Описание: Translation has facilitated colonialism from the fifteenth century to the present day. Epistemicide, which involves destroying, marginalizing, or banishing Indigenous, subaltern, and counter-hegemonic knowledges, is one result. In the Americas, it is a racializing process. But in the hands of subaltern translators and interpreters, translation has also been used as a decolonial method.
The book gives an account of translation-as-epistemicide in the Americas, drawing on a range of examples from the early colonial period to the War on Terror. The first chapters demonstrate four distinct operations of epistemicide: the commensuration of worlds, the epistemic marginalization of subaltern translators and the knowledge they produce, the criminalization of translators and interpreters, and translation as piracy or extractivism. The second part of the book outlines decolonial translation strategies, including an epistemic posture the author calls “bewilderment.”
Translation and Epistemicide tracks how through the centuries translation practices have enabled colonialism and resulted in epistemicide, or the destruction of Indigenous and subaltern knowledge.
Название: Colonized Schooling Exposed ISBN: 0415840368 ISBN-13(EAN): 9780415840361 Издательство: Taylor&Francis Рейтинг: Цена: 23734.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This book presents a novel perspective on neocolonialism, education and other related issues. It unveils the effects of neocolonialism on the learning and well-being of students and workers, including marginalized groups such as Native Americans, Latino/as, and African Americans. It is a collection of in-depth interviews with and heartfelt essays by committed social justice educators and scholars genuinely concerned with educational issues situated in the context of western neocolonialism and neoliberalism.This dialogical way of discussing important issues and co-constructing knowledge can be traced back to ancient philosophers, who used dialogue as a form of inquiry to explore and analyze educational, socio-economic and political issues facing the world. It will cover many interwoven and pressing issues echoed through authentic voices of progressive educators and scholars.
On the heels of recent revelations of past and ongoing injustices, reconciliation and solidarity by Indigenous and non-Indigenous people has become even more urgent. But it is a complex endeavour. The Solidarity Encounter takes readers into the fraught terrain of solidarity organizing in settler colonial North America. The investigation grapples with a key tension: colonizing behaviours that result when white women centre their own goals and frameworks as they participate in activism with Indigenous women and groups. However, the book concludes with hope, offering a constructive framework for non-colonizing solidarity that can be applied in any context of unequal power.
On the heels of recent revelations of past and ongoing injustices, reconciliation and solidarity by Indigenous and non-Indigenous people has become even more urgent. But it is a complex endeavour. The Solidarity Encounter takes readers into the fraught terrain of solidarity organizing in settler colonial North America. The investigation grapples with a key tension: colonizing behaviours that result when white women centre their own goals and frameworks as they participate in activism with Indigenous women and groups. However, the book concludes with hope, offering a constructive framework for non-colonizing solidarity that can be applied in any context of unequal power.
Colonized through Art explores how the federal government used art education for American Indian children as an instrument for the “colonization of consciousness,” hoping to instill the values and ideals of Western society while simultaneously maintaining a political, social, economic, and racial hierarchy.
Focusing on the Albuquerque Indian School in New Mexico, the Sherman Institute in Riverside, California, and the world’s fairs and local community exhibitions, Marinella Lentis examines how the U.S. government’s solution to the “Indian problem” at the end of the nineteenth century emphasized education and assimilation. Educational theories at the time viewed art as the foundation of morality and as a way to promote virtues and personal improvement. These theories made art a natural tool for policy makers and educators to use in achieving their assimilationist goals of turning student “savages” into civilized men and women. Despite such educational regimes for students, however, Indigenous ideas about art often emerged “from below,” particularly from well-known art teachers such as Arizona Swayney and Angel DeCora.
Colonized through Art explores how American Indian schools taught children to abandon their cultural heritage and produce artificially “Native” crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students’ work into commodities and schools into factories.
