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I Didn’t Hate the English — Until Now
I’ve lived in London for three years. I hadn’t spent much time in Britain before my arrival and had no particular feelings toward the English. I expected them to react to me with similar neutrality. What I didn’t expect was the toxic mix of dismissal and casual disdain. It would have been easier, perhaps, if it was all as overt as potato jokes. But what kills you is the ignorance; what grinds you down is how much they don’t know about the past and, if they do know, how little they care. It’s a strange and maddening thing to discover about the people who shaped your country’s fate and who are poised to do so again. Why does it matter that an English man is English when he shouts at Irish protesters? Why did it matter where the men who threw the pigeon head were from? Because England keeps on making itself matter to Ireland, against our will.
by:MeganNolan  from:TheNewYorkTimes  geo:Ireland  geo:UnitedKingdom  Brexit  imperialism  colonialism 
3 days ago by owenblacker
anja kanngieser on Twitter: "this is a long thread on #nauru, where i spent last week. nauru is currently most visible as a site for australia’s offshore detention of asylum seekers and refugees. it is also the location of a longstanding #phosphate mine
"this is a long thread on #nauru, where i spent last week. nauru is currently most visible as a site for australia’s offshore detention of asylum seekers and refugees. it is also the location of a longstanding #phosphate mine which covers over 2/3 of the island 1/22

#nauru is experiencing considerable #climatechange. im going to outline some of the social-environmental stresses i observed that nauruans, refugees and asylum seekers are facing, and why we need to talk about #colonialism and #environmental racism for #climatejustice 2/22

#nauru is a beautiful island. its main resource is #phosphate. germany colonised nauru in the late 1800s and in the early 1900s the british found phosphate and started to exploit it for fertiliser and munitions with australia and nz, who became nauru’s trustees in the 1920s 3/22

during both world wars #nauru was a strategic imperial site and was occupied by multiple nations. in the 1960s nauru gained independence and took over mining activities 4/22

these days its extremely hard to get onto #nauru. i was invited to do work on community #mitigation and #adaptation measures. my work involves speaking with community leaders, environment organisations, government workers, activists 5/22

it also involves making #bioacoustic recordings of environments - #nauru's mine, the reef, the lagoon. this means i spend a lot of time listening. this is some of what i was told: 6/22

#nauru is running out of land. there are too many people living on the coast, as topside (the mining site) has not been rehabilitated. its a moonscape up there - huge phosphate pinnacles segregated by steep drops. its hot - it feels like 50 degrees, and its super humid 7/22

no one really goes up there, except people working in the mine, ihms employees and the border force. and refugees and asylum seekers, because thats where the detention centres are. you cant play there or just hang out, its too hot, and if youre not in aircon its unbearable 8/22

#coastal erosion is bad around the north of #nauru. sea walls protect one area but then other areas get flooded. #kingtides flood the single road that runs around the island, meaning people cant get around to access services 9/22

houses on the coast side of the main road on #nauru get #inundated. because of a lack of land, people cant really move far 10/22

much of the ground water in #nauru is #contaminated, by waste, from overpopulated cemeteries leaking into the water lens, run off from the mine and sea water. there is a huge stress on water supplies 11/22

most of #nauru gets its water from the desalination plant, but it takes a long time to get water and if it breaks experts need to be flown in to fix it. not everyone has a water tank, so there are water shortages 12/22

its hard to grow food on #nauru so food is imported. there are long lines of people whenever a shipment of rice is due to arrive. cucumbers cost $13AUD, a punnet of cherry tomatoes $20AUD. people do not earn anywhere near enough money to be able to afford it 13/22

kitchen gardens have been established on #nauru, but they only feed the families that have them, a lot of people feel their soil is not adequate to growing food 14/22

reef fish stocks are depleted on #nauru, so there is a plan to build milkfish supplies in peoples home ponds. as the water is contaminated that means that the fish are contaminated. if people feed the fish to the pigs and eat the pigs, then that meat is also contaminated 15/22

the #phosphate dust from the mine causes respiratory issues in #nauru. it covers houses near the harbour and people refer to it as snow. while primary mining is almost complete, secondary mining is planned. this should last around 20 years, then the phosphate is gone 16/22

