“Sisters Rising” is an Indigenous-led research project that centers the gender knowledge of Indigenous youth and communities. In this article, members of “Sisters Rising” build on the notion of kinscapes to propose renegade stewardship as a generative concept through which to consider what kinds of responses are required at the community-scholarly-activist level to disrupt conditions of gender-based and sexual violence and racialized poverty that strip Indigenous bodies of sovereignty, land, and cultural connections while targeting us for genocide. Operating from a multimethod research standpoint that is land- and arts-based, community-rooted, and action-oriented, that engages youth of all genders, and that links body sovereignty to decolonization, this work seeks to build political, theoretical, ceremonial, and interpersonal channels that are crucial to restoring dignity with advocacy for and by Indigenous communities.
Renegade Indigenous Stewarding against Gender Genocide
Sandrina de Finney, Shezell-Rae Sam, Chantal Adams, Keenan Andrew, Kathryn McLeod, Amber Lewis, Gabby Lewis, Michaela Louis, and Pawa Haiyupis
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
Recontextualizing the French Army in Algeria, 1954–1962
Terrence G. Peterson
confront decolonization as a specifically global process and why those efforts in turn resonated internationally. As they honed their operational doctrines in Algeria, French military thinkers looked abroad not only to understand the war in Algeria, but
Remembering and Forgetting Crémieux during the Franco-Algerian War
citizens who practiced Judaism. Within a few weeks’ time in spring of 1962, the French state orchestrated to “reject the Muslims” from the decolonized French Republic, even as they accepted Jews and pieds noirs . 7 In the move toward decolonization
German Television and Colonialism
Over the last decade, an increasing number of documentaries and fictional films broadcast on German television has established an image of German colonialism that claims to be informed by postcolonial criticism but, as I argue in this article, often resembles the image created by colonialism itself. Das Weltreich der Deutschen (The Global German Empire, 2010), a documentation produced by Guido Knopp, serves as an example for the close connection between practices of representation and colonial fantasies, and demonstrates how the combination of entertainment and education obscures the fact that colonialism has been not only a practice of political domination and economical exploitation, but also a practice of representation.
The Politics of the Integration of Harkis After 1962
During the Algerian War of Independence (1954-1962), France mobilized tens of thousands of native Algerian soldiers, known as the harkis, for counterinsurgent operations directed against their own countrymen of the National Liberation Front. As recruits for the French army, the harkis were given French status, which was then revoked when Algeria gained its independence. France later accepted the harkis as veterans and “repatriates,” only to confine them in camps until the 1970s. The abuse of the harkis has been noted as a “forgotten” episode in French postcolonial history. This article argues that the harkis were far from having been “forgotten,” and in fact were considered important throughout the Fifth Republic as a powerful counterpoint to the more problematic immigrant Algerian population in France. The harkis represented the key tension in postcolonial France between the notion of an irrevocable civil status and a national identity that favored a Eurocentric culture.
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.
Samuel Moyn and Jean-Paul Gagnon
Interview in Brief
Samuel Moyn provides insight into how the history of democracy can continue its globalization. There is a growing belief that the currently acceptable fund of ideas has not served the recent past well which is why an expansion, a planetary one, of democracy's ideas is necessary – especially now as we move deeper into the shadow of declining American/Western imperialism and ideology. Deciding which of democracy's intellectual traditions to privilege is driven by a mix of forced necessity and choice: finding salient ground for democracy is likely only possible in poisoned traditions including European ones.
The University of Cambridge Museum of Archaeology and Anthropology and the Campaign to Return a Looted Benin Altarpiece to Nigeria
Johanna Zetterstrom-Sharp and Chris Wingfield
In February 2016, students at Jesus College, Cambridge voted unanimously to repatriate to Nigeria a bronze cockerel looted during the violent British expedition into Benin City in 1897. The college, however, decided to temporarily relocate Okukor to the University’s Museum of Archaeology and Anthropology. This article outlines the discussions that occurred during this process, exploring how the Museum was positioned as a safe space in which uncomfortable colonial legacies, including institutionalized racism and cultural patrimony rights, could be debated. We explore how a stated commitment to postcolonial dialogue ultimately worked to circumvent a call for postcolonial action. Drawing on Ann Stoler’s and Elizabeth Edwards’s discussions of colonial aphasia, this article argues that anthropology museums risk enabling such circumvention despite confronting their own institutional colonial legacies.