Relevant bibliographies by topics / Anti-colonial

Academic literature on the topic 'Anti-colonial'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Anti-colonial"

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BYLER, DARREN. "Anti‐colonial friendship." American Ethnologist 48, no. 2 (May 2021): 153–66. http://dx.doi.org/10.1111/amet.13020.

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Córdova, Teresa. "Anti‐colonial Chicana feminism." New Political Science 20, no. 4 (December 1998): 379–97. http://dx.doi.org/10.1080/07393149808429837.

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Hutchings, Rich, and Marina La Salle. "Teaching Anti-Colonial Archaeology." Archaeologies 10, no. 1 (April 2014): 27–69. http://dx.doi.org/10.1007/s11759-014-9250-y.

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Anthony, Thalia, Vicki Chartrand, and Tracey McIntosh Ngāi Tūhoe. "Anti-colonial Carceral Abolition." Journal of Prisoners on Prisons 29, no. 1-2 (December 3, 2020): 147–49. http://dx.doi.org/10.18192/jpp.v29i1-2.4972.

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Anthony, Thalia, Vicki Chartrand, and Tracey McIntosh Ngāi Tūhoe. "Anti-colonial Carceral Abolition." Journal of Prisoners on Prisons 28, no. 2 (August 10, 2020): 186–88. http://dx.doi.org/10.18192/jpp.v28i2.4819.

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Carroll, Shawna. "ANTI-COLONIAL BOOK CLUBS." Art/Research International: A Transdisciplinary Journal 6, no. 1 (April 22, 2021): 11–31. http://dx.doi.org/10.18432/ari29548.

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What possibilities does reading anti-colonial and counternarrative fiction have? By “plugging in” Coloma’s constitutive subjectivities, Anzaldúa’s new consciousness, and Sumara’s embodied action, I share the possibilities with the explanation of an anti-colonial book club. Part of a larger research project conducted with a feminist Deleuzian methodology, this paper focuses on one of the “hot spots” that arose during the reading processes of two participants in the book club. Through their self-reflection during their reading processes, the counternarrative and anti-colonial fiction gave the women a different kind of language which allowed them to build a stronger trust in themselves, their subject positions, and their experiences of marginalization outside of a white settler colonial discursive lens. This building of trust by creating a different kind of language to explain their subject positions and experiences of marginalization created a new consciousness that allowed them to continue subverting simplified white settler colonial understandings of who they are.
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Gunneflo, Markus. "Settler-colonial and Anti-colonial Legalities in Palestine." Palestine Yearbook of International Law Online 20, no. 1 (February 12, 2019): 171–88. http://dx.doi.org/10.1163/2211-6141_008.

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Gunneflo, Markus. "Settler-colonial and Anti-colonial Legalities in Palestine." Palestine Yearbook of International Law Online 20, no. 1 (July 22, 2020): 171–88. http://dx.doi.org/10.1163/22116141_020010008.

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Bradford, Clare. "The Case of Children's Literature: Colonial or Anti-Colonial?" Global Studies of Childhood 1, no. 4 (January 1, 2011): 271–79. http://dx.doi.org/10.2304/gsch.2011.1.4.271.

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Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children's literature have taken up a rhetorical stance which treats child readers as colonised, and children's books as a colonising site. This article takes issue with Rose's rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children's literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children's texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.
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Carlson, Elizabeth. "Anti-colonial methodologies and practices for settler colonial studies." Settler Colonial Studies 7, no. 4 (October 21, 2016): 496–517. http://dx.doi.org/10.1080/2201473x.2016.1241213.

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Dissertations / Theses on the topic "Anti-colonial"

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Nyathi, Nceku. "The organisational imagination in African anti-colonial thought." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4381.

