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decolonial</title> <meta name="description" content="Search results for: decolonial"> <meta name="keywords" content="decolonial"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="decolonial"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 20</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: decolonial</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Living Heritage(s) And Decoloniality: A Situational Analysis of the Great Zimbabwe World Heritage Site</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Revai%20Boterere">Revai Boterere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study explores the decolonial theory in the context of engaging with living heritages in the formally colonised through the case of the Great Zimbabwe World Heritage Site. It followed a qualitative research paradigm in the form of a situational analysis, with both primary and secondary data sources examined to enable an analysis focusing on the decolonial discourse and practice at Great Zimbabwe. Unlike the dominant model (in terms of interpretation) used at Great Zimbabwe, that of Thomas Huffman, which views the site as ruins, new literature (Ashton Sinamai, 2017, 2020; Webber Ndoro, 1994, 2005; ShadreckChirikure 2008, etal 2016; Njabulo Chipanguraetal 2019) on zimbabwe culture, Great Zimbabwe World Heritage Site is a living site, a shrine, and a cultural landscape. it argue that the new literature, perhaps decolonial, remain in the hands of academics and not synthesised down to the interpreters. This is a problem, and it needs to be addressed. There is need of a pragmatic thrust to decolonisation at the Great Zimbabwe World Heritage Site. Though there are efforts to involve local communities at Great Zimbabwe as a decolonial approach, there is need to reorder the current system of producing knowledge in place. This paper will unpack these debates of decoloniality between what Huffman’s propositions of the interpretation of Great Zimbabwe vis-a-vis the new decolonial school of thought by local researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20tourism" title="cultural tourism">cultural tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title=" decoloniality"> decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20heritage" title=" living heritage"> living heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20community" title=" local community"> local community</a> </p> <a href="https://publications.waset.org/abstracts/151323/living-heritages-and-decoloniality-a-situational-analysis-of-the-great-zimbabwe-world-heritage-site" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Decolonial Aesthetics in Ronnie Govender’s at the Edge and Other Cato Manor Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajendra%20Chetty">Rajendra Chetty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decolonial aesthetics departs and delinks from colonial ideas about ‘the arts’ and the modernist/colonial work of aesthetics. Education is trapped in the western epistemic and hermeneutical vocabulary, hence it is necessary to introduce new concepts and work the entanglement between co-existing concepts. This paper will discuss the contribution of Ronnie Govender, a South African writer, to build decolonial sensibilities and delink from the grand narrative of the colonial and apartheid literary landscape in Govender’s text, At the Edge and other Cato Manor Stories. Govender uses the world of art to make a decolonial statement. Decolonial artists have to work in the entanglement of power and engage with a border epistemology. Govender’s writings depart from an embodied consciousness of the colonial wound and moves toward healing. Border thinking and doing (artistic creativity) is precisely the decolonial methodology posited by Linda T. Smith, where theory comes in the form of storytelling. Govender’s stories engage with the wounds infringed by racism and patriarchy, two pillars of eurocentric knowing, sensing, and believing that sustain a structure of knowledge. This structure is embedded in characters, institutions, languages that regulate and mange the world of the excluded. Healing is the process of delinking, or regaining pride, dignity, and humanity, not through the psychoanalytic cure, but the popular healer. The legacies of the community of Cato Manor that was pushed out of their land are built in his stories. Decoloniality then is a concept that carries the experience of liberation struggles and recognizes the strenuous conditions of marginalized people together with their strength, wisdom, and endurance. Govender’s unique performative prose reconstructs and resurrects the lives of the people of Cato Manor, their vitality and humor, pain and humiliation: a vibrant and racially integrated community destroyed by the regime’s notorious racial laws. The paper notes that Govender’s objective with his plays and stories was to open windows to both the pain and joy of life; a mission that is not didactic but to shine a torch on both mankind’s waywardness as well as its inspiring and often moving achievements against huge odds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Govender" title="Govender">Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title=" decoloniality"> decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=delinking" title=" delinking"> delinking</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusion" title=" exclusion"> exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=racism" title=" racism"> racism</a>, <a href="https://publications.waset.org/abstracts/search?q=Cato%20Manor" title=" Cato Manor"> Cato Manor</a> </p> <a href="https://publications.waset.org/abstracts/112553/decolonial-aesthetics-in-ronnie-govenders-at-the-edge-and-other-cato-manor-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Oil Exploitation, Environmental Injustice and Decolonial Nonrecognition: Exploring the Historical Accounts of Host Communities in South-Eastern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ejikeme%20Johnson%20Kanu">Ejikeme Johnson Kanu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the environmental justice of host communities in south-eastern Nigeria whose source of livelihood has been destroyed due to oil exploitation. Environmental justice scholarship in the area often adopts Western liberal ideology from a more macro level synthesis (Niger Delta). This study therefore explored the sufficiency or otherwise of the adoption of Western liberal ideology in the framing of environmental justice (EJ) in the area which neglects the impact of colonialism and cultural domination. Mixed archival research supplemented by secondary analysis guided this study. Drawing from data analysis, the paper first argues that micro-level studies are required to either validate or invalidate the studies done at the macro-level (Niger Delta) which has often been used to generalise around environmental injustice done within the host communities even though the communities (South-eastern) differ significantly from (South-south) in terms of language, culture, socio-political and economic formation which indicate that the drivers