Disability, Diversity, and Higher Education

Abstract

Border Theory; Critical Intersectionality; Decolonial Feminisms 352 Decision-Making accounts of Being, Truth, History, Culture/Civilization, and Freedom, it is essential to actively disrupt the "un-coercive re-arrangement of desires" (Spivak 2004, p. 526). Second, the praxis of remembrance, ceremony, and creative expression, or what Alexander (2006) calls "pedagogies of crossing," all illustrate "the decolonial imaginary" in action (Perez 1999). Storytellers, artists, musicians, dancers, and poets have the potential to express embodied representations of how the matrix of colonial power is lived and felt differently by through technologies of anti-Black racism, settler colonialism, heteropatriarchy, sexual violence, and global capitalism. As African American poet June Jordan (2007) so eloquently enunciates, "I am not Wrong: Wrong is not my Name." The call and response of decolonial education is to grapple with the devastating afterlife of coloniality.