In this article, I weave together connections between notions of decoloniality and love while considering implications for decolonial praxis by racialized people settled on Indigenous lands. Through a community-based research project exploring land and body sovereignty in settler contexts, I engaged with Indigenous and racialized girls, young women, 2-Spirit, and queer-identified young adults to create artwork and land-based expressions of resistance, resurgence, and wellbeing focusing on decolonial love. Building on literature from Indigenous, decolonizing, feminist, and post-colonial studies, I unpack the ways in which decolonial love is constructed and engaged in by young Indigenous and racialized people as they navigate experiences of racism, sexism, cultural assimilation, and other intersecting forms of marginalization inherent in colonial rule. I uphold these diverse perspectives as integral components in developing more nuanced and situated understandings of the power of decolonial love in the everyday lives of Indigenous and racialized young peoples and communities.
Exploring Conceptualizations of Decolonial Love in Settler States
Sue Frohlick, Kristin Lozanski, Amy Speier, and Mimi Sheller
What mobilizes people to take up reproductive options, directions, and trajectories in ways that generate the possibilities and practices of mobilities? People’s desires for procreation or to resolve fertility challenges or partake in sperm donation, egg freezing, or surrogacy; the need for abortion services; and forced evacuation for childbirth care all involve movement. Reproductive aspirations, norms, and regulations move people’s bodies, as well as related technologies and bioproducts. At the same time, these corporeal, material, in/tangible mobilities of bodies, things, and ideas are also generative of reproductive imaginaries and practices. Reproduction is mobile and movement affects reproduction. Building from an interdisciplinary workshop on reproductive mobilities in Kelowna, Canada, this article aims to push the mobilities framework toward the edges of feminist, affect, queer, decolonizing, materialist, and nonrepresentational theories in thinking through both reproduction and movement.
Lloyd Kramer The Post-Revolutionary Self: Politics and Psyche in France, 1750-1850 by Jan Goldstein
J.P. Daughton Divided Houses: Religion and Gender in Modern France by Caroline Ford
Joshua Cole The Invention of Decolonization: The Algerian War and the Remaking of France by Todd Shepard
Richard J. Golsan A Holocaust Controversy: The Treblinka Affair in Postwar France by Samuel Moyn
Goulven Boudic Intellectuels Communistes: Essai sur l’obéissance politique, « La Nouvelle critique », 1967-1980 by Frédérique Matonti
Michael Christofferson The Specter of Democracy by Dick Howard
Françoise Gollain Une sécurité d’emploi ou de formation by Paul Boccara
Benjamin Moodie Le deuxième âge de l’émancipation: La société, les femmes et l’emploi by Dominique Méda and Hélène Périvier
When compared to the extensive historiography on missionary activity, the anthropology of missions is a relative newcomer, emerging as such in the context of the recent critique of the colonial system. In view of the importance of historiographical literature in outlining the subject, on the one hand, and of the impact of the decolonization of the African continent on anthropology, on the other hand, my purposes in this essay are, firstly, to examine how the historiography of colonial America and of African colonialism has handled the subject of missions; secondly, to describe the role of missionary activity in the historiographical debate in the context of the crisis of colonialism; and, lastly, to analyze how post-colonial critique has given rise to a new anthropology of missions.
Taking as its starting point the current debate over the significance of history in the National Curriculum for England, this article examines the place of the country's colonial past in its national culture of memory. In the context of debates about educational policy and the politics of memory concerning Britain's colonial heritage, the author focuses on the transmission and interpretation of this heritage via school history textbooks, which play a key role in the politics of memory. This medium offers insight into transformations of the country's colonial experience that have taken place since the end of the British Empire. School textbooks do not create and establish these transformations in isolation from other arenas of discourse about the culture of memory by reinventing the nation. Instead, they reflect, as part of the national culture of memory, the uncertainties and insecurities emerging from the end of empire and the decolonization of the British nation's historical narrative.
Erella Grassiani, Alexander Horstmann, Lotte Buch Segal, Ronald Stade, and Henrik Vigh
Violence, defined as the intentional inflicting of injury and damage, seems to always have been a fact of human life. Whether in the shape of raids, ambushes, wars, massacres, genocides, insurgences, terrorism, or gang assaults, socially organized violence, that is, human groups orchestrating and committing violent acts, has been a steady companion of human life through the ages. The human quest to make sense of violence is probably as old as violence itself. Academic conflict research both continues and advances this quest. As long as wars were waged between nations, the research on armed conflicts focused on international relations and great power politics. This paradigm was kept alive even when the asymmetrical warfare of decolonization spread across the world, because by then the frame of analysis was the binary system of the Cold War and regional conflicts were classifi ed as proxy wars. After the end of the Cold War, the academic interest in forms of organized violence other than international conflict became more general in the social sciences, not least in anthropology, a discipline whose long-standing research interest in violent conflict previously had been directed almost exclusively towards “tribal warfare.” But, following their research tradition, anthropologists also began to conduct field studies in contemporary war zones and other violent settings.