#nauru is getting hotter. its so hot that kids dont want to walk to school, which is not aircon. its so hot that no one is really outside during the day. the heat on the coast is not as bad as the heat on topside. but its still hot enough that you dont want to move 17/22

i was told that people remember it being 20 degrees cooler when they were kids. #nauru goes through extreme #droughts 18/22

there are issues with #biodiversity loss and strange movements of sea creatures. i recorded a dusk chorus at a mining site and heard only one bird. at the start of the year dead fish littered the reef. this happens periodically, no one could tell me why 19/22

the noddy birds, which people rely on for food, got a virus earlier this year and there were fallen noddy birds all over the roads. people have spotted orcas in #nauru’s waters. a dugong also washed up on shore. they are not known to inhabit that area 20/22

as i said, these issues affect everyone on #nauru. nauru is highly vulnerable to #climatechange. it is also hugely economically reliant on aid, on the money from the incarceration of refugees and asylum seekers and a rapidly diminishing natural resource: phosphate 21/22

this is why conversations about human rights and environmental justice in #nauru and the #pacific also need to include strong critiques of #neocolonialism, #racism and #paternalism. nauru wasnt always like this. these are ongoing impacts of colonisation 22/22"
nauru  climatechange  globalwarming  2018  anjakannigieser  environment  climatejustice  colonialism  islands  polynesia  australia  newzealand  activism  adaptability  oceans  fishing  health  biodiversity  multispecies  pacificocean  vulnerability  neocolonialism  racism  paternalism  colonization  birds  nature  animals  wildlife  water  waste 
5 days ago by robertogreco
Taiwan and Nationhood: Roots and Prospects – abstrakt
"The piece that follows serves as a modest introduction for interested readers into the historical development and current implications of national identity in Taiwan. Although this is a fertile area of research in East Asian political studies, it is nonetheless rarely discussed elsewhere when the politics of the region are the topic at hand."
history  china  japan  international_relations  taiwan  nationhood  gmd  nationalism  asia  communism  colonialism  imperialism 
5 days ago by chritter
"In this lecture performance Grada Kilomba explores forms of Decolonizing Knowledge using printed work, writing exercises, performative narrative, and visual art, as forms of alternative knowledge production. Kilomba raises questions concerning the concepts of knowledge, race and gender: “What is acknowledged as knowledge? Whose knowledge is this? Who is acknowledged to produce knowledge?” This project exposes not only the violence of classic knowledge production, but also how this violence is performed in academic, cultural and artistic spaces, which determine both who can speak and what we can speak about.To touch this colonial wound, she creates a hybrid space where the boundaries between the academic and the artistic languages confine, transforming the configurations of knowledge and power. Using a collage of her literary and visual work, Grada Kilomba initiates a dialogue of multiple narratives who speak, interrupt, and appropriate the ‘normal’ and continuous coloniality in which we reside. The audience is invited to participate, and to re-imagine the concept of knowledge anew, by opening new spaces for decolonial thinking."

[See also: ]
gradakilomba  performance  decolonization  speaking  listening  2015  knowledge  narrative  art  knowledgeproduction  unschooling  deschooling  colonialism  academia  highered  highereducation  storytelling  bellhooks  participation  participatory  theory  thinking  howwethink  africa  slavery  frantzfanon  audrelorde  knowing  portugal 
5 days ago by robertogreco
Christi Belcourt on Twitter: "Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be t
"Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be taught in a brick box. Not everything should be.

Education from and on the land is needed for children. We need the next generation to be free thinkers. Unintentionally, the structures within the current education system are contributing in assimilating all children into a form of thinking that teaches them to conform.

Education in schools is affecting Indigenous nations. It’s not all positive. Hardly any of our kids knows the lands like the back of their hands any more. Hardly any knows animal traditional laws, protocols. Hardly any can survive on the land. And almost all are taught in English

Without intending it, by sending ALL our children to school, we are creating a society of dependence. Because unable to survive on the land means a dependence on goods and services. It also means a continued decline in our languages as the day is spent in English.

