The red tape of reparations: settler governmentalities of truth telling and compensation for Indian residential schools

Matsunaga, Jennifer

doi:10.1080/2201473x.2020.1811591

Cited by 5 publications

(4 citation statements)

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“…The capacity to cause harm is insidious given that public sector work is frequently authorized through notions that the public sector serves ‘the public good’. Meanwhile the machinery of bureaucracies where harms endure, remain largely obscured from public view, functioning to legitimate settler colonial jurisdiction as seemingly absolute (Matsunaga, 2021). For these reasons, we methodologically focus on the ‘meso-level’ and contend that in this space of “deep colonizing” (Rose, 1996), colonial myths are put into practice despite, and sometimes through, vocabularies of reconciliation and antiracism.…”

Section: Research Context and Our Theoretical Framementioning

confidence: 99%

Antiracist Interventive Interviewing: Subverting Colonial Interventions with Public Sector Workers

Allen¹,

Nath²,

Georges³

2023

International Journal of Qualitative Methods

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What does it mean to intervene in antiracist interviews with public sector workers? What do interventions look like in research seeking to name complicity in settler colonial violence and imagine otherwise relationships between non-Indigenous and Indigenous people? How might we methodologically define interventions and their pedagogical purpose(s)? In this paper, we share our experience of adopting a dual-pedagogical antiracist interventive research methodology in our qualitative research with public sector workers on settler colonial socialization. Building on antiracist interventive interviewing method, we map out our conceptualization of interventions as multidirectional and multiscalar. We narrate how we see interventions as dual pedagogical moments of disruption and possibility occurring at three scales, where we intervene to support our participants’ learning and they intervene to support ours. Our approach is illuminated through illustrations from our transcribed data of virtual interviews with 32 public sector workers in BC ( n = 23) and Alberta ( n = 9), and through our reflections on our research process. Our analysis demonstrates that interventions have three key effects. First, they are generatively disruptive in that they offer better access to understanding processes of settler colonial socialization. Second, interventions create junctures for antiracist and anticolonial learning. Third, interventions with participants open up opportunities to imagine otherwise beyond the strictures of settler colonialism, and orient towards anticolonial praxis rooted in recognition of Indigenous sovereignties. We conclude with a vocabulary of interventions meant to offer other qualitative researchers possibilities for how to intervene to better access and disrupt sites of deep colonizing.

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Section: Research Context and Our Theoretical Framementioning

confidence: 99%

Antiracist Interventive Interviewing: Subverting Colonial Interventions with Public Sector Workers

Allen¹,

Nath²,

Georges³

2023

International Journal of Qualitative Methods

View full text Add to dashboard Cite

show abstract

“…In the project, we articulate the interdisciplinary framework of settler colonial socialization to consider the space between individuals and structures. It is in this meso-space where settlers are made by learning how to take up the work of settler colonialism (see Crosby & Monaghan, 2012;Matsunaga, 2021). Although public sector work is frequently perceived as serving the public good, it relies on and reproduces colonial domination, dispossession and violence, yet its inner workings are largely hidden (Matsunaga, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…It is in this meso-space where settlers are made by learning how to take up the work of settler colonialism (see Crosby & Monaghan, 2012;Matsunaga, 2021). Although public sector work is frequently perceived as serving the public good, it relies on and reproduces colonial domination, dispossession and violence, yet its inner workings are largely hidden (Matsunaga, 2021). For these reasons, in our research we ask, "what do the pedagogical processes of settler colonial socialization tell us about how systemic colonial violence is sustained, and how it might be disrupted or refused in public sector work?…”

Section: Introductionmentioning

confidence: 99%

“…We argue that the declaration of privilege risks reproducing settlercentric logics that maintain settler colonialism, settler jurisdiction, and settler certainty. This risk is particularly pernicious in the public sector given that the public sector relies on its jurisdiction to act as being treated as absolute, which is in part justified through notions that it works for the "public good" (Matsunaga, 2021). We then offer reflections on why we bring settler complicity and Indigenous refusals together in our interviews, through our interview structure and subsequent analysis, in order to foreground Indigenous people's sovereignty and the material realization of relational accountability to orient participants (and ourselves) towards imagining otherwise.…”

Section: Introductionmentioning

confidence: 99%

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Settler Colonial Socialization in Public Sector Work: Moving from Privilege to Complicity

Nath

Allen

2022

SSJ

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In this piece, we ask, what are the risks of a pedagogy and politics that begins and ends with privilege? What does it mean to declare privilege when embedded in institutions of the settler colonial state? These questions are raised through an ongoing project where we interview provincial public sector workers on Treaty 6, 7 and 8 (Alberta, Canada) and Coast Salish Territories (British Columbia, Canada) about their implications in settler colonialism through public sector work. In the project, we articulate the interdisciplinary framework of settler colonial socialization to consider the space between individuals and structures – the meso-space where settlers are made by learning how to take up the work of settler colonialism. For these reasons, in our research we ask, “what do the pedagogical processes of settler colonial socialization tell us about how systemic colonial violence is sustained, and how it might be disrupted or refused in public sector work?” In this paper, we narrow our focus to the declarations of privilege that many of our interview participants are making. We reflect on these declarations and consider whether focusing on settler complicity and Indigenous refusals can better support a decolonial politics for settlers working in the public sector. We argue that declarations of privilege risk reproducing settler-centric logics that maintain settler colonialism, settler jurisdiction, and settler certainty, and we reflect on how to orient participants (and ourselves) towards the material realization of relational accountability and towards imagining otherwise.

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Relations outside of injury: Black ecologies, Indigenous geographies, and repair

Bruno,

Curley,

Gergan

et al. 2024

Political Geography

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The red tape of reparations: settler governmentalities of truth telling and compensation for Indian residential schools

Cited by 5 publications

References 0 publications

Antiracist Interventive Interviewing: Subverting Colonial Interventions with Public Sector Workers

Antiracist Interventive Interviewing: Subverting Colonial Interventions with Public Sector Workers

Settler Colonial Socialization in Public Sector Work: Moving from Privilege to Complicity

Relations outside of injury: Black ecologies, Indigenous geographies, and repair

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