Menace and Mimicry in Papua New Guinea
Self-identification as a kanaka is a common rhetorical ploy in highlands Papua New Guinea, used to emphasize both a sense of economic and political marginalization, and a continued identification with tradition. However, I argue that the figure of the kanaka is not simply that of the villager, but of that terminated project of education, the ‘school leaver.’ I juxtapose the reflections of one such ‘school leaver’ on his exclusion from the educational trajectory with the celebrations and rhetoric surrounding the opening of a new village school. This throws into relief a village perspective on education, and what it means to be a citizen of the nation-state of Papua New Guinea. Bhabha’s (1987) analysis of colonial ‘mimicry’ informs my identification of the contradictory quality of this perspective. As a critique of the legacy of postwar education policy from the perspective of a contemporary generation of village leaders, the article is also intended as a response to Pels’s (1997: 178) call for “more ethnographies of decolonization.”
Naomi J. Andrews, Simon Jackson, Jessica Wardhaugh, Shannon Fogg, Jessica Lynne Pearson, Elizabeth Campbell, Laura Levine Frader, Joshua Cole, Elizabeth A. Foster, and Owen White
Silyane Larcher, L’Autre Citoyen: L’idéal républicain et les Antilles après l’esclavage (Paris: Armand Colin, 2014).
Elizabeth Heath, Wine, Sugar, and the Making of Modern France: Global Economic Crisis and the Racialization of French Citizenship, 1870–1910 (Cambridge: Cambridge University Press, 2014).
Rebecca Scales, Radio and the Politics of Sound in Interwar France, 1921–1939 (Cambridge: Cambridge University Press, 2016).
Claire Zalc, Dénaturalisés: Les retraits de nationalité sous Vichy (Paris: Éditions du Seuil, 2016).
Bertram M. Gordon, War Tourism: Second World War France from Defeat and Occupation to the Creation of Heritage (Ithaca: Cornell University Press, 2018).
Shannon L. Fogg, Stealing Home: Looting, Restitution, and Reconstructing Jewish Lives in France, 1942–1947 (Oxford: Oxford University Press, 2017).
Sarah Fishman, From Vichy to the Sexual Revolution: Gender and Family Life in Postwar France (New York: Oxford University Press, 2017).
Frederick Cooper, Citizenship between Empire and Nation: Remaking France and French Africa, 1945–1960 (Princeton: Princeton University Press, 2014).
Jessica Lynne Pearson, The Colonial Politics of Global Health: France and the United Nations in Postwar Africa (Cambridge, MA: Harvard University Press, 2018).
Darcie Fontaine, Decolonizing Christianity: Religion and the End of Empire in France and Algeria (New York: Cambridge University Press, 2016).
The Pedagogic Execution in French Colonial Indochina
Michael G. Vann
While there is a large body of literature on violence in colonial history, most studies have looked at either the bloodshed of conquest, major revolts, or decolonization. Despite the undeniable importance of such moments in the history of empire, an over-emphasis on these events creates a punctuated narrative where violence enters the story line, rears its ugly head, and then retreats. This paper argues that a complete understanding of the colonial encounter requires us to look at the violence in the many days between the arrival of the colonizers' expeditionary forces and the final achievement of national liberation. By examining the intersection between a rebellious band of pirates, a colonial state bent on revenge, and an opportunistic postcard maker, the portrait that emerges is one of a colonial society where violence was not just commonplace but an essential technique in maintaining the colonial order. Be it in the form of criminal violence that challenged French rule, the institutionalized violence of the state execution, or the symbolic reminders of such violence in the form of cheap postcards for sale in the city streets, acts, images, and memories of colonial violence were omnipresent. Importantly, the colonial state publicized its violence, making its ability to punish known to all. This violence terrorized the conquered native population and reassured the vulnerable white community. It is only in this context that other topics in colonial history such as educational reforms, city planning, and economic development can be understood.
Jean Comaroff, Peter Geschiere, Kamari M. Clarke, and Adeline Masquelier
Colonial frontiers, we have long been told, put conventional categories at risk. I grew up on one such frontier, itself an anachronism in the late-twentieth-century world—apartheid South Africa, where many of the key terms of liberal modernity were scandalously, publically violated. Religion was one of them. Some have argued that the act of separating the sacred from the secular is the founding gesture of liberal modern state making (Asad 2003: 13). In this, South Africa was a flagrant exception. There, the line between faith and politics was always overtly contested, always palpably porous. Faith-based arguments were central to politics at its most pragmatic, to competing claims of sovereignty and citizenship, to debates about the nature of civilization or the content of school curricula. As a settler colony, South Africa had long experimented with ways to ‘modernize racial domination’ (Adam 1971) in the interests of capitalist production, frequently with appeals to theology. After 1948, in contrast with the spirit of a decolonizing world, the country fell under the sway of Afrikaner rulers of overtly Calvinist bent. They set about formalizing a racial division of labor that ensured that black populations, the Children of Ham, remained economically subservient and politically marginal.