Even communities once entirely fluent not long ago are noticing their young people conversing in English. I was just in a community where the teenagers were fluent. But pre-teens weren’t. How can communities compete w/ English when their children are emmersed in it all day?

I don’t want to offend educators. Educators are some of the most selfless and kind people I’ve met. They go above and beyond for kids every day. My observations are about some of the long term boarder effects re: institution of education and its detrimental effects on our nations

The late Elder Wilfred Peltier once wrote that the education system harms children in a few ways. He was speaking specifically about Indigenous kids but his thoughts could be applied to all I suppose. He said it sets kids up with a skewed sense of self. (Con’t)

Elder Wilfred Peltier said children are taught early in school to be graded. He said the harm isn’t only in the child who gets low grades and is made to feel less than. The worse harm is to kids who get higher grades and are made to feel better than others.

He also said the structure of the classroom is problematic. It implies the teacher knows everything and the student knows nothing. In Indigenous communities we talk about how children are teachers and each one has unique gifts. But schools don’t nurture those gifts.

A child might be gifted in reading the stars or knowing traditional medicines. Schools eliminate that as a possibility to be apprenticed in those things. And they take up so much time in a child’s life there is no time left over for language and apprenticing in their gifts.

We will need scientists and people who have gone through school. But we also need medicine apprentices, land knowledge, language keepers and star readers. We need experts of the lakes and animals. This come from apprentiships w/ kokums and moshoms. It comes from the land itself.

In this time of climate change the world needs Indigenous knowledge more than ever. It’s in our lands and langusges. It can’t come from school. So we have to question this. And really look at it to suss out the good and the bad in a non emotional and non judgemental way.

Is there a way to have half of all Indigenous kids apprenticed full time with kokums or moshoms in land/water based education? Is there a way to identify what gifts kids will have early on and give them the life long training to nurture those gifts?

My concluding thought is the tendency will be towards “improving” or “fixing” schools to allow for more Indigenous languages or teachings etc without fundamentally changing anything. My point is the kind of education I’m talking about cannot be within the school system."
education  unschooling  deschooling  indigeneity  schooling  wilfredpeltier  christibelcourt  2018  inequality  children  authority  experience  apprenticeships  kokums  moshoms  multispecies  land  morethanhuman  canon  climatechange  experientiallearning  gifted  language  languages  landscape  colonialism  heterogeneity 
8 days ago by robertogreco
Forget Protagonists: Writing NPCs with Agency for 80 Days and Beyond - YouTube
In this 2016 GDC session, 80 Days writer Meg Jayanth explores best practices around writing three-dimensional, engaging NPCs to enliven game narratives.
gamedev  colonialism  gdc  writing 
8 days ago by enne
Eugenia Zuroski on Twitter: "In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1…
"In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1
Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this. …

a commitment to unsettling, anticolonial pedagogy could teach the people who will go forward and take up decolonization. This morning I’m thinking about this alongside Moten and Harney’s “The University and the Undercommons”—of teaching toward a “fugitive enlightenment” /2

that must steal knowledge from the institution and take it away from there, out of there, so as to put it toward something that doesn’t reproduce the institution/profession, but that thinks collectively toward what would replace the institution’s mode of organizing power. /3

Anticolonial pedagogies that are practiced in relation to decolonization must therefore inhabit, as Tuck and Yang point out, a particular temporality—one that doesn’t just reject the kind of constant clocking in for quantified “marks” that prove the labor of learning is /4

already being translated into wealth for someone (else), but that commits to Indigenous futurities over the future of “the profession,” and locates the value of teaching in preparing students for a better world than the institution either represents or materializes. /5

The university has an important role to play, in other words, but it can’t fulfil its obligations without committing away from itself—without giving up what it holds and regenerates to those who will “waste” it (Moten and Harney) on not becoming “Enlightened” subjects. /6