of EJ may differ among them. Secondly, the paper argues that EJ framing from the Western worldview adopted in the study area is insufficient to understand environmental injustice suffered in the study area and there is the need for environmental justice framing that will consider the impact of colonialism and nonrecognition of the cultural identities of the host communities which breed environmental justice. The study, therefore, concludes by drawing from decolonial theory to consider how the framing of EJ would move beyond the western liberal EJ to Indigenous environmental justice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20justice" title="environmental justice">environmental justice</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonial" title=" decolonial"> decolonial</a>, <a href="https://publications.waset.org/abstracts/search?q=nonrecognition" title=" nonrecognition"> nonrecognition</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20environmental%20justice" title=" indigenous environmental justice"> indigenous environmental justice</a> </p> <a href="https://publications.waset.org/abstracts/146617/oil-exploitation-environmental-injustice-and-decolonial-nonrecognition-exploring-the-historical-accounts-of-host-communities-in-south-eastern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Circle Work as a Relational Praxis to Facilitate Collaborative Learning within Higher Education: A Decolonial Pedagogical Framework for Teaching and Learning in the Virtual Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Nutton">Jennifer Nutton</a>, <a href="https://publications.waset.org/abstracts/search?q=Gayle%20Ployer"> Gayle Ployer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ky%20Scott"> Ky Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenny%20Morgan"> Jenny Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working in a circle within higher education creates a decolonial space of mutual respect, responsibility, and reciprocity that facilitates collaborative learning and deep connections among learners and instructors. This approach is beyond simply facilitating a group in a circle but opens the door to creating a sacred space connecting each member to the land, to the Indigenous peoples who have taken care of the lands since time immemorial, to one another, and to one’s own positionality. These deep connections not only center human knowledges and relationships but also acknowledges responsibilities to land. Working in a circle as a relational pedagogical praxis also disrupts institutional power dynamics by creating a space of collaborative learning and deep connections in the classroom. Inherent within circle work is to facilitate connections not just academically but emotionally, physically, culturally, and spiritually. Recent literature supports the use of online talking circles, finding that it can offer a more relational and experiential learning environment, which is often absent in the virtual world and has been made more evident and necessary since the pandemic. These deeper experiences of learning and connection, rooted in both knowledge and the land, can then be shared with openness and vulnerability with one another, facilitating growth and change. This process of beginning with the land is critical to ensure we have the grounding to obstruct the ongoing realities of colonialism. The authors, who identify as both Indigenous and non-Indigenous, as both educators and learners, reflect on their teaching and learning experiences in circle. They share a relational pedagogical praxis framework that has been successful in educating future social workers, environmental activists, and leaders in social and human services, health, legal and political fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=circle%20work" title="circle work">circle work</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20pedagogies" title=" relational pedagogies"> relational pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonization" title=" decolonization"> decolonization</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/160212/circle-work-as-a-relational-praxis-to-facilitate-collaborative-learning-within-higher-education-a-decolonial-pedagogical-framework-for-teaching-and-learning-in-the-virtual-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160212.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Translanguaging as a Decolonial Move in South African Bilingual Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malephole%20Philomena%20Sefotho">Malephole Philomena Sefotho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, it is a fact that the majority of people, worldwide, are bilingual rather than monolingual due to the surge of globalisation and mobility. Consequently, bilingual education is a topical issue of discussion among researchers. Several studies that have focussed on it have highlighted the importance and need for incorporating learners’ linguistic repertoires in multilingual classrooms and move away from the colonial approach which is a monolingual bias – one language at a time. Researchers pointed out that a systematic approach that involves the concurrent use of languages and not a separation of languages must be implemented in bilingual classroom settings. Translanguaging emerged as a systematic approach that assists learners to make meaning of their world and it involves allowing learners to utilize all their linguistic resources in their classrooms. The South African language policy also room for diverse languages use in bi/multilingual classrooms. This study, therefore, sought to explore how teachers apply translanguaging in bilingual classrooms in incorporating learners’ linguistic repertoires. It further establishes teachers’ perspectives in the use of more than one language in teaching and learning. The participants for this study were language teachers who teach at bilingual primary schools in Johannesburg in South Africa. Semi-structured interviews were conducted to establish their perceptions on the concurrent use of languages. Qualitative research design was followed in analysing data. The findings showed that teachers were reluctant to allow translanguaging to take place in their classrooms even though they realise the importance thereof. Not allowing bilingual learners to use their linguistic repertoires has resulted in learners’ negative attitude towards their languages and contributed in learners’ loss of their identity. This article, thus recommends a drastic change to decolonised approaches in teaching and learning in multilingual settings and translanguaging as a decolonial move where learners are allowed to translanguage freely in their classroom settings for better comprehension and making meaning of concepts and/or related ideas. It further proposes continuous conversations be encouraged to bring eminent cultural and linguistic genocide to a halt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonisation" title=" decolonisation"> decolonisation</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20repertoires" title=" linguistic repertoires"> linguistic repertoires</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a> </p> <a