Tag Archives: decolonization

Module 4 – Post 5 – Decolonizing Research

“Research” is probably one of the dirtiest words in the indigenous world’s
vocabulary

This great quote is used in this very enlightening essay on research methodologies being used when examining Indigenous issues. Written from a New Zealand perspective, this short book review, the author attempts to help us remove our conventional sense of how to view and frame any academic investigation of indigenous issues. One of the central ideas mentioned is that there is a great need for more research done by indigenous peoples who can provide great insight into the area being examine. Failing that, it is important that researchers look upon their subject without a western lens but rather with a more open minded approach to their thinking. A very provocative read.

http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/spj17/17_pages214_217.pdf

Module #4 – Post #5: The Role of the Arts in Decolonization

Last month I wrote a post on the Urban Thunderbirds/Ravens in a Material World exhibit at the Art Gallery of Greater Victoria. The exhibit, which continues until January 12, 2014, features work by four contemporary indigenous artists from the Northwest, and as the title of the exhibit indicates, many of the works exhibited wrestle with notions of Aboriginal identity in a modern context. One of the events sponsored by the gallery as part of the exhibit that I did not discuss was a panel discussion with three artists (one of whom helped to curate the exhibit), about the factors that influence their work. Xenaleken: First Nations Artist Forum, took place at the gallery on November 9, and discussion centred on the topic of decolonization and the arts.

A search through the Web would indicate that the topic of this particular forum did not emerge out of isolation. The concept of decolonization – and specifically the role of the arts as part of this discourse – seems to have picked up a great deal of traction in the past few years. In 2011, The Ottawa Art Gallery curated an exhibit titled “Decolonize Me,” featuring six Aboriginal artists “whose works challenge, interrogate and reveal Canada’s long history of colonization in daring and innovative ways.” The artists in the exhibit hoped to shed light on how colonization came to affect both Aboriginal and settler identity and how this discourse continues to shape how both continue to view themselves and each other.

In 2012, FUSE magazine began a series of issues focusing on the States of Postcoloniality, with many of the articles focusing on the theoretical and aesthetic principles that informed decolonial thought and art. The series was published in collaboration with e_fagia, an organization of artists and writers based in Toronto, that sponsored the Symposium on Decolonial Aesthetics from the Americas in Toronto this past October. As the title of the symposium suggests, artists and works were featured from North, Central and South America. The diversity of works, approaches and perspectives provided a unique opportunity to consider the plurality of decolonial thought and discourse as represented in the arts. This concept is something that I presume the journal Decolonization: Indigeneity, Education & Society hopes to develop in an upcoming issue, which is currently accepting submissions for papers (the deadline is December 6, 2014). The questions that the journal hopes its contributors will consider provide insight into how the dialogue surrounding decolonization and the role of the arts might unfold:

– What are the connections and relationships between art, activism, resurgence, and resistance?

– What is the role of cultural production in decolonization? (**and/or How might art contribute to the revitalization of Indigenous nationhood?)

– How can art be used to disrupt normative orders and political status quo?

– How is Indigenous artistic creation connected to history, land, and community? How might art be seen as decolonization, particularly in light of the challenges brought forth by Tuck & Yang (2012) around decolonization and its incommensurable meaning/goals?

– How might art and aesthetics, born out of particular locations, Indigenous communities and nations, enable practices of solidarity and alliance to be forged in creative ways?

– What are the intersections between gender and decolonial or Indigenous art and aesthetics?

– How does art create, speak to, and emerge from alternative spaces that contest global capitalism, colonial violence, and imperial expansion?

– How is art used to challenge, unmake, or reconstruct borders?

– How can artistic production contribute to Indigenous and decolonial futures?

– In what ways does art occupy or create contested spaces of ambivalence, between aesthetic production and politically contentious creativity?

Module 3 Weblog – Post #1 – Supporting Decolonization

While researching for Module 3 and continuing my work on my final research project, I found a relatively new online journal which may support many of the themes and questions emerging from our studies in this course.

Launched in 2012, Decolonization: Indigeneity, Education & Society  is an inter-disciplinary publication which describes itself as a “….. peer-reviewed, online Open Access journal committed to decolonization work within education, as part of a larger project of decolonization in society” (Home page, retrieved 03/11/13). While the Editorial Board of this journal all appear to be associated with the Ontario Institute for Studies in Education (OISE) at the University of Toronto, the Editorial Review Board includes individuals from across the globe, each of whom are in some way connected with Indigenous Studies. Many of the names/voices on this board have already been introduced to us thanks to ETEC521.

The journal has also launched a blog as an active means of creating dialogue with the larger community.

Together the journal and the blog serve not only as a valuable source of perspectives on decolonization; their existence also serves as an active means of challenging and addressing the ongoing effects of colonialism across the world.

Note: Apologies for any duplication — just prior to preparing this post, I noticed that our classmate had just added a post describing the very same site — not surprising given what this journal has to offer!

Module 3.3 Decolonization: Indigeneity, Education & Society: An online journal

Decolonization: Indigeneity, Education & Society is a peer- reviewed, open-access online journal, a publishing space for scholars, organizers and teachers engaged in decolonizing activity.

The journal allows online participation, discussions and debates, connecting academics, communities and students around the world. The blog site of the journal aims at building an online community where both guest writers and academics can share and exchange thoughts on indigeneity and decolonization.

The journal is funded by the Centre for Integrative Anti-Racism Studies (CIARS) at the Ontario Institute for Studies in Education (OISE); It encompasses articles, art, poetry and videos. It can be found on http://decolonization.org

Module 3.1. Indigenous Knowledge and Intellectual Property Rights

“What Protection Of Traditional Knowledge Means To Indigenous Peoples”, is an Intellectual Property Watch article, which combines two interviews with two indigenous groups attending the Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore (IGC).
According to the article, both indigenous groups reported that their knowledge (a part of which they consider sacred), had been published, used, and sometimes misappropriated, without their consent. These indigenous groups are demanding that their knowledge be protected through an agreement on international legal tools that prevent “colonizers” from placing their knowledge in public domain.
“When you receive it, you don’t receive it freely to do whatever you want with it, you have obligations to the land, to whatever it is referring, to the spirits or the ancestors. This is a real problem with the public domain. Tribes have often shared their knowledge in the past but they shared it with people who had similar views and concepts and understood these obligations. But now we are in this world with 7 billion people on the Internet”, says Preston Hardison, policy analyst representing the Tulalip Tribes.
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