This edited collection presents perspectives from a range of disciplines on the challenges of dismantling coloniality in settler societies. Showcasing a variety of pedagogies and case studies, the book offers approaches to the praxis of decolonisation in diverse settings including tertiary education, activism, arts curatorial practice, the media, trans-Indigeneity, and psychosocial therapy. Chapters centre on the personal, relational, and political work needed to support decolonisation in settler societies in Aotearoa New Zealand, Australia, the United States, and Canada. Drawing from experiences in the field, contributors argue that to decolonise research and build authentic relationships with Indigenous communities, settler researchers must learn from Indigenous worldviews without appropriating them, disrupt colonial epistemologies, and reconcile their place in colonialism. Indigenising is discussed as a counterpart to the decolonisation process, involving restoring and centring the Indigenous voice within Indigenised socio-cultural, economic, legal, and political structures and institutions, including the return of land. The book is a rich resource for researchers seeking to understand and support decolonisation in settler societies, and will appeal to non-Indigenous scholars, students, and those involved in decolonisation work in community and institutional settings.

This book investigates whether and how reconciliation in Australia and other settler colonial societies might connect to the attitudes of non-Indigenous people in ways that promote a deeper engagement with Indigenous needs and aspirations. It explores concepts and practices of reconciliation, considering the structural and attitudinal limits to such efforts in settler colonial countries. Bringing together contributions by the world’s leading experts on settler colonialism and the politics of reconciliation, it complements current research approaches to the problems of responsibility and engagement between Aboriginal and non-Aboriginal peoples.

This book analyses the anxiety "well-intentioned" settler Australian women experience when engaging with Indigenous politics. Drawing upon cultural theory and studies of affect and emotion, Slater argues that settler anxiety is an historical subjectivity which shapes perception and senses of belonging. Why does Indigenous political will continue to provoke and disturb? How does settler anxiety inform public opinion and "solutions" to Indigenous inequality? In its rigorous interrogation of the dynamics of settler colonialism, emotions and ethical belonging, Anxieties of Belonging has far-reaching implications for understanding Indigenous-settler relations.

This book offers critical reflections on the intersections between criminology and queer scholarship, and charts future directions for this field. Since their development over twenty-five years ago, queer scholarship and politics have been hotly contested fields, equally embraced and dismissed. Amid calls for criminology and criminal justice institutions to respond more effectively to the injustices faced by LGBTIQ people, criminologists have recently developed a Queer Criminology and turned to queer scholarship in the process. Through a sweeping analysis of critical criminologies, as well as issues as varied as shame and utopian thought, Matthew Ball points to the many opportunities for criminology to engage further with the more politically disruptive strands of queer scholarship. His analysis highlights that criminology and queer theory are 'dangerous bedfellows', and that navigating the tension between them is central to confronting the social and criminal injustices experienced by LGBTIQ communities. This book will be of particular interest for scholars of criminology, criminal justice, LGBTIQ studies, gender studies and critical theory.

This book addresses the ethical and practical issues at stake in the reconciliation of Indigenous and non-indigenous communities. An increasing number of researchers, educators, and social and environmental activists are eager to find ways to effectively support ongoing attempts to recognize, integrate and promote Indigenous perspectives and communities. Taking Canada as its focus, this book offers a multidisciplinary consideration of a range of reconciliation policies, practices and initiatives that are relevant in all settler states. Set against its increasing neoliberal appropriation, the book resituates reconciliation in the everyday contexts of community interaction and engagement, as well as in the important areas of Indigenous knowledge, resource management and social and environmental justice. Reconciliation is not just the responsibility of law and government. And, attuned to the different perspectives of settlers, migrants and refugee communities, the book examines areas of opportunity, as well as obstacles to progress, in the forging of a truly decolonizing framework for reconciliation. As the challenges of reconciliation cross numerous academic and substantial areas, this book will appeal to a range of scholars and practitioners working in law, politics, education, environmental studies, anthropology and Indigenous studies.

The Colonial Shadow examines the colonial psychology that has shaped what is now known as Canada. This psychology has perpetrated devastating harm over the last half a millennium and continues to oppress Indigenous people and degrade the environment. This book is inspired by the tenet of depth psychology that stories and myths from one’s own ancestry can bring about transformation and deep changes in perspective. As such, it investigates how an alchemical way of imagining into white settler colonial consciousness might contribute to its accountability and psychological healing today. The Colonial Shadow will be an invaluable resource for professionals, academics and students of Jungian and post-Jungian ideas, settler-colonial and First Nations studies, sociology, anthropology, and cultural studies as well as for anyone interested in addressing the colonial complex.