href="https://publications.waset.org/abstracts/122925/translanguaging-as-a-decolonial-move-in-south-african-bilingual-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Decolonial Theorization of Epistemic Agency in Language Policy Management: Case of Plurinational Ecuador</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Madany-Sa%C3%A1">Magdalena Madany-Saá</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the language management of two language policies in plurinational Ecuador: (1) mandatory English language teaching that uses Western standards of quality, and (2) indigenous educación intercultural bilingüe, which promotes ancestral knowledge and the indigenous languages of Ecuador. The data are from a comparative institutional ethnography conducted between 2018 and 2022 in English and Kichwa teacher preparation programs in an Ecuadorian teachers’ college. Specifically, the paper explores frameworks of knowledge promoted by different educational actors in both teacher education programs and the ways in which the Ecuadorian transformation towards a knowledge-based economy is intertwined with the country’s linguistic policies. Focusing on the specific role of language advocates and their discursive role in knowledge production, the paper elaborates on the notion of agency in Language Policy and Planning (LPP), referred to as epistemic agency. Specifically, the epistemic agency is conceptualized through the analysis of English language epistemic advocates who participate in empowering English language policies and endorse knowledge production in that language. By proposing an epistemic agency, this paper argues that in the context of knowledge-based societies, advocates are key in transferring the policies from the political to the epistemic realm – where decisions about what counts as legitimate knowledge are made. The study uses the decolonial option as its analytical framework for critiquing the hegemonic perpetuation of modernity and its knowledge-based models in Latin America derived from the colonial matrix of power. Through this theoretical approach, it is argued that if indigenous stakeholders are only viewed as political actors and not as knowledge producers, the hegemony of Global English will reinforce a knowledge-based society constructed upon Global North modernity. In the absence of strong epistemic advocates for indigenous language policies, powerful Global English advocates occupy such vacancies at the language management level, thus dominating the ecology of knowledge in a plurinational and plurilingual Ecuador. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educaci%C3%B3n%20intercultural%20biling%C3%BCe" title="educación intercultural bilingüe">educación intercultural bilingüe</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20agency" title=" epistemic agency"> epistemic agency</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20advocates" title=" language advocates"> language advocates</a>, <a href="https://publications.waset.org/abstracts/search?q=plurinationality" title=" plurinationality"> plurinationality</a> </p> <a href="https://publications.waset.org/abstracts/186848/decolonial-theorization-of-epistemic-agency-in-language-policy-management-case-of-plurinational-ecuador" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Trans and Queer Expressions of Religion in Brazil: How Music and Mission Work Can Be Used As a Tool of Refusal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cahlia%20A.%20Plett">Cahlia A. Plett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ventura Profana (Unholy Venture) is an Afro-Indigenous Brazilian performance artist, missionary, and advocate for trans or “travestí” issues in Brazil. In this paper, author will discuss how Profana acts as a pastor in aims of constructing possibilities of escape through scripture, congregation and performance art. In confronting religious “recolonization”, which refers to modern Judeo-Christian religions and their re-colonizing properties within Latin American countries, author argue that Profana’s research and art offer an opportunity to both use and decolonize religious-colonial projects through expressions of the self and spirituality based in queer Black, Brown and Indigenous futurities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Religious%20Studies" title="Religious Studies">Religious Studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Music" title=" Music"> Music</a>, <a href="https://publications.waset.org/abstracts/search?q=Queer%20studies" title=" Queer studies"> Queer studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Decolonial" title=" Decolonial"> Decolonial</a> </p> <a href="https://publications.waset.org/abstracts/185459/trans-and-queer-expressions-of-religion-in-brazil-how-music-and-mission-work-can-be-used-as-a-tool-of-refusal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Landbody: Decolonizing U.S. Intercultural Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aimee%20Carrillo%20Rowe">Aimee Carrillo Rowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on theories of plurinationalism and Indigenous sovereignty, this essay argues for a “landbody” method of culture critique. This method analyzes the relationship between land and bodies in queer Xicana performances. The study finds that queer Xicana performances navigate complex relationships between settler and Indigenous positionalities. By shifting the focus in the field of U.S. intercultural communication from political struggles for inclusion within the settler nation-state to an interrogation of the land politics upon that underwrite sovereignty, the paper develops a decolonial, hemispheric approach to the field of intercultural communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20studies" title="indigenous studies">indigenous studies</a>, <a href="https://publications.waset.org/abstracts/search?q=settler%20colonial%20studies" title=" settler colonial studies"> settler colonial studies</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20ethnic%20studies" title=" critical ethnic studies"> critical ethnic studies</a>, <a href="https://publications.waset.org/abstracts/search?q=landbody" title=" landbody"> landbody</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonization" title=" decolonization"> decolonization</a>, <a href="https://publications.waset.org/abstracts/search?q=Chicana%20feminism" title=" Chicana feminism"> Chicana feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=queer%20Xicana%20performance" title=" queer Xicana performance"> queer Xicana performance</a> </p> <a href="https://publications.waset.org/abstracts/159137/landbody-decolonizing-us-intercultural-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Policy for Implementing Decolonial Practices, Equity, Inclusivity, and Diversity into Radical Democratic Informal Art Gallery Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaida%20Kobylka">Kaida Kobylka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Museum education policy can be developed through the lens of radical democracy and radically democratic relational aesthetics to provoke a more wholistic, agonistic, and utopian