Placing automobility in postcolonial cities: Towards an ontology of a displaced past

The mobility turn offers a rich terrain for research to investigate the exercise of politics and power in movement through attention to associated meanings and practices. Despite this, the ontologies that can anchor this research within a historical imagination remains largely uncharted. Happily for us, coming from the opposite direction history, and especially the field of transport history, has grappled with mobilizing history in the face of the mobility turn. Several scholars have offered “usable past” as a mode of mobilizing mobility cultures of the past to inform policy actors about future choices. But is the ontology of a usable past appropriate for countries enmeshed within pre/post/colonial histories of displacement in their society and culture? Employing a case of automobilization in the city of Bengaluru in India, this paper sketches an exposition of the “displaced past” in sedimented residues that continues to live and contest the enterprise of automobility.

Do we need to decolonise bereavement studies?

At this re-launch of the journal Bereavement, we explore the question, ‘Do we need to decolonise bereavement studies?’ We do not offer definitive answers, but rather seek to open up conversations. We briefly explore some of the main debates and explanations of what ‘decolonising’ means. In its broader understandings, this entails questions about the nature of the knowledge that underpins claims to ‘expertise’, since knowledge inevitably reflects the socio-historic position and biography of those who produce it. This raises uncomfortable issues about the ‘universality’ of that knowledge, and how to understand what is shared between human beings, including how to understand experiences of pain and suffering. In addressing the nature of, ‘bereavement studies’, we first consider complexities of language and translation, before observing the heavy domination of the ‘psy’ disciplines in affluent minority worlds, oriented towards individualised, medicalised and interventionist perspectives. We indicate work that seeks to challenge these limitations, including the decolonising of psychiatry itself. We argue the need for such decolonising work to go beyond cross-cultural work originating in affluent minority worlds, beyond interdisciplinarity, and beyond crucial work on equality, diversity and inclusivity. Bereavement, as a field of study and a set of practices, needs to take account of the legacies of complex colonial histories of exploitation and harm that continue to shape the world in general, and in particular, the aftermath of death in the continuing lives of the living. We conclude with some implications for ‘bereavement’ practice, from a UK perspective.

Higher Education as Institution of Decolonization

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

Drawing on the Past, Regenerating the Present: A Comparison of the Works of Ayi Kwei Armah and Nicolás Guillén

<p>Novelist Ayi Kwei Armah and poet Nicolás Guillén are, respectively, Ghanaian and Cuban writers who embody the efforts of mid-twentieth-century artists to depict the day-to-day socio-political conditions and struggles of societies seeking to move beyond histories of racial and economic oppression. Both engage powerfully and controversially with ongoing debates around damaging colonial histories and disappointing contemporary realities. The achievement of independence did not usher in the new, improved nations sought by way of struggle and suffering in either country. Uncompromisingly, Armah’s and Guillén’s works portray both the irredeemable parts of colonial histories and those that can be put to the benefit of the present, together with the tension that this disparity between expectation and achievement engenders. Granted the varied nature of the subject matter of the works of the two authors and the seeming lack of relation between them, this study makes use of a selection of theoretical frameworks to find common ground for analysing their work. The analysis of Nicolás Guillén’s poetry is based on concepts fundamental to Latin American social and cultural criticism, notably, the ideology of whitening or blanqueamiento, cultural mixing or mestizaje, and feminist criticism. The study of Ayi Kwei Armah’s first novel The Beautyful Ones Are Not Yet Born (1968) employs socio-cultural theories including traditional Ghanaian concepts such sankofa and the Akan symbol of adinkra, together with Jean Paul Sartre’s concept of the “engaged writer.” This thesis argues that, in spite of their different national and ethnic backgrounds, both writers draw on traditional aspects of African culture to provide the impetus for social and cultural regeneration in their societies. Critics have read Armah as presenting disillusioned and decadent images of Ghana and promoting limited roles for women in his work. Guillén too has been portrayed by critics as offering an objectified representation of women in his poetry of the 1920s and 1930s and has been accused of ignoring, as a poet of meztizaje or ethnic mixture, the issues of Blacks and Blackness. This thesis contests these limiting critical positions, arguing that the writers’ representations of women, Blacks and Blackness are more positive and progressive than has been allowed. Acknowledging the burden of racist histories, the false promise of postcolonial liberation, the blatant corruption and the unrealised expectations of their times, they nevertheless allow for the possibility of regeneration in the societies they both dissect and, in part, restore.</p>

