Resistance And Decolonization

How can a people overthrow 500 years of colonial oppression? What can be done to decolonize mentalities, economic structures, and political institutions? In this book, which includes the first translation of the text ‘Analysis of a Few Types of Resistance’ as well as ‘The Role of Culture in the Struggle for Independence,’ the African revolutionary Amílcar Cabral explores these and other questions. These texts demonstrate his frank and insightful directives to his comrades in Guinea-Bissau and Cape Verde’s party for independence, as well as reflections on culture and combat written the year prior to his assassination by the Portuguese secret police. As one of the most important and profound African revolutionary leaders in the 20th century, and justly compared in importance to Frantz Fanon, Cabral’s thoughts and instructions as articulated here help us to rethink important issues concerning nationalism, culture, vanguardism, revolution, liberation, colonialism, race, and history. The volume also includes two introductory essays: the first introduces Cabral’s work within the context of Africana critical theory, and the second situates these texts in the context their historical-political context and analyzes their relevance for contemporary anti-imperialism.

Full of gripping historical vignettes and evocative photographs, an accessible overview of the dynamic figures who resisted colonization, from India, Senegal, and Algeria to Vietnam, Kenya, and Congo. Decolonization started on the very first day of colonization. From the arrival of the Europeans, the peoples of Africa and Asia rose up. No one willingly accepts subjugation, but in order to one day regain freedom, you first and foremost need to stay alive. Faced with the Europeans’ machine guns, the colonized hit back in other ways: from civil disobedience to communist revolution, by way of soccer and literature. It was a struggle marked by infinite patience and unlimited determination, fought by heroic men and women now largely unknown. Condensing a wealth of scholarly research into short, lively chapters, Decolonization brings their extraordinary stories to light: Manikarnika Tambe, the Indian queen who led her troops into battle against the British; Mary Nyanjiru, the Kenyan activist who spearheaded a protest in Nairobi; Lamine Senghor, the Senegalese infantryman who became an anti-colonial militant in Paris; and many more. With them, a current of resistance swept the world, culminating in the independence of almost all the colonies in the 1960s. But at what price? In the atomic India of Indira Gandhi, in the Congo subjected to Mobutu’s dictatorship, or in a London shaken by the rioting of young immigrants, we can see just how crucial it is that we understand and learn from this painful history.

In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.

In Decolonizing Trauma Work, Renee Linklater explores healing and wellness in Indigenous communities on Turtle Island. Drawing on a decolonizing approach, which puts the “soul wound” of colonialism at the centre, Linklater engages ten Indigenous health care practitioners in a dialogue regarding Indigenous notions of wellness and wholistic health, critiques of psychiatry and psychiatric diagnoses, and Indigenous approaches to helping people through trauma, depression and experiences of parallel and multiple realities. Through stories and strategies that are grounded in Indigenous worldviews and embedded with cultural knowledge, Linklater offers purposeful and practical methods to help individuals and communities that have experienced trauma. Decolonizing Trauma Work, one of the first books of its kind, is a resource for education and training programs, health care practitioners, healing centres, clinical services and policy initiatives.

2019 SPE Outstanding Book Award Honorable Mention To be able to promote effective anti-colonial and decolonial education, it is imperative that educators employ indigenous epistemologies that seek to threaten, replace and reimagine colonial thinking and practice. Indigeneity and Decolonial Resistance hopes to contribute to the search for a more radical decolonial education and practice that allows for the coexistence of, and conversation among, “multiple-epistemes.” The book approaches the topics from three perspectives: • the thought that our epistemological frameworks must consider the body of the knowledge producer, place, history, politics and contexts within which knowledge is produced, • that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western science scholarship, and • that the complex problems and challenges facing the world today defy universalist solutions, but can still be remedied. Indigeneity and Decolonial Resistance is an excellent text for use in a variety of upper-division undergraduate and graduate classrooms. It is also a valuable addition to the libraries of writers and researchers interested in indigenous studies and decolonialism. Perfect for courses such as: Anti-Colonial Thought, Indigenous Knowledges, and Decolonization, Education, Social Development, and Social Justice Research in Education, Race, Indigeneity, and the Colonial Politics of Recognition, Marginality and the Politics of Resistance, Indigenous Settler Relations Issues for Teachers, Education Leadership, Reform, and Curriculum Innovation, Leadership in Social-Change Organizations, Adaptive Leadership: Power, Identity, and Social Change, Equity & Anti-Oppression in Practice and the Promise of Diversity: Addressing Race and Power in Education Settings, Strategies and Policies for Narrowing Racial Achievement, and Major Concepts and Issues in Education.

An alternative and unorthodox view of the colonization of the Americas by Europeans is offered in this concise history. Eurocentric studies of the conquest of the Americas present colonization as a civilizing force for good, and the native populations as primitive or worse. Colonization is seen as a mutually beneficial process, in which ''civilization'' was brought to the natives who in return shared their land and cultures. The opposing historical camp views colonization as a form of genocide in which the native populations were passive victims overwhelmed by European military power. In this fresh examination, an activist and historian of native descent argues that the colonial powers met resistance from the indigenous inhabitants and that these confrontations shaped the forms and extent of colonialism. This account encompasses North and South America, the development of nation-states, and the resurgence of indigenous resistance in the post-World War II era.

Institutions everywhere seem to be increasingly aware of their roles in settler colonialism and anti-Black racism. As such, many racialized workers find themselves tasked with developing equity plans for their departments, associations or faculties. This collection acknowledges this work as both survival and burden for Black, Indigenous and racialized peoples. It highlights what we already know and are already doing in our respective areas and offers a vision of what equity can look like through a decolonial lens. What helps us to make this work possible? How do we take care with ourselves and each other in this work? What does solidarity, collaboration or “allyship” look like in decolonial equity work? What are the implicit and explicit barriers we face in shifting equity discourse, policy and practice, and what strategies, skills and practices can help us in creating environments and lived realities of decolonial equity? This edited collection centres the voices of Indigenous, Black and other racialized peoples in articulating a vision for decolonial equity work. Specifically, the focus on decolonizing equity is an invitation to re-articulate what equity work can look like when we refuse to separate ideas of equity from the historical and contemporary realities of colonialism in the settler colonial nation states known as Canada and the United States and when we insist on linking an equity agenda to the work of decolonizing our shared realities.

Canada has never had an “Indian problem”— but it does have a Settler problem. But what does it mean to be Settler? And why does it matter? Through an engaging, and sometimes enraging, look at the relationships between Canada and Indigenous nations, Settler: Identity and Colonialism in 21st Century Canada explains what it means to be Settler and argues that accepting this identity is an important first step towards changing those relationships. Being Settler means understanding that Canada is deeply entangled in the violence of colonialism, and that this colonialism and pervasive violence continue to define contemporary political, economic and cultural life in Canada. It also means accepting our responsibility to struggle for change. Settler offers important ways forward — ways to decolonize relationships between Settler Canadians and Indigenous peoples — so that we can find new ways of being on the land, together. This book presents a serious challenge. It offers no easy road, and lets no one off the hook. It will unsettle, but only to help Settler people find a pathway for transformative change, one that prepares us to imagine and move towards just and beneficial relationships with Indigenous nations. And this way forward may mean leaving much of what we know as Canada behind.