educational experiences that expand a viewer’s experiences and knowledge of artwork in a museum’s permanent collection to encourage a deeper understanding of art and the community of a museum’s connections to equity, diversity, inclusion, and decolonization. Practices used by the museum will create cohesive and engaging informal education that utilizes community-based, alternative knowledge and create dignity-safe spaces for viewers to engage critically with the visual objects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=museum%20education" title="museum education">museum education</a>, <a href="https://publications.waset.org/abstracts/search?q=radical%20democracy" title=" radical democracy"> radical democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=Canadian%20policy" title=" Canadian policy"> Canadian policy</a>, <a href="https://publications.waset.org/abstracts/search?q=community-based%20knowledge" title=" community-based knowledge"> community-based knowledge</a> </p> <a href="https://publications.waset.org/abstracts/167538/policy-for-implementing-decolonial-practices-equity-inclusivity-and-diversity-into-radical-democratic-informal-art-gallery-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Decolonialism: Addressing Colonial Legacies and Challenging Dominant Narratives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Amorim%20Da%20Silva">Patricia Amorim Da Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the ongoing process of decolonialism, focusing on addressing the lasting consequences of colonialism. Centred on identity within marginalized communities, the study challenges Eurocentric frameworks and advocates for diverse perspectives. Emphasizing critical self-awareness among researchers regarding biases in their work, decolonialism influences feminist theory and global counter-publics. At its core is the concept of epistemicide, the intentional suppression of knowledge in unequal cultural interactions. Colonial imposition has devalued local knowledge, contributing to cultural loss and undermining autonomy. The paper underscores the importance of reclaiming indigenous knowledge to revitalize local cultures and languages, particularly pertinent to the Brazilian context. This contribution to the discourse on decolonialism underscores the imperative to challenge prevailing narratives and empower historically subordinated communities. The study aspires to advance feminist theory and decolonial studies, fostering a more equitable and inclusive global society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decolonialism" title="decolonialism">decolonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=colonial%20legacies" title=" colonial legacies"> colonial legacies</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Eurocentrism" title=" Eurocentrism"> Eurocentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemicide" title=" epistemicide"> epistemicide</a> </p> <a href="https://publications.waset.org/abstracts/176647/decolonialism-addressing-colonial-legacies-and-challenging-dominant-narratives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Critiquing Israel as Child Abuse: How Colonial White Feminism Disrupts Critical Pedagogies of Culturally Responsive and Relevant Practices and Inclusion through Ongoing and Historical Maternalism and Neoliberal Settler Colonialism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wafaa%20Hasan">Wafaa Hasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In May of 2022, Palestinian parents in Toronto, Canada, became aware that educators and staff in the Toronto District School Board were attempting to include the International Holocaust and Remembrance Definition of Antisemitism (IHRA) in The Child Abuse and Neglect Policy of the largest school board in Canada, The Toronto District School Board (TDSB). The idea was that if students were to express any form of antisemitism, as defined by the IHRA, then an investigation could follow with Child Protective Services (CPS). That is, the student’s parents could be reported to the state and investigated for custodial rights to their children. The TDSB has set apparent goals for “Decolonizing Pedagogy” (“TDSB Equity Leadership Competencies”), Culturally Responsive and Relevant Practices (CRRP) and inclusive education. These goals promote the centering of colonized, racialized and marginalized voices. CRRP cannot be effective without the application of anti-racist and settler colonial analyses. In order for CRRP to be effective, school boards need a comprehensive understanding of the ways in which the vilification of Palestinians operates through anti-indigenous and white supremacist systems and logic. Otherwise, their inclusion will always be in tension with the inclusion of settler colonial agendas and worldviews. Feminist maternalism frames racial mothering as degenerate (viewing the contributions of racialized students and their parents as products of primitive and violent cultures) and also indirectly inhibits the actualization of the tenets of CRRP and inclusive education through its extensions into the welfare state and public education. The contradiction between the tenets of CRRP and settler colonial systems of erasure and repression is resolved by the continuation of tactics to 1) force assimilation, 2) punish those who push back on that assimilation and 3) literally fragment familial and community structures of racialized students, educators and parents. This paper draws on interdisciplinary (history, philosophy, anthropology) critiques of white feminist “maternalism” from the 19th century onwards in North America and Europe (Jacobs, Weber), as well as “anti-racist education” theory (Dei), and more specifically,” culturally responsive learning,” (Muhammad) and “bandwidth” pedagogy theory (Verschelden) to make its claims. This research contributes to vibrant debates about anti-racist and decolonial pedagogies in public education systems globally. This paper also documents first-hand interviews and experiences of diasporic Palestinian mothers and motherhoods and situates their experiences within longstanding histories of white feminist maternalist (and eugenicist) politics. This informal qualitative data from "participatory conversations" (Swain) is situated within a set of formal interview data collected with Palestinian women in the West Bank (approved by the McMaster University Humanities Research Ethics Board) relating to white feminist maternalism in the peace and dialogue industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decolonial%20feminism" title="decolonial feminism">decolonial feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20feminism" title=" maternal feminism"> maternal feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-racist%20pedagogies" title=" anti-racist pedagogies"> anti-racist pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=settler%20colonial%20studies" title=" settler colonial studies"> settler colonial studies</a>, <a href="https://publications.waset.org/abstracts/search?q=motherhood%20studies" title=" motherhood studies"> motherhood studies</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy%20theory" title=" pedagogy