Drawing on the Past, Regenerating the Present: A Comparison of the Works of Ayi Kwei Armah and Nicolás Guillén

<p>Novelist Ayi Kwei Armah and poet Nicolás Guillén are, respectively, Ghanaian and Cuban writers who embody the efforts of mid-twentieth-century artists to depict the day-to-day socio-political conditions and struggles of societies seeking to move beyond histories of racial and economic oppression. Both engage powerfully and controversially with ongoing debates around damaging colonial histories and disappointing contemporary realities. The achievement of independence did not usher in the new, improved nations sought by way of struggle and suffering in either country. Uncompromisingly, Armah’s and Guillén’s works portray both the irredeemable parts of colonial histories and those that can be put to the benefit of the present, together with the tension that this disparity between expectation and achievement engenders. Granted the varied nature of the subject matter of the works of the two authors and the seeming lack of relation between them, this study makes use of a selection of theoretical frameworks to find common ground for analysing their work. The analysis of Nicolás Guillén’s poetry is based on concepts fundamental to Latin American social and cultural criticism, notably, the ideology of whitening or blanqueamiento, cultural mixing or mestizaje, and feminist criticism. The study of Ayi Kwei Armah’s first novel The Beautyful Ones Are Not Yet Born (1968) employs socio-cultural theories including traditional Ghanaian concepts such sankofa and the Akan symbol of adinkra, together with Jean Paul Sartre’s concept of the “engaged writer.” This thesis argues that, in spite of their different national and ethnic backgrounds, both writers draw on traditional aspects of African culture to provide the impetus for social and cultural regeneration in their societies. Critics have read Armah as presenting disillusioned and decadent images of Ghana and promoting limited roles for women in his work. Guillén too has been portrayed by critics as offering an objectified representation of women in his poetry of the 1920s and 1930s and has been accused of ignoring, as a poet of meztizaje or ethnic mixture, the issues of Blacks and Blackness. This thesis contests these limiting critical positions, arguing that the writers’ representations of women, Blacks and Blackness are more positive and progressive than has been allowed. Acknowledging the burden of racist histories, the false promise of postcolonial liberation, the blatant corruption and the unrealised expectations of their times, they nevertheless allow for the possibility of regeneration in the societies they both dissect and, in part, restore.</p>

Silencing and institutional racism in settler-colonial education

<p>Twenty years ago, Charles Mills argued that a Racial Contract underwrites and guides the social contract and assigns political, economic, and social privileges based on race. This thesis argues that a settler manifestation of the Racial Contract operates through processes and structures of silencing in the New Zealand education system. Silencing is a racial discourse aligned with state ideologies about biculturalism that supports ignorance and denial of the structuring force of colonisation. Within schools, a state narrative of biculturalism advances the notion of harmonious settler-colonial race relations by marginalising or denying violent colonial histories and their consequences in the present. Silencing in the education system is examined through the lived experiences of Māori teachers of English language as they teach New Zealand literature in secondary school classrooms. Interviews with nineteen teachers and observations of four teachers' classroom practices (with follow up interviews from the teachers and some of their students) reveal that everyday classroom interactions perpetuate silencing through a hidden curriculum. This hidden curriculum appeals to settler sensibilities by: drawing on teaching pedagogies that soften or mute historical harm, validating “lovely” knowledge about Māori society and assessment approaches that privilege settler-colonial imperatives. This thesis identifies that harmonious notions of biculturalism circulate through the spatial and temporal dimensions of secondary schools because epistemological structures (policy, curriculum, and pedagogy) silence the meanings and effects of colonisation. In this way, a Settler Contract operates to sustain institutional racism in the New Zealand education system and white supremacy in settler-colonial societies.</p>

