Contemporary Anticolonialism: A Transhistorical Perspective

Kempf, Arlo

doi:10.1007/978-1-4020-9944-1_2

Cited by 11 publications

(5 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A decolonizing framework also builds on Dei (2006) and Kempf's (2009) anticolonial perspectives, which break away from the previous limited understandings of the term "colonial" as territorial imperialism or indirect and/or direct state or cultural control. This departure exposes the ever-changing colonialism as it morphs into new forms of domination and imposition to accommodate the needs of the colonizer (Dei & Kempf, 2006).…”

Section: Towards a Decolonizing Frameworkmentioning

confidence: 99%

“…Most importantly this paper seeks to address the lack of analysis on the development of BCK-12IE from a decolonizing framework informed by Māori Linda Tuhiwai Smith (1999), Black/African Canadian George J. Sefa Dei (2006), and first-generation settler Canadian Arlo Kempf (2009). Recognizing the privilege and responsibility of living and working on the unceded territories of xʷməθkwəy̓ əm, Sḵwx̱ wú7mesh, and səl ̓ ilwətaɁɬ təməxʷ 1 Peoples as a first-generation Taiwanese racialized settler, I intend to identify contemporary colonial dynamics and challenge the dominant narratives of Western superiority in order to disrupt various forms of colonial domination and imposition in BCK-12IE.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exposing Colonial and Imperial Roots in Neoliberal Globalization of BC K-12 International Education System

Lin

2023

cie-eci

View full text Add to dashboard Cite

With the rise of British Columbia (BC) kindergarten to Grade 12 (K–12) international education (formerly known as onshore schools) and the BC Offshore School Program, the business of international students is no longer limited to higher education. Working from a decolonizing framework, this study argues that the ever-changing, complex global system of international education in the context of BC’s public education system is a continuing form of imperialism and colonialism working under the guise of neoliberal globalization and the knowledge-based economy. Through a critical review of the current development of BC public schools’ K–12 international education, this study investigates how the shift from public schools dependent on shrinking government expenditure to relying on market-driven funding mechanisms has enormous implications on the way we think about education and the values that underpin educational endeavours.

show abstract

Section: Towards a Decolonizing Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exposing Colonial and Imperial Roots in Neoliberal Globalization of BC K-12 International Education System

Lin

2023

cie-eci

View full text Add to dashboard Cite

show abstract

“…Reparations can thus be mobilised as strategic spaces with a decolonising potential to advance outstanding justice demands associated with claims for recognition of the ‘social, political, economic and legal frameworks…that underlie settler colonialism’ ( Balint et al, 2014 : 214). These contestations of dominant narratives are made visible when the marginalised voices are ‘brought to the centre…[to expose] new truths about the past’ ( Kempf, 2009 : 27–28).…”

Section: Settler Colonialism Anti-colonialism and Reparationsmentioning

confidence: 99%

‘They Just Let Us Rot to Death:’ Anti-Colonialism, Contestation, and Resistance to Reparations for Indian Residential School Abuse

Petoukhov

2022

Social & Legal Studies

View full text Add to dashboard Cite

In the wake of increasing attention to reparations for settler colonialism in recent years, the politics of refusal and contestation of reparations has remained an underexplored area in socio-legal research. This article addresses this gap by foregrounding the perspectives of the colonised as a focal point to examine the strategies they mobilise to stage resistance to state-sponsored redress and to expose the harmful logics and legacies of ongoing settler colonialism. Strategies of resistance are discussed in the context of the Independent Assessment Process – a financial compensation process designed to provide redress to survivors of the physical and sexual violence they had suffered while attending Canada's Indian Residential Schools. This article explores how survivors disrupted the compensation process to advance an anti-colonial agenda, to politicise the violence, and to compel the settler state to recognise their lived experiences and realities of structural violence in the settler colonial present.