theory"> pedagogy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20theory" title=" cultural theory"> cultural theory</a> </p> <a href="https://publications.waset.org/abstracts/172292/critiquing-israel-as-child-abuse-how-colonial-white-feminism-disrupts-critical-pedagogies-of-culturally-responsive-and-relevant-practices-and-inclusion-through-ongoing-and-historical-maternalism-and-neoliberal-settler-colonialism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Affective Communities of Women in the Classic Spanish-Mexican-Argentinian Cinema. A Comparative Perspective from a South-South Gaze</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Invernizzi%20Agostina">Invernizzi Agostina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the 1930s, it is possible to find a phenomenon that persists through to the sixties in the national filmographies of different southern latitudes (Spain, Mexico, Argentina): the proliferation of ensemble films of groups of women who serve base to elaborate broader social conflicts and to construct imaginaries of the nation and of genders. This paper will address the modes of figuration of some affective imaginaries among women where the forms of sociability and the bonds of sisterhood are determined by the spaces in which the women are grouped. In these films, there are forms of affectivity that dispute the meanings of the patriarchal order of the time. One of the hypotheses is that these films formulate communities of women that carry out a reconfiguration of affective and transnational spaces. This research presents a multidisciplinary approach that simultaneously combines film and audiovisual studies, gender studies, decolonial feminist theories, and affects theories. The study of this phenomenon will provide us with keys for articulating with current problematics, such as the genealogies of women's movements, of which the cinema offers echoes and is a privileged medium for reflection and social change, as well as the international contact flows between these three geographical points, their migratory processes and cultural exchanges, transnationalism and integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affects" title="affects">affects</a>, <a href="https://publications.waset.org/abstracts/search?q=feminisms" title=" feminisms"> feminisms</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20studies" title=" film studies"> film studies</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/147122/affective-communities-of-women-in-the-classic-spanish-mexican-argentinian-cinema-a-comparative-perspective-from-a-south-south-gaze" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> S/Pace: Discontinuing the Otherness of the Other in Travel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okikiola%20Olusanu">Okikiola Olusanu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Power dynamics, one of the lasting effects of the legacies of coloniality, left an indelible scar on our identity and space. This structure ensures a system that deliberately slows down the pace of the colonizer, either within her space or while traveling the world of the colonizer. The politics of oppression through the intersection of race, gender, class, and sex empowers the ideology of sameness and difference. This ideology regulates and sustains the borderlines of the colonizers’ space. Sociologists, anti-colonialists, and feminist theorists have argued that the restrictions that the colonized experience while traveling to the space of the colonizers can be interpreted as an inter-body war that reinforces gender, class, and race inequalities. To foster belonging and accessibility, this study examines the effect of colonial legacy restrictions on traveling. This paper aims to deconstruct the coloniality of knowledge, space, and body for a transnational and decolonial identity transcending borders. it argue that borders are intentionally constructed to keep the other at a significant distance, like identity. We deduce that travel restriction is antibody because the pace is slow, and access is limited. For the analysis of this study, this study examines how the perception of the body of the colonizer influence her travail when traveling to and through the space of the ex-colonizer and the measures necessary for the decolonization of knowledge, space and body. Our interest is not in moving physical borders from space, it is rather in decolonizing the mind that create systematic, social, and political borders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=space" title="space">space</a>, <a href="https://publications.waset.org/abstracts/search?q=body" title=" body"> body</a>, <a href="https://publications.waset.org/abstracts/search?q=travel" title=" travel"> travel</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/192561/space-discontinuing-the-otherness-of-the-other-in-travel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Uncertainties and Resilience: A Study of Pandemic Impact on the Pastoral-Nomadic Communities in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arati%20S.%20Kade">Arati S. Kade</a>, <a href="https://publications.waset.org/abstracts/search?q=Iftikhar%20Hussain"> Iftikhar Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Somnath%20Dadas"> Somnath Dadas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper studies resilience and uncertainties among nomadic-pastoral communities in India during large events such as pandemics and attempts to understand that with changing times and increased uncertainties, how nomadic communities historically showed their resilience. A review of the literature was performed concerning nomadism and development relations and conflicts by focusing on structural violence on nomadic communities from the caste class and patriarchy as a framework along with the role of the state. Philosophical views on the anti-nomad bias of political theories by Erik Ringmar, along with the decolonial approach by Linda Smith and debrahmanization by Braj Ranjan Mani were used to analyze criminalization of nomads. Data were collected using in-depth telephonic interviews and news reports published during the COVID-19 lockdown in India. Focusing on historical context of current crises, the paper leads to the discussion on how nomadic communities negotiate with the sedentary society during the COVID-19 pandemic. Findings of the current paper approve the hypotheses that the COVID-19 pandemic followed by lockdown deeply impacted the pastoral production system, building on the continued cycle of marginalization by the state and caste society in India, while traditional knowledge stood the test of time. Be it developmental states or pandemics, the nomadic communities have shown their resilience in a number of ways, such as keeping distance from sedentary society, usage of traditional medicine, and relying on traditional leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=criminalization" title=" criminalization"> criminalization</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=nomadism" title=" nomadism"> nomadism</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoralism" title=" pastoralism"> pastoralism</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20knowledge" title=" traditional