Colonialism Past And Present

Critiques lingering manifestations of colonialism in contemporary Latin American scholarship.

For anyone interested in Canadian history and past and present racism in Canada, this is a thoroughly researched exploration of Canada’s history of internal colonialism, starting in the mid-1800s. The author gives thirty examples of Canadian colonialism, including: Residential Schools; the Sixties Scoop; the forced relocation of Québec Inuit, Nunavut Ahiarmiut and Manitoba Sayisi Dene; coercion of unwed mothers to give up their babies for adoption; the Duplessis Orphans; and the internment of labour leaders and Japanese, Ukrainian and Italian Canadians during World Wars I and II. It also documents how internal colonialism was manifested in state neglect, through famine, disease, poor water quality and flooding, and inadequate child care and social services. The Tsilhqot'in War and the North-West Rebellion illustrate instances of direct attack and subjugation of peoples within Canada. The book also documents embedded racism and discrimination in our institutions against such as the police and military. Its intent is educational: to know and understand a part of Canada’s history by drawing together a series of disparate instances of internal colonialism across Canada’s post-colonization history, to show how terribly Canadians really treated each other in the development of Canada as a democratic and fair country. Drawing on personal stories from survivors of Canadian colonialism, the book gives a human face to the suffering that was inflicted on countless people over generations, and sheds some light on their consequences.

This book makes a unique contribution to the renewed debate about empire and imperialism and will be of great interest to all those concerned with understanding the historical antecedents and wider implications of today's emergent liberal interventionism, and the various logics of international development.

For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance. This book traces colonial narratives of language, time, and place from the nineteenth-century to the present day, post-Truth and Reconciliation Commission.

Colonial encounters between indigenous peoples and European state powers are overarching themes in the historical archaeology of the modern era, and postcolonial historical archaeology has repeatedly emphasized the complex two-way nature of colonial encounters. This volume examines common trajectories in indigenous colonial histories, and explores new ways to understand cultural contact, hybridization and power relations between indigenous peoples and colonial powers from the indigenous point of view. By bringing together a wide geographical range and combining multiple sources such as oral histories, historical records, and contemporary discourses with archaeological data, the volume finds new multivocal interpretations of colonial histories.

Prize-winning historian Robert Gildea dissects the legacy of empire for the former colonial powers and their subjects.

Migration flows in the former Dutch colonial orbit created an intricate web connecting the Netherlands to Africa, Asia and the Americas; Africa to the Americas and to Asia; in the nineteenth century Asia to the Americas, with, in the post-Second World War period, the direction of migration shifting to the Netherlands. Some of these migrations were voluntary, others were forced; they helped to create colonial societies that were never typically Dutch, but did have Dutch characteristics. Power imbalance, ethnic differences and creolization characterized the cultural configuration of these colonial societies. This book, with contributions by a number of Dutch scholars, provides state-of-the-art discussions on these migration histories. In addition, it presents reflections on the ways this past and its repercussions are remembered (or forgotten, or actively silenced) throughout the former colonial empire.

This book examines the evolving representations of the colonial past from the mid-19th century up to decolonization in the 1960s and 70s ? the so-called era of Modern Imperialism – in post-war history textbooks from across the world. The aim of the book is to examine the evolving outlook of colonial representations in history education and the underpinning explanations for the specific outlook in different – former colonizer and colonized – countries (to be found in collective memory, popular historical culture, social representations, identity-building processes, and the state of historical knowledge within academia). The approach of the book is novel and innovative in different ways. First of all, given the complexity of the research, an original interdisciplinary approach has been implemented, which brings together historians, history educators and social psychologists to examine representations of colonialism in history education in different countries around the world while drawing on different theoretical frameworks. Secondly, given the interest in the interplay between collective memory, popular historical culture, social representations, and the state of historical knowledge within academia, a diachronic approach is implemented, examining the evolving representations of the colonial past, and connecting them to developments within society at large and academia. This will allow for a deeper understanding of the processes under examination. Thirdly, studies from various corners of the world are included in the book. More specifically, the project includes research from three categories of countries: former colonizer countries – including England, Spain, Italy, France, Portugal and Belgium –, countries having been both colonized and colonizer – Chile – and former colonized countries, including Zimbabwe, Malta and Mozambique. This selection allows pairing up the countries under review as former colonizing-colonized ones (for instance Portugal-Mozambique, United Kingdom-Malta), allowing for an in-depth comparison between the countries involved. Before reaching the research core, three introductory chapters outline three general issues. The book starts with addressing the different approaches and epistemological underpinnings history and social psychology as academic disciplines hold. In a second chapter, evolutions within international academic colonial historiography are analyzed, with a special focus on the recent development of New Imperial History. A third chapter analyses history textbooks as cultural tools and political means of transmitting historical knowledge and representations across generations. The next ten chapters form the core of the book, in which evolving representations of colonial history (from mid-19th century until decolonization in the 1960s and 1970s) are examined, explained and reflected upon, for the above mentioned countries. This is done through a history textbook analysis in a diachronic perspective. For some countries the analysis dates back to textbooks published after the Second World War; for other countries the focus will be more limited in time. The research presented is done by historians and history educators, as well as by social psychologists. In a concluding chapter, an overall overview is presented, in which similarities and differences throughout the case studies are identified, interpreted and reflected upon.