Project Modernity: From Anticolonialism to Decolonization

This chapter considers anti-colonial and postcolonial movements as modernizing and globalizing, particularly the three main streams: nationalist, Marxist, and Islamist. Nationalist and Marxist movements convere with the Western project, as represented in their vocabulary and emphasis on development, science, and self-determination. All anti-colonial and postcolonial societies have faced the task of reimagining their history. Education has played a key role, as both a product of colonial history and a response to it. The Islamic movements of interest to us represent a more versatile narrative. Led by leaders such as Qutb in Egypt and Ilyas in India and though grounded in anti-modern and anti-Western principles, these movements mostly evolved to embody modern and contemporary civic and political models.

Memory and Forgetting in the Nascent New Zealand Histories of James Cowan, Edith Statham and Horatio Gordon Robley

<p><b>This thesis examines the nascent, early twentieth-century New Zealand histories created by James Cowan (1870-1943), Edith Statham (1853-1951), and Horatio Gordon Robley (1840-1930). It asks how their histories of the colonial past were shaped by their own experiences and by the contexts of the period c.1863-1940. In the early twentieth-century Cowan was a journalist, best known for his publication The New Zealand Wars (1922-23). Statham was an active volunteer in the Victoria League and then a government employee, dedicated to the work of refurbishing old soldier graves. Robley was a veteran of the New Zealand Wars residing in London, known for his ethnographic collecting, publications and artwork. This thesis considers how their work converged in efforts to preserve and narrate New Zealand’s colonial history.</b></p> <p>The discussion charts the lives and careers of these three history-makers through their publications, correspondence, manuscripts, reports and newspaper reports. It begins by situating each of the history-makers within the colonial era, considering their proximity to the events they would come to memorialise. The discussion then traces the three history-makers as they stepped into the new century, their work sitting within the tensions of belonging in New Zealand at this time. What they conveyed was both a sense of a belonging to a particular geographical and cultural locale, along with a strong allegiance to empire in wake of the Anglo-South African War and the death of Queen Victoria. The discussion then considers the era when all three focused in on the conflicts of the colonial period, beginning with Statham’s soldier grave work from 1910 and ending with Cowan’s publication of The New Zealand Wars in 1923. Funding this converging work was the New Zealand government. Preserving and narrating the history had gained public and political support, partly due to the sense of urgency that the generation who had fought in the wars was fast disappearing. The degree to which this historical work was considered valuable was underscored by both government funding and public interest at the same time as the country was facing a costly and confronting world war. The discussion then traverses their attempts to continue their historical work after 1923 and in the lead up to the 1940 centenary celebrations, a period when new forms of cultural belonging and modern scholarship moved away from those that had emboldened the work of Cowan, Statham and Robley decades earlier.</p> <p>The nascent histories of Cowan, Statham and Robley represent a powerful and perplexing moment in the formation of New Zealand. They each narrated histories and public memories of and for ‘New Zealand’ in a particular context, one marked by both an intense attention to the local and a powerful imperial loyalty. Statham, having pursued a sense of progressive female citizenship in Dunedin, took up the commemoration of men who had died for empire as an extension of her public work. In doing so, Statham embodied the dichotomy of belonging in New Zealand. Cowan’s candidacy for writing an official New Zealand War history was due to his proximity to those informants who were still alive at the end of the Great War. Cowan hoped to cultivate a habit of remembering actors and events of New Zealand’s colonial past, but by rendering past conflict as resolved in the present, he only enabled the lapse into forgetting thereafter. Despite his London locale, Robley was intimately tied to New Zealand activities and aspirations over a span of 30 years. Robley was both an actor in the colonial past and a creator of its historical renderings, demonstrating that these nascent New Zealand histories were not just produced in New Zealand.</p>

Memory and Forgetting in the Nascent New Zealand Histories of James Cowan, Edith Statham and Horatio Gordon Robley