knowledge"> traditional knowledge</a> </p> <a href="https://publications.waset.org/abstracts/154983/uncertainties-and-resilience-a-study-of-pandemic-impact-on-the-pastoral-nomadic-communities-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Geographic and Territorial Knowledge as Epistemic Contexts for Intercultural Curriculum Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ver%C3%B3nica%20Mu%C3%B1oz-Rivero">Verónica Muñoz-Rivero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The historically marginalized indigenous communities in the Atacama Desert continue to experience and struggle curricular hegemony in a prevalent monocultural educational context that denies heritage, culture and epistemologies in a documented attempted knowledge negation by the educational policies, the national curriculum and educational culture. The ancestral indigenous community of Toconce demands a territorial-based intercultural education and a school in their ancestral land to prevent the progressive cultural loss as they reclaim their memory and identity negated. This case study makes use of the intercultural theoretical framework and open qualitative methodology to analyze local socio-educational reality integrating aspects related to the educational experience, education demands for future generations and importance given to formal education. The interlocutors: elders, parents, caretakers and former teachers raised the educational experience for the indigenous childhood as an intergenerational voice that experienced discrimination, exclusion and racism on their K-12 trajectories. By center, the indigenous epistemologies, geography and memory, this research proposes a project-based learning approach anchored to the Limpia de Canales ceremony to develop a situated territorial intercultural curriculum unpacking from the local epistemology and structure thinking. The work on terraces gives students the opportunity to co-create a real-life application with practical purpose and present the importance of reinforcing notions related to the relevance of a situated intercultural curriculum for social justice in the formative development of prospective teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20studies" title="cultural studies">cultural studies</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonial%20education" title=" decolonial education"> decolonial education</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20symmetry" title=" epistemic symmetry"> epistemic symmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20curriculum" title=" intercultural curriculum"> intercultural curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20curriculum" title=" multidimensional curriculum"> multidimensional curriculum</a> </p> <a href="https://publications.waset.org/abstracts/136660/geographic-and-territorial-knowledge-as-epistemic-contexts-for-intercultural-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Reconstruction of Womanhood: Narratives of Unmarried Basotho Women in Lesotho</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neo%20Mohlabane">Neo Mohlabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> -- Feminists across various contexts have written extensively on the subject of ‘Woman.’ Recently the question of difference; to account for the cultural, ethnic, and racial diversity among women themselves has become a highly contested issue in feminist theories. Tensions have ensued where ‘western feminisms’ have been criticized for bias that is embedded in the objectification of ‘different’ women often regarded as ‘other’; traditional, therefore inferior. Thus, it is argued that womanhood; a set of socially defined attributes appropriate for women, holds different meanings depending on the context in which it is defined. Drawing on decolonial feminist approaches, this qualitative study explored the constructions of ‘womanhood’ from the perspective of unmarried Basotho women in Lesotho, where womanhood is predominantly defined in marital terms. Through the narrated life-stories of twenty unmarried Basotho women, the study revealed that as opposed to the ‘traditional’ definition that accounts for a single attribute woman as ‘wife,’ unmarried Basotho women defined ‘womanhood’ in different ways that deconstructed fixed gendered categories. The women drew meaning from their past personal experiences of childhood to construct and re-construct womanhood in adulthood. By transforming their embodied experiences of hardship and sorrow into valuable constructs with which they self-evaluated as resilient and perseverant, the women constructed a base for self-affirmation as woman. In addition, the women anchored their constructions and reconstructions of woman by transforming the meanings attached to the realms of respectability, sexuality and motherhood. Thus, to the question; what is a Woman? In part, the study concluded that there is no such thing as a ‘unitary’ definition of womanhood, instead Mosotho womanhood has always been and will always be in a state of flux; bearing multiplicity and complexity. This study highlights the need to exercise caution when using western concepts to understand the experiences of women in local African contexts. In order to decolonize feminist scholarship, African feminisms need to re-construct conceptual and theoretical frameworks appropriate for analyzing and understanding gender issues in African contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title="decoloniality">decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism" title=" feminism"> feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=womanhood" title=" womanhood"> womanhood</a> </p> <a href="https://publications.waset.org/abstracts/123089/reconstruction-of-womanhood-narratives-of-unmarried-basotho-women-in-lesotho" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Teacher Agency in Media Literacy: A Qualitative Study of Bolivian Teachers and Their Room to Manoeuvre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Lamaison%20Sepulveda">Daniela Lamaison Sepulveda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical media literacy teaches people to think analytically about the information they receive through the media. It is heavily influenced by Paulo Freire’s critical pedagogy and the necessity of becoming conscious of one’s reality in order to transform it. This qualitative research examines the case of Bolivia, which experienced dramatic political change after the first indigenous president, Evo Morales, was elected in 2006. In 2010, the government passed an education reform — the Avelino Siñani Elizardo Pérez (ASEP) —that draws heavily on decolonial thought and the Freirean notion of critical consciousness. The extent to which these theories were implemented in practice is evaluated in context of a media literacy project, run by an NGO, that trains secondary school teachers from public schools across Bolivia through yearly workshops ranging from producing media to identifying fake news. This context is examined against the backdrop of the highly contested general elections in October 2019. While there