Anyway, my thanks to @ashleycmorford and the other people who contributed to yesterday’s conversation, which has helped me think about teaching not as “decolonizing” practice but as the (de)forming of subjects capable, in various ways, of decolonization. /6

Also thanks to @morganevanek for her comments on university teaching as a form of “hospicing work” (I didn’t write down the citation for this—?) on bad culture, and for this reminder, which it seems to me is one pragmatic thing we should all do immediately: [image: some notes including "ABOLISH GRADING"]

I’ll be on a roundtable this afternoon (Friday, 4:45, Niagara Room), where I’ll speak about collectives and #BIPOC18 and venture some thoughts on Twitter as an “Undercommons of Enlightenment” that will likely be messy and wrong, should be fun, you should come #CSECS18

I want to clarify that working toward these ends, as an academic, does not mean divesting from the university. It is still the site of our work and we have to fight to maintain/create better structures for doing that work effectively, non-exploitatively.

I will continue to advocate for resources for researchers, teachers, editors, for more hires of BIPOC, queer, disabled, trans scholars, for fair working conditions and best practices toward just institutional co-existence. Absolutely.

But I am beginning to understand these commitments—which are likely lifetime ones for me—as “harm reduction measures” (Tuck and Yang) along the long path toward a future that is not mine or my profession’s."
decolonization  highered  highereducation  eugeniazuroski  2018  fredmoten  stefanoharney  undercommons  messiness  academia  education  grades  grading  anticolonialism  colonialism  colonization  fugitives  hospice  pedagogy  unschooling  deschooling  impericalism  sovereignty  institutions  ashleymorford  power  control  future  enlightenment  fugitiveenlightenment  indigeneity 
9 days ago by robertogreco
Corbyn’s right. It’s not as simple as having ‘pride’ or ‘shame’ in our history | David Wearing | Opinion | The Guardian
Various figures on the centre-left have, from time to time, urged progressives to reclaim patriotism, as though the problem were not the fact of national self-satisfaction but merely the tone of it. What we really need is to re-imagine our national community as somewhere more open, more welcoming, a little more respectful of others, and a little less pleased with itself. If we can finally have a grownup, frank and above all inclusive conversation about our country’s history – and in so doing finally shed the imperial hangover – a healthier relationship with others and with ourselves will surely follow.
UK  politics  nationalism  nationalIdentity  xenophobia  colonialism  history  culture  CorbynJeremy  dctagged  dc:creator=WearingDavid 
10 days ago by petej
‘It’s Time to Decolonize Environmentalism’: An Interview with Zina Saro-Wiwa | Frieze
Skip to main content Advertisement More Like This Advertisement More Like This More Interviews See All
additivism  anthropocene  art  colonialism  decolonialisation  environment  interview  stream 
13 days ago by therourke
Harry Josephine on Twitter: "Both 100%ing and speedrunning and forms of colonial impulse: their analogous technologies are the map and the railway. Or the ledger and the gun."
Both 100%ing and speedrunning and forms of colonial impulse: their analogous technologies are the map and the railway. Or the ledger and the gun.
games  colonialism  gamedev 
15 days ago by enne
King Leopold's Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa: Adam Hochschild: 9780618001903: Books
In the 1880s, as the European powers were carving up Africa, King Leopold II of Belgium seized for himself the vast and mostly unexplored territory surrounding the Congo River. Carrying out a genocidal plundering of the Congo, he looted its rubber, brutalized its people, and ultimately slashed its population by ten million—all the while shrewdly cultivating his reputation as a great humanitarian. Heroic efforts to expose these crimes eventually led to the first great human rights movement of the twentieth century, in which everyone from Mark Twain to the Archbishop of Canterbury participated. King Leopold's Ghost is the haunting account of a megalomaniac of monstrous proportions, a man as cunning, charming, and cruel as any of the great Shakespearean villains. It is also the deeply moving portrait of those who fought Leopold: a brave handful of missionaries, travelers, and young idealists who went to Africa for work or adventure and unexpectedly found themselves witnesses to a holocaust.
humanrights  colonialism  kolonialismus 
19 days ago by MicrowebOrg

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