The Colonizer and the Colonized

Memmi, Albert

doi:10.4324/9781315065670

Cited by 744 publications

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“…The "culture of poverty" is the effect of an imbalance in the power relations between groups which is, after all, an outfall of an embedding culture of apartheid that enmeshes us all. 24 …”

Section: The Consequences Of Serial Forced Displacementmentioning

confidence: 97%

Serial Forced Displacement in American Cities, 1916–2010

2011

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Serial forced displacement has been defined as the repetitive, coercive upheaval of groups. In this essay, we examine the history of serial forced displacement in American cities due to federal, state, and local government policies. We propose that serial forced displacement sets up a dynamic process that includes an increase in interpersonal and structural violence, an inability to react in a timely fashion to patterns of threat or opportunity, and a cycle of fragmentation as a result of the first two. We present the history of the policies as they affected one urban neighborhood, Pittsburgh's Hill District. We conclude by examining ways in which this problematic process might be addressed.

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“…The "culture of poverty" is the effect of an imbalance in the power relations between groups which is, after all, an outfall of an embedding culture of apartheid that enmeshes us all. 24 …”

Section: The Consequences Of Serial Forced Displacementmentioning

confidence: 97%

Serial Forced Displacement in American Cities, 1916–2010

2011

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“…Some, such as Memmi (1991), argue that the cruelty is visited upon not only those in the lower position, but also upon those who have the upper hand. For example, he argues, ''One is disfigured into an oppressor, a partial, unpatriotic and treacherous being, worrying only about his privileges and their defense; the other into an oppressed creature, whose development is broken and who compromises by his defeat.…”

Section: Cruelty: the Problem Of Asymmetrical Relationsmentioning

confidence: 98%

Cruelty to Compassion: the Poetry of Teaching Transformation

Kerr

2011

Stud Philos Educ

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Two complementary bodies of literature either claim explicitly or imply that human cruelty is rooted in asymmetrical relationships. The first describes and analyzes various forms of domination and acquiescence, including colonialism, racism, imperialism, sexism, and interpersonal power dynamics, among others. The second attempts to describe what would constitute the antidote, namely symmetrical relationships of mutuality and equality. Both of these literatures counsel abandoning asymmetrical relationships in favor of the symmetrical. To the contrary, this paper argues that it is only in the context of asymmetrical relationships that humans can learn the basics of equality and mutual regard that undergird democracy. More particularly, the moral use of asymmetrical relations would be to help the young acquire, inter alias, the kinds of self-awareness and selfunderstanding that would enable them to function as responsible parties in symmetrical relations.Keywords Domination and acquiescence Á Asymmetrical and symmetrical relationships Á Moral uses of asymmetrical relations Á Teaching transformation Á Enabling participation in relations of mutuality and equality Á Teaching democracy Á Self-knowledge and moral responsibility Á Poetry and imagination in teaching Á Avoiding domination in teaching

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“…Nakata's (2002) theorizing of the cultural interface being a site where Indigenous and nonIndigenous knowledge are already in contestation and tension with each other contrasts to the representation of Indigenous knowledge as being "outside" of the academy. Tuhiwai Smith (2005, p. 86) argued that within the Western academy, Indigenous knowledge is conceptualized as "Other", concurring with Frantz Fanon (1963) and Albert Memmi (1967). In being the "Other", it constitutes Indigenous identities as "colonized" as much as it inherently constitutes "Westerners" as "the colonizers".…”

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confidence: 89%

The potential of critical race theory in decolonizing university curricula

McLaughlin

Whatman

2011

Asia Pacific Journal of Education

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This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what "embedding" Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimize politics in the intellectual/academic realm. We conclude by arguing that critical race theory's emancipatory, future and action-oriented goals for curricula would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo.

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The Colonizer and the Colonized

Cited by 744 publications

References 0 publications

Serial Forced Displacement in American Cities, 1916–2010

Serial Forced Displacement in American Cities, 1916–2010

Cruelty to Compassion: the Poetry of Teaching Transformation

The potential of critical race theory in decolonizing university curricula

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