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This thesis seeks to broaden the nature of anti-colonial thinking in organisation theory through a strategy of ‘reading and rediscovery’ of prominent African anti-colonial writers and activists portraying them as serious organisation theorists. By reading these theorists, I show some of the depth and sweep of their thinking, hoping to prompt a new appreciation of them today. To read these figures as organisation theorists opens up organisation theory not just to African thinking and history, but also to a range of organisations that often do not show up in the canon of organisation studies. This allows us to see a colourful organisation theory that reflects multiple realities, a postcolonial critique of organisation development of organisation theory, and opens up the western academy to Africa as subject rather than object. Here is a different consciousness of identity and subjectivity, a virtue made of structures (Nkrumah), a radical change and transformation of the individual and group (Cabral’s bottom-up cultural change), and of organisation and social formation of the state (Du Bois, Padmore, James, Cabral, Fanon). This colourful approach is distinct from current postcolonial organisational analysis and ‘management in Africa’ literatures. I test this thesis by observing a case study of contemporary African thinking on organisation at the most general level of society, ubuntu. Ubuntu today straddles the theory and practice of African cosmology, and the calculating world of private firms in a profit-taking market in South Africa. Can its mixture of theory and practice and political ambition fulfil the hopes of this earlier generation? Finally, this is also a disciplinary project, challenging organisation studies to examine its borders and limits, for I am seeking at a very personal level, as a southern African of Nguni origin, to write myself into the consciousness and praxis of that discipline of organisation theory.
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Künkler, Mirjamunkler. "Between self and other : anti-colonial nationalism revisited." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7834.

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Bibliography: leaves 100-108.
This dissertation has attempted to shed light on the character of anti-colonial nationalism. It particularly sought to elucidate why anti-colonial nationalisms, once the enemy is defeated, often fail to provide a sufficient basis for national identification. Why, the initial question posed, are nation-building projects necessary in states whose people have fought nationalist struggles for decades and should therefore be characterised by a high degree of social cohesion on a national level?
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Alterno, Letizia. "A narrative of India beyond history : anti-colonial strategies and post-colonial negotiations in Raja Rao's works." Thesis, University of Manchester, 2009. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:153828.

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This thesis examines Indian author Raja Rao’s critically neglected work. I read Rao’s production as a strategic, yet problematic, negotiation of hegemonic narrativizations of Indian history, which attempts both to propose alternative histories and deconstruct the ontology of modern western historiography. Rao’s often criticised use of essentialism in his works is here examined as a strategic deconstructive tool in the hands of the postcolonial writer. More specifically, I wish to show how his early novels Kanthapura and Comrade Kirillov resist colonial depictions of India through both linguistic and cultural structures. Rao’s stylistic negotiation is effected through a use of the English language mediated by the Indian writer’s sensibility. Both novels enforce strategies working through opposition. They provide alternative accounts counterbalancing strategic absences in the records of colonial Indian historiography while attempting to recover the voice of protagonist subalterns. In my examination of his later novels The Serpent and the Rope, The Cat and Shakespeare and The Chessmaster and His Moves, I argue that a more effective strategy of intervention is at work. It attempts to disrupt from within the discursive features of post-Enlightenment European modernity, more specifically the premises of Cartesian oppositional dualities, homogeneous ideas of linear time, and the centrality of imperial spaces, while problematising the hybrid and heterogeneous character of Rao’s narrative.
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Madden, Paul Edward. "Evaluating Mathematics Curriculum from Anti-Colonial and Criticalmathematics Perspectives:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108651.

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Thesis advisor: Lillie R. Albert
This study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this study offers a literature review of the genealogy of Western mathematics’ development in relation to British imperialism and Anglo-American settler colonialism. Working from these historical, linguistic, and philosophical perspectives the anti-colonial mathematics curriculum evaluation framework was constructed, piloted with a Common-Core-aligned 6th grade Eureka Math unit, and then refined. From there, two absolute criterial curriculum evaluations (Kemmis & Stake, 1988), one using the anti-colonial evaluation framework and the other using a criticalmathematics evaluation framework, were completed in relation to a 7th grade Eureka Math unit. Resulting from this process, this study offers two key findings. First, Grande’s (2015) conceptualization of colonialist consciousness can be specified to identify concrete manifestations of colonialist consciousness, which can be meaningfully organized in relation to aspects of curriculum (i.e., goals/objectives, pedagogy, and assessments) and curricular components (e.g., exit tickets). Second, aspects of criticalmathematics theorizations of justice may be fruitfully reconsidered to support the disruption of mathematics educations’ (and its curricular texts’) roles in the propagation of the metaphysical and epistemological assumptions of coloniality. Implications of this study are presented generatively as actionable suggestions for textbook developers, teacher educators, and theory-driven evaluators interested in supporting the teaching and learning mathematics from an anti-colonial stance
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.

