‘Why, why are we not allowed even…?’: a de/colonizing narrative of complicity and resistance in post/apartheid South Africa

Subreenduth, Sharon

doi:10.1080/09518390600886403

Cited by 16 publications

(15 citation statements)

References 4 publications

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“…Accordingly, identity works as a complex evolving, negotiating process between coercion and choice, rather than as a static, natural and essentially embodied part of us (Gupta and Ferguson 1997;Hall 1990;Rhee 2003). This is why interrogating one's personal identification process can illuminate historical and institutional organizations of power relations (Bhabha 1994;Britzman 1998;Cheng 2001;Fanon 1991;Subreenduth 2006).…”

Section: Entering An Already Racialized Space: a Person Of Color Is Mmentioning

confidence: 99%

Risking to be wounded again: performing open eye/I

Rhee

2008

Race Ethnicity and Education

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In this article, I narrate a self-reflexive inquiry on the process of becoming an Asian/Korean immigrant woman of color in the US. The purpose is to provide a particular insight and identity site to address the urgent need to examine ways in which the increasing number of postcolonial immigrants of color and US racial minorities engage with each other to make sense of our intersected but very differential impacts of racism. The article is organized using three vignettes on differently racialized encounters -my arrival to the racialized ruins of Korea town in LA as a newcomer, a recurring encounter with a racial epithet that defines me as Chinese, and an anti-racism session in an educational conference where I was disclaimed from being a person of color by another racialized group. Through these vignettes, I analyze the complex dynamics between very personal, affective experience and socio-political structure and actions that have constituted my still evolving palimpsest identity. In conclusion, I argue for the significance of performing open eye/I that risks being wounded again by not clinging to an unquestionable ideal of who we are and rather using it as a base to learn with others. This is to live those unknown possibilities of becoming through infinite practices of anti-racism toward the absence of racism.

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Section: Entering An Already Racialized Space: a Person Of Color Is Mmentioning

confidence: 99%

Risking to be wounded again: performing open eye/I

Rhee

2008

Race Ethnicity and Education

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“…Just as the human mind could be transformed from ignorance into intelligence, human labor could be transformed from unskilled to skilled...from being socially dangerous to being orderly" (Carnoy, 1974, p. 4). While formal relations of colonialism occurred in the past, legacies continue in contemporary society (McClintock, 1992;Subreenduth, 2006). Throughout his book, Carnoy makes the argument that education has long been used as mechanism for imperialism: "We hypothesize that the spread of schooling was carried out in the context of imperialism and colonialism and it cannot in its present form and purpose be separated from that context" (p. 15).…”

Section: The Neocolonial Project In Higher Educationmentioning

confidence: 99%

“…Although scholars do not share agreement on resistance methods most effective, they do agree that resistance has been going on as long as there have been forms of control (R. Young, 2003). Throughout the process, the colonized struggle with freeing themselves from the notions that colonizers put forward about them, but also struggled to free themselves from internalized dominance and inferiority (Daza, 2006;Haig-Brown, 2007;Memmi, 1965;Subreenduth, 2006). There are multiple worthy methods.…”

Section: Resistance To the Colonial Projectmentioning

confidence: 99%

“…There are multiple worthy methods. Sharon Subreenduth (2006) suggested that possibilities for resistance are located within specific historical and political times. James Jasper (2003) argued to move past threats to rationality and make room for emotions in political protest.…”

Section: Resistance To the Colonial Projectmentioning

confidence: 99%

“…Postcolonial literature describes how education has been one of the most significant modes of imposing values and practices of colonialism (Carnoy, 1974;Subreenduth, 2006).…”

Section: Introduction To the Neocolonial Project In Higher Educationmentioning

confidence: 99%

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Complicity with the neocolonial project in education: A deconstruction of student affairs preparation practices

Bondi

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Unsettling Metaphysics in Science Education

Higgins

2020

Unsettling Responsibility in Science Education

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The purpose of this chapter is to introduce the relation between Western modern science and Indigenous ways-of-knowing-in-being as it manifests within spaces of science education: as simultaneously co-constitutive and othering. In turn, unsettling science education is presented as a double(d) approach to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices. As a more nascent approach to the question of Indigenous science within science education, this is expanded upon by drawing from decolonizing and post-colonial approaches. Further, drawing across the two, deconstruction is highlighted as a (meta-)methodological approach to bear witness to the ways in which settler coloniality often manifests as absent presences and to (re)open the space of response within science education towards Indigenous ways-of-knowing-in-being.

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‘Why, why are we not allowed even…?’: a de/colonizing narrative of complicity and resistance in post/apartheid South Africa

Cited by 16 publications

References 4 publications

Risking to be wounded again: performing open eye/I

Risking to be wounded again: performing open eye/I

Complicity with the neocolonial project in education: A deconstruction of student affairs preparation practices

Unsettling Metaphysics in Science Education

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