new ways of looking at decolonization by examining how religious communities and institutions imagined and experienced the end of French Empire. This approach adds valuable perspectives obscured by historiographical emphasis on French republican secularism and on the workings of the colonial state. Bringing together histories of religion and decolonization sheds new light on the late colonial period and the early successor states of the French empire. It also points to the importance of international institutions and transnational religious communities in the transitions at the end of empire.
Indigenous Resurgence, Decolonization, and Movements for Environmental Justice
attempts to extract and distill bits and pieces of Indigenous knowledge to work in the service of climate recovery? What is lost in this process of “integration” when it is not occurring in conjunction with moves toward decolonization that center the
Dustin William Louie
sexual exploitation prevention education for Indigenous girls is understood as a community-based one, grassroots approaches are the preferred mechanism. Indigenous frameworks must take precedence to support a decolonizing agenda; technologies of
Matthew P. Romaniello
Russian imperialism continues to leave a strong imprint on indigenous cultures across Siberia, and throughout the Russian Federation and the post-Soviet republics. Imperialism is invasive and persistent, and it might be impossible to escape its consequences. In 1986, African novelist and postcolonial theorist Ngũgĩ wa Thiong’o published his influential essay collection, Decolonising the Mind: The Politics of Language in African Literature. One of his arguments is that no postcolonial subject could be free from the constraints of imperialism until she or he succeeded in freeing the mind from the trap of an imposed (and foreign) language. Ngũgĩ’s experience was based on his own life growing up in Kenya, but his lesson is as applicable to Siberia as it is for East Africa. For indigenous Siberians, language and education are at the forefront of the ongoing postcolonial struggle to maintain their cultural identities in modern Russia.
The Girl in the Text in Olemaun’s Residential School Narratives
(and, therefore, an agent of decolonization), and it seems no accident that they were published during the years that Canada’s Truth and Reconciliation Commission (TRC) convened. The picturebooks were published after the chapter books; the first of them
Bolivia is currently immersed in the Education Revolution, based on the implementation of a socio-community education system built upon a series of principles, among which intracultural, intercultural and pluri-lingual education is a fundamental pillar. I conducted ethnographic fieldwork from 2008 to 2010 in a school that put into practice some of these postulates. This article focuses on the articulation of curriculum content, practice and new education policies. The school claimed to carry out what the new law proposed in the context of intraculturalism, interculturalism and multilingualism. This study focused on the articulation of practice and curriculum in the school, regarding the tenets of the new law, and the consequences in relation to racism and essentialization of culture.
Few scholars today question the binary relationship between imperialism and violence, and French historians are no exception. In recent years, a multitude of studies have appeared concerning the violence inherent in the conquest of the nineteenth-century Gallic empire, the maintenance and defense of the colonial system, and the decolonization process—massacres and torture during the Algerian War, for example. Such works often reflect Etienne Balibar’s definition of “structural violence”: an essential component of a repressive system, maintaining unequal social relations while defending “the interests, power positions, and forms of social domination.”1 This hegemony took various guises at different times throughout the history of French imperialism, operating in tandem with assaults on the indigènes (the term adopted by the authorities for natives). It could involve surveillance and intelligence gathering, security forces, and judicial-penal institutions employed to harass and control the colonized. Yet it also resulted from the forced pacification of native peoples (Alice Conklin refers to this policy as an “act of state-sanctioned violence”) and the imposition of the indigénat—the loose collection of rules that granted extraordinary police and disciplinary powers to the colonial administration, along with the imposition of forced labor and taxation.2 The ultimate defense of this system, and indeed its brutal apogee, emerged during the wars of decolonization, in which tens of thousands of the colonized were killed in Algeria and Indochina, while countless others were subjected to torture and incarceration.