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This project suggests that the exclusion of children from social discourse has been naturalized, and remains largely unchallenged in the West (Salisbury and Styles, 2012, p. 113). While some didactic picturebooks and pedagogies construct and perpetuate this exclusion, I will explore the potential of critical picturebooks and critical pedagogy to counter it. Critical picturebooks and critical pedagogy, I propose, can help to build and support the critical consciousness of readers, transforming their social relations. Specifically, this project is concerned with the exclusion of children from discourse on colonialism in Canada, and it highlights the need for critical consciousness in this area. I suggest that critical picturebooks can play a role in unsettling settler relations, or shifting Canada-Aboriginal relations towards more ethical ones. I therefore offer an anti-colonial pedagogy for picturebooks to facilitate these aims. This pedagogy is generated through putting theory on picturebooks, critical pedagogy, Indigenous methods, as well as local pedagogy in Alert Bay into an interdisciplinary conversation. I begin by asking ‘how can picturebooks function as transformative texts?’ Drawing on picturebook theory, I present five elements of critical picturebooks that make them conducive to transformative social discourse: 1) flexibility of the form (enabling complex, cross-genre narratives); 2) accessibility of composite texts (allowing for multiliteracies); 3) textual gaps in composite texts; 4) their dialogical nature (often being read and analyzed aloud); and, 5) their ability to address content silenced in many educational settings. I hold that “the plasticity of mind” which Margaret Mackey suggests is engendered by the picturebook’s flexible form (explicated by these five elements) also fosters a plasticity of mind in terms of the reader navigating social issues or complex problems presented in its content (as cited in Salisbury and Styles, 2012, p. 91). This dual plasticity positions the picturebook as a valuable and empowering discursive or dialogical tool. If, as Paulo Freire asserts, “it is in speaking their word that people, by naming the world, transform it, dialogue imposes itself as the way by which they achieve significance as human beings”, then it is crucial that children are included in social dialogue that has been typically reserved for adults (Freire, 2000, p. 69). I then discuss the ways in which my participatory action research (PAR) in the community of Alert Bay, British Columbia, illustrates the transformative potentials of picturebooks, and helped to form an anti-colonial pedagogy for picturebooks. Workshops with local children, young adults and adults examined the unique form and content of picturebook narratives. In following with Freire, the aim was not only to explore the pedagogical promise of existing texts, but also to co-develop tools with which participants generate their own self-representations. We focused on developing narratives on food, an important generative theme that connects many facets of life including experiences of colonialism. Through additional conversations and embodied learning activities, I was introduced to local anti-colonial pedagogical methods. I put these experiences into conversation with theories of critical pedagogy put forth by Freire, Ivan Illich, bell hooks and Henry Giroux and a discussion of Indigenous research and pedagogical methods offered by Linda Tuhiwai Smith, Sandy Grande, Leanne Simpson, Lynn Gehl, and curricular resources. This research culminated in making Grease, a picturebook on the importance of oolichan oil to Alert Bay, told from a visitor’s perspective. In creating Grease, I have aimed to practically apply my proposed pedagogy, and make my work available to both Alert Bay and (in the future) to readers farther afield. This is an effort to address the dearth of anti-colonial literature and education available to children in Canada and elsewhere. The final chapter of my thesis serves as an annotative guide to be read alongside Grease. The pedagogy and picturebook combined present tenable ways in which picturebooks can engage children in critical discussions of colonialism and function as transformative texts.
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Assos, Demetris. "Makarios : A study of anti-colonial nationalist leadership, 1950-1959." Thesis, University of London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536781.

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au, M. Carey@murdoch edu, and Michelle Carey. "Whitefellas and Wadjulas: Anti-colonial Constructions of the non-Aboriginal Self." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100514.132152.

