Tag Archives: decolonial

New book series ‘Decoloniality’

In fall 2015, we created a new book series on Decoloniality, which was supported with conference panels and mini-conferences in 2015 and 2016.

We want to take this opportunity to invite book proposals from this community by officially announcing the launch of this new book series DECOLONIAL OPTIONS FOR THE SOCIAL SCIENCES. Information about the series, which is published with Lexington/Rowman, can be found at our web-site, which will also increasingly be used to publish additional content: https://decolonialsocialscience.wordpress.com/

ABOUT THE SERIES
More than being just an ‘emerging paradigm’, decoloniality is a troubling and troubled conversation that does more than just cross the boundaries of disciplines, geo-polities, time frames, cultures, and identities. Interrogating the acts and gestures of crossing borders as events that simultaneously also make borders, decolonial perspectives have opened the possibility for border thinking and border existences that challenge the social sciences at their core.
The book series seeks proposals that consider in all aspects the gesture of sociological delinking from the coloniality of power, being, knowledge and life itself. All contributions should aim to consider themselves as interventions to answer this challenge: “Projects aimed at ‘ decoloniality ,’ understood as the simultaneous and continuous processes of transformation and creation, the construction of radically distinct social imaginaries, conditions, and relations of power, knowledge.” Our main aim with series is to consider, discuss, and develop ideas and questions that represent an epistemic de-linking that challenges sociology.

A SERIES EDITED BY : Alexander I. Stingl (IAM FAU Erlangen – Nürnberg), Oyeronke Oyewumi (Stony Brook), Nicholas Rowland (Penn State), and Sabrina M. Weiss (RIT)

The series is co-supervised by an editorial advisory board, comprised of both well-established senior researchers and promising junior scholars from all over globe.

Alexander Stingl serves as corresponding editor and can be reach via email at [email protected]

Decolonial Aesthetics out in Social Text

Decolonial AestheSis

Decolonial AestheSis

Walter Mignolo’s application of decolonial theory to art practice is discussed in a number of papers for the latest edition of Social Text.

“Decolonial aestheSis asks why Western aesthetic categories like ‘beauty’ or ‘representation’ have come to dominate all discussion of art and its value, and how those categories organise the way we think of ourselves and others: as white or black, high or low, strong or weak, good or evil. And decolonial art (or literature, architecture, and so on) enacts these critiques, using techniques like juxtaposition, parody, or simple disobedience to the rules of art and polite society, to expose the contradictions of coloniality. Its goal, then, is not to produce feelings of beauty or sublimity, but ones of sadness, indignation, repentance, hope, and determination to change things in the future.”

Materialidades (Pos)coloniales y de la (de)colonialidad Latinoamericana

II Coloquio del Centro de Investigaciones y Estudios en Teoría PoscolONIAL
Facultad de Humanidades y Artes
Universidad Nacional de Rosario, Argentina
18, 19 y 20 de noviembre de 2013

El Centro de Investigaciones y Estudios en Teoría Poscolonial convoca al envío de resúmenes para su II Coloquio,Materialidades (Pos)coloniales y de la (de)colonialidad latinoamericana. Los mismos deberán abordar algún aspecto de la materialidad colonial, poscolonial o de la (de)colonialidad en América Latina, desde cualquier disciplina de las humanidades o ciencias sociales.

Nos interesan especialmente aquellos trabajos que puedan mostrar el impacto de la cultura material en la articulación de perspectivas críticas tanto sobre situaciones coloniales como poscoloniales y decoloniales, y también aquellos trabajos que indaguen en las tensiones que emergen al yuxtaponer representación/discurso y materialidad en situaciones (pos)coloniales y (de)coloniales en nuestra región.