is plenty of literature that outlines the benefits of teaching media literacy in the classroom and different ways to apply it, little research has been done analysing implementation at an institutional level and how to best enable teachers who are motivated to teach the subject. Through semi-structured interviews, document analysis and naturalistic observations, this study aims to identify the struggles faced by teachers who are dedicated to teaching critical media literacy in their classrooms and how they navigate educational spaces while being subject to a demanding national curriculum that supposedly also seeks to promote critical thinking. The interplay between the aspirations of teachers and NGOs in contrast to the top-down discourse and policy of governmental institutions provides for a very enlightening case. By exploring these institutional, cultural, sociopolitical and economic barriers the teachers face, this research attempts to contribute to the debate in media literacy theories concerned with implementing the practice in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Bolivia" title=" Bolivia"> Bolivia</a> </p> <a href="https://publications.waset.org/abstracts/128359/teacher-agency-in-media-literacy-a-qualitative-study-of-bolivian-teachers-and-their-room-to-manoeuvre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Atmospheres, Ghosts and Shells to Reform our Memorial Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Macsotay">Tomas Macsotay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If monument removal and monument effacement may call to mind a Nietzschean proposal for vitalist disregard of conventional morality, it remains the case that it is often only by a willingness to go “beyond good and evil” in inherited monument politics that truthful, be it unexpected aspects of our co-existence with monuments can finally start to rise into fuller consciousness. A series of urgent questions press themselves in the panorama created by the affirmative idea that we can, as a community, make crucial decisions with regard to monumental preservation or discontinuation. Memorials are not the core concern for decolonial and racial dignity movements like Black Lives Matter (BLM), which have repeatedly shown they regard these actions as a welcome, albeit complementary, part of a reckoning with a past of racial violence and injustice, slavery, and colonial subaltern existence. As such, the iconoclastic issue of “rights and prohibitions of images” only tangentially touches on a cultural movement that seems rather question dominant ideas of history, pertinence, and the long life of the class, gender, and racial conflict through ossified memorial cultures. In the recent monument insurrection, we face a rare case of a new negotiation of rights of existence for this particular tract of material culture. This engenders a debate on how and why we accord rights to objects in public dominion ― indeed, how such rights impinge upon the rights of subjects who inhabit the public sphere. Incidentally, the possibility of taking away from monuments such imagined or adjoined rights has made it possible to tease open a sphere of emotionality that could not be expressed in patrimonial thinking: the reality of atmospheres as settings, often dependent on pseudo-objects and half-conscious situations, that situate individuals involuntarily in a pathic aesthetics. In this way, the unique moment we now witness ― full of the possibility of going “beyond good and evil” of monument preservation ― starts to look more like a moment of involuntary awaking: an awakening to the encrypted gaze of the monument and the enigma that the same monument or memorial site can carry day-to-day habits of life for some bystanders, while racialized and disenfranchised communities experience discomfort and erosion of subjective life in the same sites. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=monument" title="monument">monument</a>, <a href="https://publications.waset.org/abstracts/search?q=memorial" title=" memorial"> memorial</a>, <a href="https://publications.waset.org/abstracts/search?q=atmosphere" title=" atmosphere"> atmosphere</a>, <a href="https://publications.waset.org/abstracts/search?q=racial%20justice" title=" racial justice"> racial justice</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonialism" title=" decolonialism"> decolonialism</a> </p> <a href="https://publications.waset.org/abstracts/145314/atmospheres-ghosts-and-shells-to-reform-our-memorial-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> (Re)connecting to the Spirit of the Language: Decolonizing from Eurocentric Indigenous Language Revitalization Methodologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lana%20Whiskeyjack">Lana Whiskeyjack</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyle%20Napier"> Kyle Napier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Spirit of the language embodies the motivation for indigenous people to connect with the indigenous language of their lineage. While the concept of the spirit of the language is often woven into the discussion by indigenous language revitalizationists, particularly those who are indigenous, there are few tangible terms in academic research conceptually actualizing the term. Through collaborative work with indigenous language speakers, elders, and learners, this research sets out to identify the spirit of the language, the catalysts of disconnection from the spirit of the language, and the sources of reconnection to the spirit of the language. This work fundamentally addresses the terms of engagement around collaboration with indigenous communities, itself inviting a decolonial approach to community outreach and individual relationships. As indigenous researchers, this means beginning, maintain, and closing this work in the ceremony while being transparent with community members in this work and related publishing throughout the project’s duration. Decolonizing this approach also requires maintaining explicit ongoing consent by the elders, knowledge keepers, and community members when handling their ancestral and indigenous knowledge. The handling of this knowledge is regarded in this work as stewardship, both in the handling of digital materials and the handling of ancestral Indigenous knowledge. This work observes recorded conversations in both nêhiyawêwin and English, resulting from 10 semi-structured interviews with fluent nêhiyawêwin speakers as well as three structured dialogue circles with fluent and emerging speakers. The words were transcribed by a speaker fluent in both nêhiyawêwin and English. The results of those interviews were categorized thematically to conceptually actualize the spirit of the language, catalysts of disconnection to thespirit of the language, and community voices methods of reconnection to the spirit of the language. Results of these interviews vastly determine that the spirit of the language is drawn from the land. Although nêhiyawêwin is the focus of this work, Indigenous languages are by nature inherently related to the land. This is further reaffirmed by the Indigenous language learners and speakers who expressed having ancestries