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 offers an intervention into the process of decolonization through the re-subjectification of the settler subject. The authors draw on what Deleuze and Guattari call minor threads of philosophy, pedagogy, spirituality, and healing practices rooted in neglected lineages of European thought and ceremony. The book proposes a methodology for unontologizing the settler subject, which they term "desettlering." Rather than fetishizing indigenous theory and practice as a mode for resubjectifying settlers to facilitate land-based decolonization, it offers a fresh approach by looking toward alternative sets of traditions and identities. These alternatives are used to interrogate minoritarian European philosophies, practices, and beliefs, which the authors propose could be deployed to unontologize the settler within current historical conditions. Asserting that such a process is not volitional but a historical necessity, the book offers a novel and timely investigation into who settlers become if they intend to engage seriously in decolonization. It will appeal to an interdisciplinary audience of scholars and researchers in psychological science, social psychology, counseling, philosophy, indigenous studies, and sociology.

This book examines contemporary Indigenous affairs through questions of relationality, presenting a range of interdisciplinary perspectives on the what, who, when, where, and why of Indigenous–settler relations. It also explores relationality, a key analytical framework with which to explore Indigenous–settler relations in terms of what the relational characteristics are; who steps into these relations and how; the different temporal and historical moments in which these relations take place and to what effect; where these relations exist around the world and the variations they take on in different places; and why these relations are important for the examination of social and political life in the 21st century. Its unique approach represents a deliberate move away from both settler-colonial studies, which examines historical and present impacts of settler states on Indigenous peoples, and from postcolonial and decolonial scholarship, which predominantly focuses on how Indigenous peoples speak back to the settler state. It explores the issues that inform, shape, and give social, legal, and political life to relations between Indigenous and non-Indigenous peoples, both in Australia and globally.

This book focuses on three broad and intertwined concerns in Indigenous education across several settler-colonial settings such as Australia, New Zealand and Canada. Within these settler-colonial contexts, many Indigenous learners continue to be failed by education policies and practices, while teaching and learning – all too often concomitantly – reproduce and maintain deficit perspectives and expectations from those in the wider community towards Indigenous Peoples. The contributions presented in this book seek to interrupt this cycle in some way and share three broad and intertwined areas of focus: Holistic and more-than-human view of the world and knowledge making practices Critical engagement with the ongoing legacies of colonial institutions, practices and histories And efforts that seek to reveal and address social injustices, inequities and discrimination. The book highlights the work of scholars who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education. Critical Studies and the International Field of Indigenous Education Research offers inspiration, hope and practices to learn from and with. In doing so, a wider community of researchers and professionals can draw on the ideas and strategies to help inform their efforts within the settings they work and live. This book was originally published as a special issue of Critical Studies in Education.

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.

Using the recent turn to ecology as a starting point, Hannah Richter and Elisa Randazzo bring ecological thinking into contact with Critical Indigenous Studies, in which awareness of the necessity for sustainable relations between humans and non-humans has long preceded Western Anthropocene discourse. Currently, the drastic ecological changes labelled as 'the Anthropocene' not only increasingly shape the political awareness and the priorities of citizens and governments, but also inform a large body of social scientific scholarship. Indigenous scholarship and practice, in particular ecological adaptability, is intrinsically related to power structures and political struggle – hence indigenous understanding of Anthropocene discourses are intertwined with discourses of colonialism and political contestation. This book problematises the depoliticising character of Western Anthropocene discourses in relation to indigenous ecologies. The authors reveal how the anti-colonial struggles of Indigenous communities and the unequal distribution of responsibilities for and suffering from ecological change, are concealed and devalued in Western discourses of the Anthropocene.

This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

Five hundred years. A vast geography. Making and Breaking Settler Space explores how settler spaces have developed and diversified from contact to the present. Adam Barker traces the trajectory of settler colonialism, drawing out details of its operation that are embedded not only in imperialism but also in contemporary contexts that include problematic activist practices by would-be settler allies. Unflinchingly engaging with the systemic weaknesses of this process, he proposes an innovative, unified spatial theory of settler colonization in Canada and the United States that offers a framework within which settlers can pursue decolonial actions in solidarity with Indigenous communities.

This thought-provoking Handbook provides a theoretical overview of the wide variety of anti-environmentalisms and offers an integrative research agenda for future research on the topic. Probing the ways in which groups have organized to oppose environmental movements and pro-environmental policies in recent decades, it examines those involved in these countermovements and studies their motivations and support systems. This Handbook explores core topics in the field, including contestation over climate change, wind power, mining, forestry, food sovereignty, oil and gas pipelines and population issues.

Fatal Denial argues that over the past 150 years, US health authorities' explanations of and interventions into Black infant mortality have been characterized by the "biopolitics of racial innocence," a term describing the institutionalized mechanisms in health care and policy that have at once obscured, enabled, and perpetuated systemic infanticide by blaming Black mothers and communities themselves. Following Black feminist scholarship demonstrating that the commodification and theft of Black women's reproductive bodies, labors, and care is foundational to US racial capitalism, Annie Menzel posits that the polity has made Black infants vulnerable to preventable death. Drawing on key Black political thought and praxis around infant mortality--from W.E.B. Du Bois and Mary Church Terrell to Black midwives and birth workers--this work also tracks continued refusals to acknowledge this routinized reproductive violence, illuminating both a rich history of care and the possibility of more transformative futures.