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have you noted the term "harm reduction" in education? I had a person use that to describe their institution's goals (I was supporting them to think through teaching Black/Brown students). The term threw me off a bit because I thought it assumed harm...not sure about its application in Ed

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Decolonization is not a metaphor (article)

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Decolonization is not a metaphor (article)

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Eve Tuck State University of New York at New Paltz

K. Wayne Yang University of California, San Diego

Keywords: decolonization, settler colonialism, settler moves to innocence, incommensurability, Indigenous land, decolonizing education

Abstract

Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to "decolonize our schools," or use "decolonizing methods," or, "decolonize student thinking", turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non-white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or "settler moves to innocence", that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward "an ethic of incommensurability" that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.

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Eve Tuck State University of New York at New Paltz K. Wayne Yang University of California, San Diego Keywords: decolonization, settler colonialism, settler moves to innocence, incommensurability, Indigenous land, decolonizing education Our goal in this article is to remind readers what is unsettling about decolonization.

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Do you know of practical resources for faculty and GSIs to use on a day-to-day basis that are consistent with the ideas expressed here?

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https://cue.usc.edu/about/equity/ Equity definitions/ graphics from USC Center for Urban Education

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As students in higher education, we hear about issues and begin to learn little by little but how can we bring up these topics to our family members that are not receiving an education?

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pragmatics for expressing anti-racism in day-to-day classroom practices in higher ed settings like ours.

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pragmatics for expressing anti-racism in day-to-day classroom practices in higher ed settings like ours.

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resources I wanted to share if we got into abolition work - 

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resources I wanted to share if we got into abolition work - 

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United In Struggle
https://www.tandfonline.com/doi/full/10.1080/10714839.2021.1961444

Native Resistance and the Carceral State
https://rustbeltradio.org/2018/07/11/ep19/

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The speakers' comments make me think about how "community college" is explicitly something that UC Berkeley is not. What would it look like to be a "community university?" I'm trying to imagine a research university that is less hierarchal, less rooted in ancient power/privilege dynamics.

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The speakers' comments make me think about how "community college" is explicitly something that UC Berkeley is not. What would it look like to be a "community university?" I'm trying to imagine a research university that is less hierarchal, less rooted in ancient power/privilege dynamics.

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I can’t remember who said this, but an anti-racism scholar said he wishes we would change “Diversity and Inclusion” to “Racial Justice and Equity”. Do others agree?

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appreciate the need to dismantle and disrupt existing language beyond what already exists in these white supremacy structures; AND how do we do that when leading teachers, schools and others toward change? sometimes the language can be so jargony, it can alienate our audiences & partners

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Are our strategies radical enough to meet the immense challenges of our times as we face ever-expanding wealth inequity & class oppression and health disparities in the context of climate catastrophe? For instance, do things like a DEI departmental strike or other things need to be put on the table?

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I am curious how we change antiracism behavior on a large-scale. Will it start with changing language first? It feels like we may do a lot of good for our school, but how do we make these ideas spread faster in areas where people are often turned off by language they perceive as elite or politically correct?

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Learn what the words that this conversation is about mean to different people and whose definition/meaning we should use to be more inclusive, increase equity and justice.

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Learn what the words that this conversation is about mean to different people and whose definition/meaning we should use to be more inclusive, increase equity and justice.

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There seem to be cases where some don't use the right language but fully manifest antiracism in their practice in contrast to some who have mastered the latest and greatest language but continue to manifest white supremacy in practice.

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but how do you stop people from usurping the language without depth?

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but how do you stop people from usurping the language without depth?

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Increase my learning and practice of anti-racism work. I hope to integrate this learning/practice into my courses and I would appreciate any concrete examples that others have to share.

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Within our instruction and student support, how do we balance the need to center the impact of these troubled times, with the trauma/fatigue this presents, and with the energies and opportunities of this moment? Further, how do we do this within the context of UC Berkeley and other institutions' determination to be "post" Covid, BLM, etc. ?

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resources for best practices in advising/mentoring

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resources for best practices in advising/mentoring

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resources for GSI's as well for language

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including best practices for syllabi construction/wording

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Time to critically reflect on language I and we use in the university

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Learn what timely issues are on people's minds

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Learn what timely issues are on people's minds

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How to use language as a tool for reflection, growth, and learning--not just performance/signalling.

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How to use language as a tool for reflection, growth, and learning--not just performance/signalling.

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New perspectives

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Expanded learning and colleague wisdom sharing

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What resources do you think would be helpful for your colleagues to learn from or know about? Post them below.

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What questions, ideas, or insights would you like to share with this community? Post them below.

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Reflect on your goals for attending today's session. What do you hope to experience, discuss, or learn more about today?

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