Proponemos reflexionar sobre las siguientes preguntas: ¿Qué es lo que se entiende por cultura material en nuestras respectivas disciplinas y abordajes?  ¿Cómo es que la cultura material en cualquiera de sus formas, interpela, atraviesa y tensiona los discursos crítico teóricos-sobre el colonialismo y la colonialidad en América Latina? ¿Qué perspectivas crítico-teóricas emergen del diálogo entre abordajes filosóficos y de análisis de discurso con aquellas disciplinas marcadas por la materialidad de sus objetos de estudio?

Para más información Enviar resúmenes a  [email protected] hotmail.com

Términos Claves De La Teoría Postcolonial Latinoamericana: Despliegues, Matices, Definiciones

TÉRMINOS CLAVES DE LA TEORÍA POSTCOLONIAL LATINOAMERICANA: DESPLIEGUES, MATICES, DEFINICIONES

I Coloquio del Centro de Investigaciones y Estudios en Teoría Poscolonial, Facultad de Humanidades y Artes, UNR
2, 3 y 4 de julio de 2012
Facultad de Humanidades y Artes
Universidad Nacional de Rosario, Argentina

Conferencia Inaugural

DR. GUSTAVO VERDESIO
University of Michigan – Miembro del CIETP
Conferencia de Cierre

DR. ÁLVARO FERNÁNDEZ BRAVO
New York University Buenos Aires– CONICET – Miembro del CIETP

Presentación especial y debate

POSCOLONIALISMO, POSCOLONIALIDAD,  DECOLONIALIDAD
DRA. ZULMA PALERMO
Universidad Nacional de Salta

También presentaremos

TIEMPOS DE HOMENAJES / TIEMPOS DESCOLONIALES: FRANTZ FANON
Dr. ALEJANDRO DE OTO (Comp.)
CONICET, CCT Mendoza, Miembro del CIETP

Objetivos y ejes de reflexión

Este I Coloquio del Centro de Investigaciones y Estudios en Teoría Poscolonial tiene como objetivo inaugurar un espacio de discusión interdisciplinario e interregional sobre los conceptos y términos claves de la teoría poscolonial, y articular un diálogo crítico sobre los mismos desde el entorno específico de América Latina. Dicho diálogo tendrá como fin matizar las distintas ramas crítico-teóricas y los campos de aplicación relacionados con esta heterogénea vertiente teórica (tales como la teoría poscolonial latinoamericana, el giro decolonial, los estudios subalternos, los estudios latinoamericanos, los estudios coloniales), y cotejar su circulación y difusión a la luz de la meta más amplia de la descolonización epistémica, disciplinaria y académica. Nos interesa recibir trabajos que aborden alguno de los siguientes ejes, a fines de promover una reflexión crítica colectiva e interdisiciplinaria sobre los mismos.

  • El impacto del pensamiento decolonial en el arte y la literatura latinoamericanos desde la colonia hasta hoy. Arte, literatura y subjetividades (pos)coloniales. Diálogos e intercambios entre las producciones artísticas y/o literarias contemporáneas y las configuraciones culturales surgidas en la etapa colonial: discrepancias, sincronías o convergencias. Crónicas visuales, estrategias gráficas y contradiscursos en el campo de la imagen.
  • El impacto de la teoría poscolonial y sus vertientes latinoamericanistas en el ámbito de disciplinas específicas, sus metodologías, sus categorías críticas, y la propuesta transdisciplinaria en este marco, especialmente en el ámbito institucional y político de las universidades e instituciones académicas latinoamericanas.
  • Subjetividades (pos)coloniales: cuestiones de raza, etnia, género, sexualidad.
  • Problemas, desafíos y ventajas de la inclusión de la teoría poscolonial en sus diferentes vertientes en la currícula universitaria.
  • Reflexiones crítico-teóricas sobre términos claves tales como: colonial, imperial, poscolonial, sujeto colonial, hibridez, ambivalencia, entrelugar, subalternidad, diáspora, nación, colonialismo interno, descolonización, etc.
  • Problemas de traducción, circuitos de producción y recepción de la teoría (pos)colonial.
  • La recepción, problematización, formulación y/o reformulación de términos tales como colonialidad/modernidad, decolonialidad, liberación, raza, género, imperialismo, subalterno/subalterna, territorio, colonialismo académico, etc. en Latinoamérica, a través del estudio crítico de las teorías del grupo colonialidad/modernidad/decolonialidad.
  • La recepción, problematización, formulación y/o reformulación de términos tales como discurso colonial, semiosis colonial, discursividad mestiza, discursividad criolla, sujeto colonial, agencias criollas, mestizaje, mulatez, sincretismo, transculturación, etc. en los estudios coloniales y (pos)coloniales latinoamericanos.

