Empire: An Analytical Category for Educational Research

Coloma, Roland Sintos

doi:10.1111/edth.12046

Cited by 39 publications

(20 citation statements)

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“…For example, Apple (2011) states that the United States' shift in demographics should prompt teachers and teacher educators to think globally about education-to see diasporic people as "resources" rather than problems-and to recognize that we owe a debt to the low-paid, exploited laborers who make our standard of living possible. Some scholars have looked unremittingly at U.S. empire (McLaren et al, 2004;Patel, 2013), examined its legacies in our educational institutions (Willinsky, 1998), considered it in regards to the beliefs and preparation of language teachers (Canagarajah, 2008;Diaz Soto & Kharem, 2006;Motha, 2014), and pressed for curriculum, pedagogy (Hickling-Hudson, 2003;McLaren et al, 2004), and educational research (Coloma, 2013;Patel, 2016;Tuck & Yang, 2012) to grapple with imperialism's implications. For example, more than 20 years ago, Giroux (1992) urged the field of multicultural education to think about how legacies of imperialist ideologies produce and rewrite our texts, institutions, and social practices-including teachers' work.…”

Section: Conceptualizing American Imperialism and Immigrants In Teacher Educationmentioning

confidence: 99%

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U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

Chávez-Moreno

2020

Journal of Teacher Education

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U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of imperial privilege, inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.

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Section: Conceptualizing American Imperialism and Immigrants In Teacher Educationmentioning

confidence: 99%

“…González, 2011). 2 In using the terms empire/imperialism , I refer to the American settler-colonial nation-state (Calderon, 2014; Coloma, 2013) as an oppressive force that also operates outside of its borders and affects foreign populations—with dire consequences for the Othered.…”

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confidence: 99%

U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

Chávez-Moreno

2020

Journal of Teacher Education

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“…As stated, settler colonialism is a type of colonialism shaped by the fact that European colonizers came to stay and create a permanent nation and people (Coloma ; Tuck and Yang 2014a; Wolfe ). Settler colonialism has also been described as a triad relationship between settler/indigenous/slave (Arvin, Tuck, and Morrill ; Tuck and Yang 2014a; Vizenor ; Wynters ).…”

Section: Settler Colonialism and Subject Formation: Theoretical Foundmentioning

confidence: 99%

“…Indianness is a foundational tension to understanding settler colonialism in the United States (Byrd ; Champagne ; Coloma ; Grande ; Tuck and Yang ; Vizenor , ; Wolfe ). Indianness refers to the centering, or privileging, of indigenous ways of knowing; histories; maintaining relationships with lands, resources, and peoples; and making claims regarding nature.…”

Section: Settler Colonialism and Subject Formation: Theoretical Foundmentioning

confidence: 99%

Moving from Damage-Centered Research through Unsettling Reflexivity

Calderón¹

2016

Anthropology & Education Quarterly

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The author revisits autoethnographic work in order to examine how she unwittingly incorporated damage-centered (Tuck 2009) research approaches that reproduce settler colonial understandings of marginalized communities. The paper examines the reproduction of settler colonial knowledge in ethnographic research by unearthing the inherent surveillance that partly constitutes settler colonial subjectivities in the United States. Finally, the author discusses unsettling methodological approaches as a way to disrupt damage-centered practices in ethnographic research. In the author's data collection at the U.S./Mexico border, the deeply introspective method of unsettling reflexivity-the ways we might (both indigenous and non-indigenous scholars) reproduce settler colonialism-helps challenge colonial-blind knowledge production, which has affected our understanding of colonial histories and often shaped the research process. [decolonial methods, Indigenous methodologies, settler colonialism, surveillance, colonial-blind epistemology] Introduction: Critical Ethnography Research as Intervention to the Colonial ProjectAs researchers committed to decolonial research in education, we must be vigilant of the ways we might unintentionally reproduce colonialist regimes of knowledge, which in the United States are organized by an ongoing settler colonial project. Characterized in how European colonizers came to stay and maintain a nation-building project, settler colonialism depends on the dispossession of indigenous peoples from their land and cultures and requires supportive knowledge systems and political and legal institutions to help found and maintain settler societies (Wolfe 2006). Indeed, if we look at the history between researchers and indigenous peoples, we know the price paid by indigenous communities has been great, creating a great mistrust of research in general within indigenous communities (Smith 1999;Trask 1991). As many have pointed out, researchparticularly anthropology-has been an extension

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“…Here we need to recall how the veiling of women not only allowed women (and sometimes men dressed as women) to smuggle arms and explosives into French colonial strongholds for actions, but also how the French staging of coerced unveiling public events was carried out alongside the torture of men (and many women too). In a move relevant to current debates on the veil (Haddour 2013;Coloma 2013), Fanon comments: "What is in fact the assertion of a distinct identity, concern with keeping in fact a few shreds of national existence, is attributed to religious, magical, fanatical behaviour" (DC, 41), but "…[t]he tenacity of the occupier in his endeavor to unveil the women, to make of them an ally in the work of cultural destruction, had the effect of strengthening traditional patterns of behaviour" (DC, 49). While Fanon portrays gender roles in the traditional family as protective against colonization, he also highlights women's mobilization as central to the revolutionary struggle -not only via the traditional gendered roles of nurse or home-maker but also within armed struggle.…”

Section: The Gendered and Generationally-ordered Childmentioning

confidence: 99%

Fanon’s other children: psychopolitical and pedagogical implications

Burman

2016

Race Ethnicity and Education

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Discussions of the writings of theorist, psychiatrist and revolutionary, Frantz Fanon, in the fields of education and childhood typically focus on his account of a traumatic encounter with a white child, whose fear at the sight of a black man is said to create a vilified, racialized identity and installs an irreversible social and corporeal alienation. Yet Fanon's writings include a range of other depictions of children, childhood and education which reflect his broader views of colonial and decolonisation processes that include recognisable tropes of classic developmentalism, including gender chauvinisms. Nevertheless it is suggested that the diversity and complexity of child-related allusions across his texts allow for other critical readings that can inform educational debates on anticolonial analyses, of children, childhood and of their more general role in post and anti-development discourse.

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Empire: An Analytical Category for Educational Research

Cited by 39 publications

References 0 publications

U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

Moving from Damage-Centered Research through Unsettling Reflexivity

Fanon’s other children: psychopolitical and pedagogical implications

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