and lineages from multiple Indigenous communities. Several other key differences embody this spirit of the language, which include ceremony and spirituality, as well as the semantic worldviews tied to polysynthetic verb-oriented morphophonemics most often found in indigenous languages — and of focus, nêhiyawêwin. The catalysts of disconnection to the spirit of the language are those whose histories have severed connections between Indigenous Peoples and the spirit of their languages or those that have affected relationships with the land, ceremony, and ways of thinking. Results of this research and its literature review have determined the three most ubiquitously damaging interdependent factors, which are catalysts of disconnection from the spirit of the language as colonization, capitalism, and Christianity. As voiced by the Indigenous language learners, this work necessitates addressing means to reconnect to the spirit of the language. Interviewees mentioned that the process of reconnection involves a whole relationship with the land, the practice of reciprocal-relational methodologies for language learning, and indigenous-protected and -governed learning. This work concludes in support of those reconnection methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language%20acquisition" title="indigenous language acquisition">indigenous language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language%20reclamation" title=" indigenous language reclamation"> indigenous language reclamation</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language%20revitalization" title=" indigenous language revitalization"> indigenous language revitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=n%C3%AAhiyaw%C3%AAwin" title=" nêhiyawêwin"> nêhiyawêwin</a>, <a href="https://publications.waset.org/abstracts/search?q=spirit%20of%20the%20language" title=" spirit of the language"> spirit of the language</a> </p> <a href="https://publications.waset.org/abstracts/129689/reconnecting-to-the-spirit-of-the-language-decolonizing-from-eurocentric-indigenous-language-revitalization-methodologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> RE:SOUNDING a 2000-Year-Old Vietnamese Dong Son Bronze Drum; Artist-Led Collaborations outside the Museum to Challenge the Impasse of Repatriating and Rematriating Cultural Instruments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20A.%20J.%20Nguyen">H. A. J. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20A.%20Pham"> V. A. Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> RE:SOUNDING is an ongoing research project and artwork seeking to return the sound and knowledge of Dong Son bronze drums back to contemporary musicians. Colonial collections of ethnographic instruments are problematic in how they commit acts of conceptual, cultural, and acoustic silencing. The collection (or more honestly), the plagiarism, and pillaging of these instruments have systemically separated them from living and breathing cultures. This includes diasporic communities, who have come to resettle in close proximity - but still have little access - to the museums and galleries that display their cultural objects. Despite recent attempts to 'open up' and 'recognise' the tensions and violence of these ethnographic collections, many museums continue to structurally organize and reproduce knowledge with the same procedural distance and limitations of imperial condescension. Impatient with the slowness of these museums, our diaspora led collaborations participated in the opaque economy of the auction market to gain access and begin the process of digitally recording and archiving the actual sounds of the ancient Dong Son drum. This self-directed, self-initiated artwork not only acoustically reinvigorated an ancient instrument but redistributed these sonic materials back to contemporary musicians, composers, and their diasporic communities throughout Vietnam, South East Asia, and Australia. Our methodologies not only highlight the persistent inflexibility of museum infrastructures but demand that museums refrain from their paternalistic practice of risk-averse ownership, to seriously engage with new technologies and political formations that require all public institutions to be held accountable for the ethical and intellectual viability of their colonial collections. The integrated and practical resolve of diasporic artists and their communities are more than capable of working with new technologies to reclaim and reinvigorate what is culturally and spiritually theirs. The motivation to rematriate – as opposed to merely repatriate – the acoustic legacies of these instruments to contemporary musicians and artists is a new model for decolonial and restorative practices. Exposing the inadequacies of western scholarship that continues to treat these instruments as discreet, disembodied, and detached artifacts, these collaborative strategies have thus far produced a wealth of new knowledge – new to the west perhaps – but not that new to these, our own communities. This includes the little-acknowledged fact that the Dong Son drum were political instruments of war and technology, rather than their simplistic description in the museum and western academia as agrarian instruments of fertility and harvest. Through the collective and continued sharing of knowledge and sound materials produced from this research, these drums are gaining a contemporary relevance beyond the cultural silencing of the museum display cabinet. Acknowledgement: We acknowledge the Wurundjeri and Boon Wurrung of the Kulin Nation and the Gadigal of the Eora Nation where we began this project. We pay our respects to the Peoples, Lands, Traditional Custodians, Practices, and Creator Ancestors of these Great Nations, as well as those First Nations peoples throughout Australia, Vietnam, and Indonesia, where this research continues, and upon whose stolen lands and waterways were never ceded. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20archaeology" title="acoustic archaeology">acoustic archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonisation" title=" decolonisation"> decolonisation</a>, <a href="https://publications.waset.org/abstracts/search?q=museum%20collections" title=" museum collections"> museum collections</a>, <a href="https://publications.waset.org/abstracts/search?q=rematriation" title=" rematriation"> rematriation</a>, <a href="https://publications.waset.org/abstracts/search?q=repatriation" title=" repatriation"> repatriation</a>, <a href="https://publications.waset.org/abstracts/search?q=Dong%20Son" title=" Dong Son"> Dong Son</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20music" title=" experimental music"> experimental music</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20recording" title=" digital recording"> digital recording</a> </p> <a href="https://publications.waset.org/abstracts/130988/resounding-a-2000-year-old-vietnamese-dong-son-bronze-drum-artist-led-collaborations-outside-the-museum-to-challenge-the-impasse-of-repatriating-and-rematriating-cultural-instruments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> 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