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In this thesis, I argue for anti-colonial constructions of the non-Aboriginal self. I take as my starting point that members of the invader/settler society in Australia must place them/ourselves in “an embodied awareness of ‘being in Indigenous sovereignty’” (Nicholl, 2004: 17) and name them/ourselves accordingly. An anti-colonial construction of non-Aboriginality formed within the locus of Aboriginal Sovereignty undermines the potency of ‘post-colonial’ processes of identity formation, which privilege the colonialist centre, and the concomitant marginalised position of Indigenous people. Thus, an anti-colonial construction of non-Aboriginality constitutes a radical recentring for processes of identity construction within invader/settler societies. This work responds to critical whiteness studies and post-colonial discourses of ‘belonging’. I acknowledge both whiteness studies and work on invader/settler belongings have gained traction in recent years as a means to problematise the whiteness of the settler/invader group and the legitimacy of their/our belongings. However, I argue they continue to operate within colonialist paradigms and perpetuate (neo)colonial power relations. In this thesis, I argue anti-colonial constructions of non-Aboriginality are constructed in dialogue with Aboriginal people. I conceive non-Aboriginality as a political identity that rejects ‘race’ and ‘colour’ as markers for identity. ‘Non-Aboriginality’ enables members of invader/settler societies to articulate support for Aboriginal Sovereignty and Aboriginal claims for social justice and human rights.
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Carey, Michelle. "Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self." Carey, Michelle (2008) Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/1757/.

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In this thesis, I argue for anti-colonial constructions of the non-Aboriginal self. I take as my starting point that members of the invader/settler society in Australia must place them/ourselves in “an embodied awareness of ‘being in Indigenous sovereignty’” (Nicholl, 2004: 17) and name them/ourselves accordingly. An anti-colonial construction of non-Aboriginality formed within the locus of Aboriginal Sovereignty undermines the potency of ‘post-colonial’ processes of identity formation, which privilege the colonialist centre, and the concomitant marginalised position of Indigenous people. Thus, an anti-colonial construction of non-Aboriginality constitutes a radical recentring for processes of identity construction within invader/settler societies. This work responds to critical whiteness studies and post-colonial discourses of ‘belonging’. I acknowledge both whiteness studies and work on invader/settler belongings have gained traction in recent years as a means to problematise the whiteness of the settler/invader group and the legitimacy of their/our belongings. However, I argue they continue to operate within colonialist paradigms and perpetuate (neo)colonial power relations. In this thesis, I argue anti-colonial constructions of non-Aboriginality are constructed in dialogue with Aboriginal people. I conceive non-Aboriginality as a political identity that rejects ‘race’ and ‘colour’ as markers for identity. ‘Non-Aboriginality’ enables members of invader/settler societies to articulate support for Aboriginal Sovereignty and Aboriginal claims for social justice and human rights.
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Thibodeau, Anthony. "Anti-colonial Resistance and Indigenous Identity in North American Heavy Metal." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395606419.

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Al-Abbood, Muhammed Noor. "The cultural politics of resistance : Frantz Fanon and postcolonial literary theory." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310373.

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Books on the topic "Anti-colonial"

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Marcus Garvey: Anti-colonial champion. London: Karia Press, 1987.

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Marcus Garvey: Anti-colonial champion. Trenton, N.J: Africa World Press, 1988.

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Landscapes of hope: Anti-colonial utopianism in America. New York: Oxford University Press, 2009.

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Anderson, Benedict R. O'G. Under three flags: Anarchism and the anti-colonial imagination. New York, NY: Verso, 2005.

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Ortiz, Roxanne Dunbar. James Joyce and the tradition of anti-colonial revolution. Pullman, Wash: Dept. of Comparative American Cultures, Washington State University, 1999.

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Mappila Muslims: A study on society and anti colonial struggles. Calicut: Other Books, 2007.

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Raṇṭattāṇi, Husain. Mappila Muslims: A study on society and anti colonial struggles. Calicut: Other Books, 2007.

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Migrant form: Anti-colonial aesthetics in Joyce, Rushdie and Ray. New York: Peter Lang, 2009.

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Raṇṭattāṇi, Husain. Mappila Muslims: A study on society and anti colonial struggles. Kerala: Other Books, 2007.

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Majumdar, Gaurav. Migrant form: Anti-colonial aesthetics in Joyce, Rushdie, and Ray. New York: Peter Lang, 2010.

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Book chapters on the topic "Anti-colonial"

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Brennan, Timothy. "Anti-Colonial Liberalism." In Salman Rushdie and the Third World, 32–58. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20079-5_2.

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Dei, George J. Sefa. "Anti-colonial Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_500-1.

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Dei, George J. Sefa. "Anti-colonial Education." In Encyclopedia of Educational Philosophy and Theory, 40–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_500.

