Call for Chapter Proposals
Indigenous and Decolonizing Studies in Education (an edited volume)
Priority deadline for 300-word abstracts: April 1, 2016
Edited by Linda Tuhiwai Smith, Eve Tuck, & K. Wayne Yang
This book will be published in a brand new series by Routledge, on Indigenous and Decolonizing Studies in Education, co-edited by Eve Tuck and K. Wayne Yang. For more information on the series, go to http://www.evetuck.com/idse-book-series/
This edited volume will feature original chapters which help define and imagine the exciting interstices between Indigenous and decolonizing studies and education. As one of the early volumes of a new series, it will provide a dynamic narrative of the emergence of Indigenous and decolonizing studies in education as a field, and also serve as launch pad for future conversations. The book builds upon the proliferation of scholarship since co-editor, Linda Tuhiwai Smith’s foundational book, Decolonizing Methodologies was first published in 1999. Participating authors will include those at the forefront of theorizing, practice, research, and activism in Indigenous and decolonizing studies in education.
The increased attention given to Indigenous and decolonizing studies comes with problems and possibilities, as evidenced by the problematic ways in which “decolonization” has been used metaphorically for diverse social justice efforts (Tuck & Yang, 2012), and the possibilities created by educators who have resisted that metaphorization by articulating the challenges of solidarity across power and difference. Nonetheless, the very uptake of decolonization as both an analytic and as a desired future (Mignolo, 2012) within education, and the attention to Indigenous studies that necessarily comes with it, has led to exciting new directions in thinking.
To submit an abstract, please send a Word document with the following information to firstname.lastname@example.org and email@example.com by April 1 2016
A proposed chapter title, and 300 word abstract (APA format).
Names, affiliations and contact emails for proposed authors. For co-authored submissions, please designate an author for correspondence. If you are a member of an Indigenous community, please include Nation or Indigenous community name.
A brief narrative addressing the following:
How will your chapter address the productive edges and overlaps between Indigenous and decolonizing and education studies?
What theme (below) would be the best match for your proposed chapter?
Information for Authors
This edited volume attends to the productive edges and overlaps between Indigenous and decolonizing and education studies. It contours a foundational framework for scholars, educators, and cultural workers interested in furthering the commute of ideas across these edgy intersections.
We invite chapter proposals that addressing topics along the following themes:
Decolonizing place and land education. Describing Indigenous and decolonizing interventions on understandings of place in education and place-based education.
Decolonizing educational social movements. Rethinking rights-based claims and imperatives to education as - i.e., education as a civil right or as a human right - from the perspective of Indigenous social justice.
Decolonization and Black optimism (Moten, 2014). Interfacing decolonial thinking vis-a-vis the various turns in Black thought, (e.g. Caribbean decolonial thought, Black marxism, Black feminist thought, African postcolonial literature, Black studies analyses of slavery and neoslavery, Afropessimism, queer of color critique, and the examinations of antiblackness and Black liberation across diverse contexts throughout Europe, Asia, Latin America, etc.) and the impact on education studies. Includes a robust conversation exploring the intersections between antiblackness and settler colonialism.
Decolonizing diasporic education. Examining the tensions between critical studies in education that center diaspora and Indigenous critiques of settler colonialism. Whereas migrations of diasporic people are often driven by militarism, transnational capitalism, and empire, they often migrate onto Indigenous lands. Therefore, efforts to articulate decolonizing education for diaspora must begin with a “by asking the central question not only where do people of the diaspora come from, but where have they come to?” (Haig-Brown, 2009, p.5).
Decolonizing borderlands education. Reimagining the borders of the nation state and implications for education. Analyses of the material and symbolic shape and location of borders, the construction of border-crossers as criminal, the impacts of borders on Indigenous peoples, and new theorizations of separate sovereignties on shared territories.
Decolonizing gender and sexuality in education. Unsettling the normative frameworks of "settler sexuality" (Morgenson, 2010) in education. Analyses of the colonial underpinnings of categories of gender and sexuality. Indigenous and decolonizing reimaginings of gender and sexuality.
Decolonizing educational policy. Conceptualizing educational and social policies which seek to redistribute land and resources so that schooling takes on new meaning and possibilities.
Decolonizing futurities. Setting forth a new set of purposes for schooling and education, purposes aligned with Indigenous educational models (Lomawaima & McCarty, 2006). Considers the impacts of Indigenous theorizations of the future for education studies.
Not all proposals will fit neatly into these themes, and some topics may not appear to be foregrounded in these themes. We encourage authors to consider how their topics can deepen and complicate the discussion within any of these themes. For example, critical examinations on race and disability would be welcome in any of themes outlined above.
This edited volume aims to energize scholarly discussions of Indigenous and decolonizing studies in education in order to prompt contingent collaborations, ethical coalitions, and decolonized theories of change.
Haig-Brown, C. (2009). Decolonizing Diaspora: Whose Traditional Land are We On? Cultural and Pedagogical Inquiry, 1(1), 4-21.
Lomawaima, K. T., & McCarty, T. L. (2006). " To Remain an Indian": Lessons in Democracy from a Century of Native American Education (pp. 2-3). New York: Teachers College Press.
Mignolo, W. (2012). Decolonizing Western epistemology / building decolonial epistemologies. In A. M. Isasi-Díaz, & E. Mendieta, E. (Eds.), Decolonizing epistemologies: Latina/o theology and philosophy, pp. 19-43. New York: Fordham University Press.
Morgensen, S. (2010). Settler Homonationalism: Theorizing Settler Colonialism within Queer Modernities. Glq: a Journal of Lesbian and Gay Studies, 16, 105-131.
Moten, F. (2013). Blackness and Nothingness (Mysticism in the Flesh). South Atlantic Quarterly, 112(4), 737–780.
Smith, L. T. (1999/2012). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.