Instrucciones para el envío de resúmenes y ponencias
Enviar un mensaje de correo electrónico a [email protected]. Especificar en asunto del mensaje “Coloquio 2012”

En el cuerpo del mensaje de correo electrónico, por favor consignar los siguientes datos:

  1. Nombre completo
  2. Afiliación académica y/o pertenencia institucional
  3. Dirección Postal
  4. Teléfono
  5. Email

En un archivo adjunto (.doc o .rtf, por favor no enviar archivos en .docx),  guardado bajo título APELLIDODEL AUTOR.doc o APELLIDODEL AUTOR.rtf (por ej. Martínez.doc o Martínez.rtf), incluir:

  1. Título
  2. Resumen (200 palabras, en castellano )
  3. Palabras clave (en castellano)

Fecha límite para la recepción de resúmenes: 30 de abril, 2012
Fecha límite para la recepción de ponencias: 21 de junio, 2012

La propuesta será evaluada y se comunicará su aceptación antes del 15 de mayo de 2012.

Costo de la inscripción
Aranceles
Expositores/as: Podrá abonarse en la inscripción durante el Coloquio.
Nacionales $ 150
Nacionales Estudiantes $ 90
América Latina U$S 65
Otros U$S 100

Asistentes: Será abonado durante los días del Coloquio.
Nacionales $ 50.
Nacionales Estudiantes $ 20.
América Latina U$S 20.
Otros U$S 30.

Publicación de las ponencias

Está prevista la publicación de las actas del Coloquio. Tras la realización del Coloquio, se enviará la información sobre el modo de presentación de los trabajos para participar de dicha publicación.

Tribal Pacific indigenous responses to development, education and schooling

image

image

Rural & Remote Schools In Udu, Fiji

Vanua, Indigenous Knowledge, Development and Professional Support for Teachers & Education

Nabobo-Baba, U. et.al. (2012).Fiji: University of the South Pacific-FALE & Native Academy Publishers. Four Parts, 412 pages. $40.00USD. (Paperback).ISBN: 978-982-01-0886-8.

[Unaisi Nabobo-Baba; Sereima Naisilisili; Samu Bogitini; Tupeni Lebaivalu Baba With Govinda Lingam]

………………………………………………………………………………………………………

The University of the South Pacific (USP), one of two regionally owned universities in the world-the other being the University of West Indies serves its 12 member Pacific Island countries where much of the population live in rural, remote and isolated islands. These “unseen” populace and their realities are necessary to our discourses and debates in education and development. The ideas and philosophies of their ways of life, their struggles, their responses to development needs of the school and of teaching as a profession, must be researched and should constitute an important agenda of research. The Academy in this case the USP must continue to find ways to attend to rural students, schools, teachers and communities in creative ways, The challenges of a regional institution like USP to do so and do so effectively will continue to pose challenges – challenges that are decades old as well as those that are as old as the countries themselves.