<p><b>This thesis examines the nascent, early twentieth-century New Zealand histories created by James Cowan (1870-1943), Edith Statham (1853-1951), and Horatio Gordon Robley (1840-1930). It asks how their histories of the colonial past were shaped by their own experiences and by the contexts of the period c.1863-1940. In the early twentieth-century Cowan was a journalist, best known for his publication The New Zealand Wars (1922-23). Statham was an active volunteer in the Victoria League and then a government employee, dedicated to the work of refurbishing old soldier graves. Robley was a veteran of the New Zealand Wars residing in London, known for his ethnographic collecting, publications and artwork. This thesis considers how their work converged in efforts to preserve and narrate New Zealand’s colonial history.</b></p> <p>The discussion charts the lives and careers of these three history-makers through their publications, correspondence, manuscripts, reports and newspaper reports. It begins by situating each of the history-makers within the colonial era, considering their proximity to the events they would come to memorialise. The discussion then traces the three history-makers as they stepped into the new century, their work sitting within the tensions of belonging in New Zealand at this time. What they conveyed was both a sense of a belonging to a particular geographical and cultural locale, along with a strong allegiance to empire in wake of the Anglo-South African War and the death of Queen Victoria. The discussion then considers the era when all three focused in on the conflicts of the colonial period, beginning with Statham’s soldier grave work from 1910 and ending with Cowan’s publication of The New Zealand Wars in 1923. Funding this converging work was the New Zealand government. Preserving and narrating the history had gained public and political support, partly due to the sense of urgency that the generation who had fought in the wars was fast disappearing. The degree to which this historical work was considered valuable was underscored by both government funding and public interest at the same time as the country was facing a costly and confronting world war. The discussion then traverses their attempts to continue their historical work after 1923 and in the lead up to the 1940 centenary celebrations, a period when new forms of cultural belonging and modern scholarship moved away from those that had emboldened the work of Cowan, Statham and Robley decades earlier.</p> <p>The nascent histories of Cowan, Statham and Robley represent a powerful and perplexing moment in the formation of New Zealand. They each narrated histories and public memories of and for ‘New Zealand’ in a particular context, one marked by both an intense attention to the local and a powerful imperial loyalty. Statham, having pursued a sense of progressive female citizenship in Dunedin, took up the commemoration of men who had died for empire as an extension of her public work. In doing so, Statham embodied the dichotomy of belonging in New Zealand. Cowan’s candidacy for writing an official New Zealand War history was due to his proximity to those informants who were still alive at the end of the Great War. Cowan hoped to cultivate a habit of remembering actors and events of New Zealand’s colonial past, but by rendering past conflict as resolved in the present, he only enabled the lapse into forgetting thereafter. Despite his London locale, Robley was intimately tied to New Zealand activities and aspirations over a span of 30 years. Robley was both an actor in the colonial past and a creator of its historical renderings, demonstrating that these nascent New Zealand histories were not just produced in New Zealand.</p>

EN TORNO AL PANHISPANISMO Y LOS PANHISPANISMO(S) EN RELACIÓN CON SU RELEVANCIA Y COMPLEJIDAD TERMINOLÓGICA

Heredero de su historia (pos)colonial, el término panhispanismo requiere una compleja interpretación. Su trascendencia glotopolítica supone planteamientos ideológicos y lingüísticos de naturaleza semiótica que abordamos en este artículo. Hacemos un recorrido histórico del movimiento Panhispanismo desde sus orígenes hasta hoy y acotamos su aplicación al ámbito lingüístico otorgándole tres dimensiones, como actitud, variedad y rasgo compartido. En un marco aplicado a la enseñanza-aprendizaje de E-LE/L2, los panhispanismos léxicos son especialmente rentables. Presentamos los datos de su estudio y marcación como resultado del proyecto GEOLEXI en los cinco primeros temas de los inventarios de las Nociones específicas del PCIC. Abstract: Heir to its (post-)colonial history, the term panhispanism requires a complex interpretation. Its glotopolitical significance supposes ideological and linguistic approaches of a semiotic nature that we address in this article. We take a historical tour of the Panhispanism movement from its origins to the present time and narrow down its application to the linguistic field by giving it three dimensions, such as attitude, variety and shared trait. In a framework applied to the teaching-learning of E-LE/L2, lexical panhispanisms are especially profitable. We present the data of its study and marking as a result of the GEOLEXI project in the first five subjects of the inventories of the specific PCIC notions.

“There is Absolutely No Discrimination Based on that Allowed”: Marriage, Migration, and Equality Rhetoric as a Justification for Harm

This article contrasts talk surrounding queer marriage and migration with the lived experiences of LGBTQ+ people who have petitioned for status in the United States based on their relationships. I find that people use the concept of equality or being “the same” to dismiss testimonies of harm, and to hold individuals instead of systems and laws responsible for harms when they are acknowledged. I place this rhetoric in the context of US family immigration as a colonial and racial project. Through a mixed methods analysis, the article draws a link between the interactions queer and trans people are having online, their personal and couple narratives, and the colonial history and harm endemic to this often idealized immigration pathway.

Communication and Marketing in the Fight Against Racism in the Sports Context

Racism is a global hierarchy of superiority and inferiority that has been politically, culturally, and economically produced and reproduced for centuries by the institutions, in different countries, depending on their colonial history. In that sense, racism cannot be seen as a concept that is equal in every region of the world. Racism in sport is a research topic that has been particularly valued in recent years (and decades). There are several episodes of racism that occur in sport (among fans and athletes). In this sense, sports institutions (European and global) regularly invest in social marketing campaigns to raise awareness of this social phenomenon. Therefore, social media has allowed football fans to engage in discussions concerning football and other subjects. This chapter presents a brief theoretical reflection with three (European) examples of marketing campaigns against racism in sport (UEFA, Premier League, and F.C. Porto). This chapter presents inputs for marketing, ethics, and management in sport. At the end, lines of future research will be presented.

Flipping the Script on the Language Teacher/Researcher

Standard language ideologies, hierarchical language structures and resulting ethnic and racial inequalities have long been reinforced within and by means of the TESOL (teaching English to speakers of other languages) field. These standards and structures echo the colonial history of forced language assimilation and indigenous erasure, a history that in many ways continues today. This chapter proposes language learning and ongoing reflection on the language learning process as a critical framework that English language teachers and researchers should adopt and apply to their work. When teachers and researchers take on the language learner identity inside and outside of classroom/research spaces, they equip themselves to dismantle rigid power structures in TESOL, transforming the colonizer narrative into one of decolonization, collaboration, and equity.