Silencing and institutional racism in settler-colonial education

<p>Twenty years ago, Charles Mills argued that a Racial Contract underwrites and guides the social contract and assigns political, economic, and social privileges based on race. This thesis argues that a settler manifestation of the Racial Contract operates through processes and structures of silencing in the New Zealand education system. Silencing is a racial discourse aligned with state ideologies about biculturalism that supports ignorance and denial of the structuring force of colonisation. Within schools, a state narrative of biculturalism advances the notion of harmonious settler-colonial race relations by marginalising or denying violent colonial histories and their consequences in the present. Silencing in the education system is examined through the lived experiences of Māori teachers of English language as they teach New Zealand literature in secondary school classrooms. Interviews with nineteen teachers and observations of four teachers' classroom practices (with follow up interviews from the teachers and some of their students) reveal that everyday classroom interactions perpetuate silencing through a hidden curriculum. This hidden curriculum appeals to settler sensibilities by: drawing on teaching pedagogies that soften or mute historical harm, validating “lovely” knowledge about Māori society and assessment approaches that privilege settler-colonial imperatives. This thesis identifies that harmonious notions of biculturalism circulate through the spatial and temporal dimensions of secondary schools because epistemological structures (policy, curriculum, and pedagogy) silence the meanings and effects of colonisation. In this way, a Settler Contract operates to sustain institutional racism in the New Zealand education system and white supremacy in settler-colonial societies.</p>

Surfacing, Voicing and Signalling Freedom in Relational Performance: Cheryl L’Hirondelle and Camille Turner’s Freedom Tours

The marking of colonial narratives mapped as histories onto Canada are reinforced on almost every boat, train, or rail tour in Canada. In Freedom Tours (2017) for LandMarks2017/Répéres2017, by artists Cheryl L’Hirondelle and Camille Turner the artists disrupted these entrenched histories hosting two sailings with tour narration. Thes narrated tours featured narratives that stemmed from Cree worldview and Caribbean diasporic perspectives. In L’Hirondelle and Turner’s work they built an architecture of songs unsung and stories untold in a temporal space- a boat tour in the waters in and around the Thousand Islands National Park. In this text I revisit the process of working with these artists to reveal the ways in which their work while being joyous also signaled the ways in which colonial histories drown out Indigenous, Black and People of Colour narratives in Canada. The historic settler alteration of waterways and borders within the Thousand Islands National Park has meant that some islands, previously visited by Indigenous people to harvest maple sap, are no longer above water. In this paper I want to be that island resurfacing sweet syrup, rising in these unstable waters to offer truths to Canada’s colonial narrative.

Militarisation Under COVID-19: Understanding the Differential Impact of Lockdown on the Forests of Colombia

Drawing on qualitative analysis and anthropological histories, we argue that deforestation rates in the Inter-Andean Valleys and in the Amazon Belt of Colombia reflect the specific role of the military in different articulations of the political forest along with new connections between conservation and the war on drugs. This paper examines the increase in deforestation in Colombia in 2020 that partially coincided with the “lockdown” imposed to curb the spread of COVID-19. Early media analysis linked this with the redeployment of military forces away from forest protection to impose lockdown restrictions. However, closer investigation reveals significant regional variation in both the reorganisation of military groups, and in the rate at which deforestation has materialised; military presence has increased in some regions, while in others deforestation has increased. To explain this, we unpack the “biopolitical” dimensions of international conservation to show how the specific deployment of military groups in Colombia reflects an interplay between notions of the protection of (species) life, longer colonial histories, and more recent classification of geographies in terms of riskiness and value.

Networks of Global Policy Diffusion: The Introduction of Compulsory Education

Compulsory education is closely related to the reproduction and change of a country’s culture. As we know from international comparative cultural research, however, there are different pathways into modernity, and so the particular role of education for a nation-state’s cultural basis might differ as well. At the same time, different relations between countries, such as cultural similarity or trade, can function as channels of diffusion of welfare policies. Our empirical analysis tests which dimensions of global networks structure the diffusion of introduction of compulsory education. We find a positive effect of exposure to other countries in a network of cultural similarity. Policy diffusion does not proceed via economic ties and colonial histories, but does through spatial proximity.