Автор: Orelus Название: Colonized Schooling Exposed ISBN: 1138286869 ISBN-13(EAN): 9781138286863 Издательство: Taylor&Francis Рейтинг: Цена: 6123.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This book presents a novel perspective on neocolonialism, education and other related issues. It unveils the effects of neocolonialism on the learning and well-being of students and workers, including marginalized groups such as Native Americans, Latino/as, and African Americans. It is a collection of in-depth interviews with and heartfelt essays by committed social justice educators and scholars genuinely concerned with educational issues situated in the context of western neocolonialism and neoliberalism.This dialogical way of discussing important issues and co-constructing knowledge can be traced back to ancient philosophers, who used dialogue as a form of inquiry to explore and analyze educational, socio-economic and political issues facing the world. It will cover many interwoven and pressing issues echoed through authentic voices of progressive educators and scholars.
Описание: Confronting the rifts created by our common conceptual vocabulary for North American colonial studies How can we tell colonial histories in ways that invite intercultural conversation within humanistic fields that are themselves products of colonial domination? Beginning with a famous episode of failed communication from the narrative of the freed slave Olaudah Equiano, The Silence of the Miskito Prince explores this question by looking critically at five concepts frequently used to imagine solutions to the challenges of cross-cultural communication: understanding, cosmopolitanism, piety, reciprocity, and patience. Focusing on the first two centuries of North American colonization, Matt Cohen traces how these five concepts of cross-cultural relations emerged from, and continue to evolve within, colonial dynamics. Through a series of revealing archival explorations, he argues the need for a new vocabulary for the analysis of past interactions drawn from the intellectual and spiritual domains of the colonized, and for a historiographical practice oriented less toward the illusion of complete understanding and scholarly authority and more toward the beliefs and experiences of descendant communities. The Silence of the Miskito Prince argues for new ways of framing scholarly conversations that use past interactions as a site for thinking about intercultural relations today. By investigating the colonial histories of these terms that were assumed to promote inclusion, Cohen offers both a reflection on how we got here and a model of scholarly humility that holds us to our better or worse pasts.
Colonized through Art explores how the federal government used art education for American Indian children as an instrument for the “colonization of consciousness,” hoping to instill the values and ideals of Western society while simultaneously maintaining a political, social, economic, and racial hierarchy.
Focusing on the Albuquerque Indian School in New Mexico, the Sherman Institute in Riverside, California, and the world’s fairs and local community exhibitions, Marinella Lentis examines how the U.S. government’s solution to the “Indian problem” at the end of the nineteenth century emphasized education and assimilation. Educational theories at the time viewed art as the foundation of morality and as a way to promote virtues and personal improvement. These theories made the subject of art a natural tool for policy makers and educators to use in achieving their assimilationist goals of turning student “savages” into civilized men and women. Despite such educational regimes for students, however, indigenous ideas about art oftentimes emerged “from below,” particularly from well-known art teachers such as Arizona Swayney and Angel DeCora.
Colonized through Art explores how American Indian schools taught children to abandon their cultural heritage and produce artificially “native” crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students’ work into commodities and schools into factories.
Описание: Confronting the rifts created by our common conceptual vocabulary for North American colonial studies How can we tell colonial histories in ways that invite intercultural conversation within humanistic fields that are themselves products of colonial domination? Beginning with a famous episode of failed communication from the narrative of the freed slave Olaudah Equiano, The Silence of the Miskito Prince explores this question by looking critically at five concepts frequently used to imagine solutions to the challenges of cross-cultural communication: understanding, cosmopolitanism, piety, reciprocity, and patience. Focusing on the first two centuries of North American colonization, Matt Cohen traces how these five concepts of cross-cultural relations emerged from, and continue to evolve within, colonial dynamics. Through a series of revealing archival explorations, he argues the need for a new vocabulary for the analysis of past interactions drawn from the intellectual and spiritual domains of the colonized, and for a historiographical practice oriented less toward the illusion of complete understanding and scholarly authority and more toward the beliefs and experiences of descendant communities. The Silence of the Miskito Prince argues for new ways of framing scholarly conversations that use past interactions as a site for thinking about intercultural relations today. By investigating the colonial histories of these terms that were assumed to promote inclusion, Cohen offers both a reflection on how we got here and a model of scholarly humility that holds us to our better or worse pasts.
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