In the vanua (tribe) context, the regional university evidently like the government that pays the teachers and provides the school curriculum must work with and acknowledge vanua processes. Community processes like the vanua processes as in the case of Udu schools mediate how schools, teachers carry out their business. An understanding of the context of the community especially its decision making processes and economic power bases may enhance the academy in its attempt to “reach” rural teachers. This is also true of Government in its attempt to service rural schools and their communities given that local governance processes in Fiji’s 20 year history of military coups, as well as globalisation, pose new possibilities and challenges to teachers and schools in rural and remote places. Advances in ICT is proving to be a solution but can also create further digital divide if care is not taken to address not exacerbate existing disparities among the rich and poor within regions of a country like Fiji and other Pacific islands countries. Begs the question – Must a university heavily subsidise its services in order that its third world clientele get the development “goods” others elsewhere enjoy?. The role of national governments in ICT development and access for its rural communities also come into question here. Perhaps regional alternatives too of access and equity to education and training are needed and may be an agenda for regional leaders’ fora as education has historically been a force for good but it has also been a force that promotes inequity and differential delivery. The future must see us continually asking questions to redress past inequalities and address potential future developments of the same.

Guided closely by post-colonial critiques of knowledge and especially of the attempt worldwide to question the dominance of certain knowledge framings in research and writing, the study conscientiously framed its work given the methodological debates by Smith (1999) and the alternatives to methodologies (Grant and Giddings, 2002). This is to ensure the IK and processes of Fijians and specifically Udu peoples are embraced and acknowledged. The study utilized ethnographic techniques of in-depth interviews, participant observations and document study. The study was guided closely by Fijian Vanua Research Frameworks honouring local wisdoms and processes of knowledges, indigenous to context. This is why the book also highlights iluvatu as metaphor and derivative of Vanua framings to situate its findings and processes in the vanua Cuku (as home of the iluvatu mat) and Udu Point.

Decolonizing research allows us to refine institutional agendas to serve the under-privileged, the “unseen”. Rural and remote places also are places of positive struggles and sheer hard work and determination. Tribal Pacific indigenous responses to development, education and schooling as well as continuous research into our educational practices will provide us new insights into professional development ideas, models and strategies for such “far –away” places. Research such as this provide fresh and deep insights into of teachers, students and school communities we serve especially within the post colonial framings and notions of “voice” and access and equity. Suggestions for policy in educational ICT and teacher development are also highlighted. The book written by organic intellectuals provide as well an interesting perspective in the role women play in school and development of island peoples not often publicly acknowledged. The reflective pieces in the last part by the authors suggest the authors are not only engaging in theoretical masterfully scripted ideas but are effectively persons that live and have come through rural, remote island realities and have made it through schools and makes the book all the more interesting, deeply moving and interesting

Talk – Modernism as a local phenomenon: the art of Artur Barrio and Helio Oiticica

María Elena Lucero, Universidad Nacional Rosario, Argentina
11 August 2011 7:30pm, Institute of Postcolonial Studies, North Melbourne

María Elena Lucero

María Elena Lucero

Visiting Argentinian art theorist presents a paper on influential Brazilian artists Artur Barrio and Helio Oiticica in relation to recent ‘decolonial’ thinking in Latin America. In this, she tracks a particular local modernism that drew its materials from the margins. She makes reference to the tropicalia movement, which endures as a quintessential southern way of thinking and creating. Her paper reflects a ‘decolonial aesthetics’, as found in Latin America writers such as Ramón Grosfoguel and Walter Mignolo. Broadly speaking, such an approach advocates a system of meaning that is located in Indigenous forms of knowing that are independent of imperial ideology. This paper is a unique opportunity to consider the relation between the Latin American ‘decolonial’ and the Anglo ‘postcolonial’.

Dr María Elena Lucero is Director of CETCACL (Centre of Critical Theoretical Studies of Art and Culture in Latin America), Universidad Nacional de Rosario. She is the author of many publications on Latin American art movements and artists, including Eugenio Dittborn, Cildo Merilles and Adriana Varejão. She has also written widely on pre-Columbian cultures. María Elena Lucero is coming to Australia exclusively to speak at the Southern Perspectives series at the IPCS.