Successive waves of global protest since 1999 have encouraged leading contemporary political theorists to argue that politics has fundamentally changed in the last twenty years, with a new type of politics gaining momentum over elite, representative institutions. The new politics is frequently described as radical, but what does radicalism mean for the conduct of politics? Capturing the innovative practices of contemporary radicals, Routledge Handbook of Radical Politics brings together leading academics and campaigners to answer these questions and explore radicalism’s meaning to their practice. In the thirty-five chapters written for this collection, they collectively develop a picture of radicalism by investigating the intersections of activism and contemporary political theory. Across their experiences, the authors articulate radicalism’s critical politics and discuss how diverse movements support and sustain each other. Together, they provide a wide-ranging account of the tensions, overlaps and promise of radical politics, while utilising scholarly literatures on grassroots populism to present a novel analysis of the relationship between radicalism and populism. Routledge Handbook of Radical Politics serves as a key reference for students and scholars interested in the politics and ideas of contemporary activist movements.

This companion consists of chapters that focus on and bring forward critical theories and productive methodologies for Indigenous art history in North America. This book makes a major and original contribution to the fields of Indigenous visual arts, professional curatorial practice, graduate-level curriculum development, and academic research. The contributors expand, create, establish and define Indigenous theoretical and methodological approaches for the production, discussion, and writing of Indigenous art histories. Bringing together scholars, curators, and artists from across the intersecting fields of Indigenous art history, critical museology, cultural studies, and curatorial practice, the companion promotes the study and dissemination of Indigenous art and stimulates new conversations on such key areas as visual sovereignty and self-determination; resurgence and resilience; land-based, embodied, and nation-specific knowledges; epistemologies and ontologies; curatorial and museological methodologies; language; decolonization and Indigenization; and collaboration, consultation, and mentorship.

"This edited collection presents perspectives from a range of disciplines on the challenges of dismantling coloniality in settler societies. Showcasing a variety of pedagogies and case studies, the book offers approaches to the praxis of decolonisation in diverse settings including tertiary education, activism, arts curatorial practice, the media, trans-Indigeneity and psychosocial therapy. Chapters centre on the personal, relational, and political work needed to support decolonisation in settler societies in Aotearoa New Zealand, Australia, the United States, and Canada. Drawing from experiences in the field, contributors argue that to decolonise research and build authentic relationships with Indigenous communities, settler researchers must learn from Indigenous worldviews without appropriating them, disrupt colonial epistemologies, and reconcile their place in colonialism. Indigenising is discussed as a counterpart to the decolonisation process, involving restoring and centring the Indigenous voice within Indigenised socio-cultural, economic, legal, and political structures and institutions, including the return of land. The book is a rich resource for researchers seeking to understand and support decolonisation in settler societies, and will appeal to non-Indigenous scholars, students and those involved in decolonisation work in community and institutional settings"--

How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignorance are sustaining the political status quo of settler-colonial power. Stastny’s work examines this weaponization of ignorance in systems so often focused on the production of knowledge to deepen our understanding of how and why settler-colonial agendas operate in public primary and secondary schools. Ignored Histories takes the reader through the evolution of policy directives for history curricula, historiography and the narratives produced and disseminated in textbooks, and the author’s own ethnography on teachers’ actual practices and experiences. As the story unfolds, it traces the recounts of colonial wars and massacres in textbooks; presents modern accounts of the continuing marginalization—and outright exclusion—of Indigenous historians, practitioners, and knowledge from both curriculum development and pedagogy; problematizes students’ disengagement from learning about their own histories; and brings to light lingering effects of white supremacy and ways to counter them. Some history teachers, on an individual level, engage in insurgent educational strategies in an attempt to shift power relations between Indigenous people and settlers. From the interviews Stastny conducted, we learn that some of these teachers were fired; others successfully developed methods to destabilize and rethink institutional practices and effect change in the classroom. Ultimately, Stastny argues for a system-wide transformation that decolonizes history curricula and the teaching of history by prioritizing Indigenous resurgence, understandings, and knowledge; acknowledging and addressing the difficult truths of the past; and ethically shaping the stories of today.