Book Reviews: Tarumã, Waters that Speak Tarumã—A Legal Design and Visual Law Project Co-created by Law Students and the Chiquitano People: The Pollution of the Tarumã River and the Consequences on the Chiquitano People Giulia Parola and Margherita Paola Poto

IF 1.6 Q2 ETHNIC STUDIES
Apostolos Tsiouvalas, Cecilia Silva Campos
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引用次数: 0

Abstract

accomplished” (p. 275). They offer eight points for further reflection and action, towards the goals of generating both “greater appreciation of Māori scholars” and “a deeply sophisticated and decolonised twenty-first century science and education sector” (p. 276). Despite all the mamae (pain), loneliness and racism recalled in these chapters, the editors remain optimistic about the next generation. They return us to the notion of responsibility or duty: “forging spaces within the academy and research sector, throwing open doors, and disrupting the assumed norms of disciplines and institutional structures by being present, loud, and heard, are actions we are obliged to perform” (p. 279). Importantly, this work “cannot and should not be the work of Māori scholars alone” (p. 279). Pākehā and other tangata Tiriti—non-Māori living in New Zealand pursuant to the Treaty of Waitangi—must step up and heed these calls for recognition and action. The “resistant knowledge projects” detailed in this book are compelling, and their alternative visions for the future offer connection, hope, and strength through standing on the shoulders of one’s ancestors (p. 55). A book like this deserves not a mere review, but what philosopher Olúfẹ́mi Táíwò calls constructive politics, which, here, might mean a national, sector-wide commitment to anti-racist politics and education (Táíwò, 2022). Beyond changing the curriculum and decolonising our citation politics, we need to change the disciplines themselves, we need—in Táíwò’s words—to change the very people in the room where decisions are made.
书评:Tarumã,《说塔鲁姆话的水——由法律系学生和奇基塔诺人共同创建的法律设计和视觉法项目:Tarumã河的污染及其对奇基塔诺人的影响》朱莉娅·帕罗拉和玛格丽特·保拉·波托
完成”(第275页)。它们为进一步的思考和行动提供了8点,以实现“Māori学者更大的欣赏”和“一个高度成熟和非殖民化的21世纪科学和教育部门”的目标(第276页)。尽管在这些章节中回忆了所有的痛苦、孤独和种族主义,编辑们仍然对下一代保持乐观。他们将我们带回到责任或义务的概念:“在学术和研究部门中打造空间,打开大门,通过出席、大声喧哗和被倾听来打破学科和制度结构的假定规范,是我们有义务执行的行动”(第279页)。重要的是,这项工作“不能也不应该仅仅是Māori学者的工作”(第279页)。Pākehā和其他根据《怀唐伊条约》生活在新西兰的唐加塔Tiriti-non-Māori必须加强并响应这些要求承认和采取行动的呼吁。这本书中详细描述的“抵抗知识计划”是引人注目的,他们对未来的替代愿景通过站在祖先的肩膀上提供联系,希望和力量(第55页)。像这样的一本书不仅值得回顾,而且值得哲学家Olúfẹ·mi Táíwò所称的建设性政治,在这里,这可能意味着对反种族主义政治和教育的国家,部门范围的承诺(Táíwò, 2022)。除了改变课程和去殖民化我们的引用政治,我们还需要改变学科本身,我们需要——用Táíwò的话说——改变在做决定的房间里的人。
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来源期刊
CiteScore
2.40
自引率
10.50%
发文量
72
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