show abstract

“…Aimé Césaire (1972), Achille Mbembe (2001), andAmílcar Cabral (2016). It has since been elaborated upon by scholars like George Dei (2000Dei ( , 2006, Alireza Asgharzadeh (Dei & Asgharzadeh, 2001), Arlo Kempf (2009Kempf ( , 2010, Marlon Simmons (Simmons & Dei, 2012), Linda Tuhiwai Smith (2012), Leanne Simpson (2014), Glen Coulthard (2010, Eve Tuck (Tuck & Yang, 2012;Daza & Tuck, 2014), Njoki Nathani Wane (2006), and many others.…”

Section: Anti-colonial Theorymentioning

confidence: 99%

“…While post-colonialism has made significant contributions to our understanding of colonial relations, anti-colonial scholars challenge its conceptualization of colonialism. Anti-colonial scholars have consistently contested the 'post' in post-colonialism, where 'post' is meant to mean after colonialism (see, for example, Kempf, 2009;Wane, 2006). They dispute the idea that colonialism is a thing of the past-that the colonizers have left and that their oppressive laws and institutions have been dismantled (Smith, 2012).…”

Section: Anti-colonial Theorymentioning

confidence: 99%

Unsettling the Settler Colonial Structure of Canadian Legal Education: An Examination of Three Law Schools’ Engagement with Reconciliation

Smith¹

View full text Add to dashboard Cite

Indigenous law has a long and rich history in Canada, and it has played an important role in the formation of Canada's constitution. Unfortunately, the Canadian state has ignored and devalued it, treating it as less important than common law and civil law. In the context of Canadian legal education, law schools have, since the very beginning, been directed towards the study of common law and civil, at the exclusion of Indigenous law. This exclusion exists alongside other barriers for Indigenous law students, including racism and discrimination, isolation and culture shock, and stigma and feelings of powerlessness. In 2015, the Truth and Reconciliation Commission of Canada published its final report and 94 calls to action to advance reconciliation between the Canadian state and Indigenous Peoples. Two calls to action are aimed at legal education: call to action 28 calls for all law students to take a mandatory course in Aboriginal people and the law, and call to action 50 calls for the establishment of Indigenous law institutes.This study explores how Canadian law schools are engaging with reconciliation. Through the use of semi-structured interviews with faculty members and Indigenous law students at the University of Ottawa, Dalhousie University, and the University of Victoria, the study examines how participants conceptualize reconciliation and whether their engagement with reconciliation is consistent with the liberal or transformative approach to reconciliation. Employing an anticolonial framework, analysis of the data reveals that participants at all three law schools explain reconciliation, both as a general concept and in the context of legal education, in ways that are consistent with the transformative approach to reconciliation. The data also shows that all three law schools are on the path to implementing transformative reconciliation, but that much work remains to be done to unsettle the settler colonial structure of Canadian legal education.iii ACKNOWLEDGEMENTS Writing this dissertation was a very solitary journey, especially during the COVID-19 pandemic. I spent many hours alone reading and writing-and re-reading and re-writing.However, the process was made easier by the village of supporters who encouraged and assisted me along the way. There are four groups of people that I will forever be indebted to. The first group is made up of my dissertation committee members and faculty members and staff in the Department of Sociology and Anthropology at Carleton University. I am deeply grateful for the patient supervision of Dr. Jacqueline Kennelly, whose guidance and enthusiastic encouragement helped me throughout this project. I am also thankful for the support and constructive feedback of my committee members, Dr. Nahla Abdo and Dr. Kahente Horn-Miller. I also express my thanks to Dr. Xiaobei Chen and Dr. Aaron Doyle, both of whom have made me a better scholar. University departments succeed in large part because of the tireless support of administrative staff. The Department of Sociology and Anthropolo...

show abstract

Contemporary Anticolonialism: A Transhistorical Perspective

Cited by 11 publications

References 12 publications

Exposing Colonial and Imperial Roots in Neoliberal Globalization of BC K-12 International Education System

Exposing Colonial and Imperial Roots in Neoliberal Globalization of BC K-12 International Education System

‘They Just Let Us Rot to Death:’ Anti-Colonialism, Contestation, and Resistance to Reparations for Indian Residential School Abuse

Unsettling the Settler Colonial Structure of Canadian Legal Education: An Examination of Three Law Schools’ Engagement with Reconciliation

Contact Info

Product

Resources

About