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Hoffmann, Clemens. "Anti-colonial empires." In Asia in International Relations, 135–48. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Rethinking Asia and international relations: Routledge, 2017. http://dx.doi.org/10.4324/9781315576183-12.

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Silva, Daniel F. "(Anti-)colonial assemblages." In The Routledge Companion to Black Women’s Cultural Histories, 75–86. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243578-9.

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Kirasirova, Masha. "Building anti-colonial utopia." In The Routledge Handbook of the Global Sixties, 53–66. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315150918-6.

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Gröning, Sarah. "From anti-colonial to anti-modernist resistance." In Practices of Resistance in the Caribbean, 76–103. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315222721-5.

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Alecou, Alexios. "Leading the Anti-colonial Movement." In Communism and Nationalism in Postwar Cyprus, 1945-1955, 119–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29209-0_7.

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McKelvey, Charles. "The Cuban Anti-colonial Revolution." In The Evolution and Significance of the Cuban Revolution, 27–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62160-9_2.

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Menon, Nivedita, Suruchi Thapar-Björkert, and Madina Tlostanova. "Anti-colonial struggles, postcolonial subversions." In Postcolonial and Postsocialist Dialogues, 109–20. First Edition. | New York : Routledge, 2021. | Series: Routledge advances in feminist studies and intersectionality: Routledge, 2021. http://dx.doi.org/10.4324/9781003003199-10.

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Conference papers on the topic "Anti-colonial"

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Pires, Isadora Lopes, and Maria Rita De Cássia Campos. "MORFOGÊNESE IN VITRO DA CURCUMA LONGA." In II Congresso Brasileiro de Ciências Biológicas On-line. Revista Multidisciplinar Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1661.

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Introdução: Curcuma longa, popularmente conhecida como açafrão-da-terra, pertence à família Zingiberaceae, é uma planta herbácea de clima tropical quente e úmido, originária da Ásia, e foi introduzida no Brasil no período colonial. A cúrcuma possui flavor característico, aroma picante e sabor amargo que são rotulados como especiaria na maioria das classificações encontradas (AOAC, 1995). Além da sua ampla utilização como especiaria na culinária, a cúrcuma vem sendo utilizada amplamente na medicina asiática tradicional o que desencadeou estudos sobre as suas propriedades. Na literatura há relatos confirmado as atividades antioxidantes, anti-inflamatórias, antimicrobianas e anticancerígenas da cúrcuma (ASAI et al., 1999; GUL et al., 2004; FERRARI et al., 2019). Objetivos: Obtenção de plantas axênicas e criação de um banco de germoplasma. Materiais e Métodos:: O presente estudo é dividido em quatro partes de execução. A primeira, a obtenção do material vegetal, onde os Rizomas de C. longa foram coletados de uma cultura comercial cultivada na fazenda Macaúba em Catalão, Goiás, Brasil. A segunda, a obtenção dos explantes para o cultivo in vitro. A terceira, a desinfestação do explantes para a não propagação de contaminantes e a quarta, o cultivo in vitro da Cúrcuma, o qual foi utilizado a metodologia descrita por RODRIGUES et al. (2007). Resultados: Com o decorrer da execução do projeto, houveram incidências de contaminação, o que fez ser necessária a adequação do protocolo de desinfestação dos explantes, e posteriormente, a produção de plantas axênicas e a elaboração de um banco de germoplasma. Conclusão: Um banco de germoplasma é importante para posteriores estudos e cultivos de uma espécie. Ao final desse trabalho, por se tratar de um projeto em andamento, espera-se que haja um considerável número de plantas e um banco de germoplasma para posterior estudo da atividade biológica do óleo essencial da Curcuma longa.
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Reports on the topic "Anti-colonial"

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Streva, Juliana. Aquilombar Democracy Fugitive Routes from the End of the World. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, June 2021. http://dx.doi.org/10.46877/streva.2021.37.

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This working paper approaches the current global crisis as a potential territoriality for radicalizing concepts and for learning with ongoing fugitive routes. Through nonlinear paths, I aim to examine the contours of the quilombo not only as a slavery-past event but as a continuum of anti-colonial struggle that invokes other forms of re-existence and convivial coexistence in Brazil. In doing that, this research draws attention to an Améfrica Ladina epistemology and a decolonial methodology embodied by living archives and oral histories.
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