Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry

Calderón, Dolores

doi:10.1080/13504622.2013.865114

Cited by 166 publications

(103 citation statements)

References 15 publications

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“…Such responses follow what can be considered to be a 'second wave' of SHE, wherein the primary focus is sustainable campus operations, as well as 'first wave' efforts focused on integrating environment into the higher education curriculum beginning in the 1970s [48]. Furthermore, elaborating on Sterling's typology, we suggest transformative responses to sustainability in higher education should include a strong consideration of Indigenous land and understandings in settler colonial contexts such as Canada [49,50]. For instance, a transformative response might require recognition of territory and treaty rights, as well as a focus on Indigenous knowledge in relation to sustainability engagement [50].…”

Section: Institutional Change and Sustainability In Higher Educationmentioning

confidence: 86%

Strategic Planning for Sustainability in Canadian Higher Education

Bieler

McKenzie

2017

Sustainability

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This paper reviews representations of sustainability in the strategic plans of Canadian higher education institutions (HEIs). A content analysis of the strategic plans of 50 HEIs was undertaken to determine the extent to which sustainability is included as a significant policy priority in the plans, including across the five domains of governance, education, campus operations, research, and community outreach. We found 41 strategic plans with some discussion of sustainability, and identified three characteristic types of response: (i) accommodative responses that include sustainability as one of many policy priorities and address only one or two sustainability domains; (ii) reformative responses that involve some alignment of policy priorities with sustainability values in at least a few domains; and (iii) progressive responses that make connections across four or five domains and offer a more detailed discussion of sustainability and sustainability-specific policies. Accommodative responses were dominant. More progressive responses were typically from institutions participating in the Sustainability Tracking, Assessment and Rating System (STARS) of the Association for the Advancement of Sustainability in Higher Education. The paper concludes with consideration of the political and economic contexts contributing to this relative prevalence of accommodative responses to sustainability.

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Section: Institutional Change and Sustainability In Higher Educationmentioning

confidence: 86%

Strategic Planning for Sustainability in Canadian Higher Education

Bieler

McKenzie

2017

Sustainability

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“…This difference, between indigenous as disappeared and immigrants of color as foreign threats, is foundational to settler colonial governmentality originally developed to control colonial populations (Sa'di ) and remains a formative aspect of U.S. settler colonialism today. However, because settler colonial states have been successful in disappearing and metaphorizing indigenous presence in the United States (see for instance how social studies curriculum achieves this in Calderon , ), researchers of color maintain damage‐centered approaches because they unwittingly use settler colonial organizing ideas. By elaborating on governmentality, I explain the way governments produce citizens to protect and maintain government policies and ideologies (Foucault ).…”

Section: Settler Colonialism and Subject Formation: Theoretical Foundmentioning

confidence: 99%

“…This process directly shapes the construction of social, economic, and political relations in the location settled (Razack ; Weitzer ; Wolfe ) and, in turn, settler identity. This settler identity depends on the displacement and replacement of indigenous bodies/knowledges through laws, educational practices, and narratives of indigenous displacement vis‐à‐vis the nation and citizenship (Calderon , ; Bang et al. ; Tuck and Gaztambide‐Fernández ).…”

Section: Settler Colonialism and Subject Formation: Theoretical Foundmentioning

confidence: 99%

“…In response to this problem identified in the literature, a number of recent calls to decolonize research approaches and methodologies have consequently reshaped the debate around ethnographic research (see Buenavista ; Calderon ; Coloma ; Daza ; Rhee ; Subreenduth ; Tuck and Gaztambide‐Fernández ; Tuck and Yang , 2014a, 2014b). However, I argue that to begin to decolonize ethnographic work researchers need to expose how settler colonial knowledge regimes shape social science research, an endeavor with many important implications for the field of anthropology of education.…”

Section: Introduction: Critical Ethnography Research As Intervention mentioning

confidence: 99%

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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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“…Dolores Calderón (2014) offers some concrete educational suggestions for how to work through these antagonisms. In particular, she offers a framework of land education that "situates settler land policies and ethics targeting Indigenous peoples at the forefront of understanding how most people come to be in a given place through displacements that continue at the expense of Indigenous peoples" (26).…”

Section: Subjection Ecology and The Constitution Of Common Subjectsmentioning

confidence: 99%

Constituting Common Subjects: Toward an Education Against Enclosure

Slater

2014

Educational Studies

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Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry

Cited by 166 publications

References 15 publications

Strategic Planning for Sustainability in Canadian Higher Education

Strategic Planning for Sustainability in Canadian Higher Education

Moving from Damage-Centered Research through Unsettling Reflexivity

Constituting Common Subjects: Toward an Education Against Enclosure

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