Unsettling our Classrooms

Q4 Social Sciences

Studies in Eighteenth Century Culture Pub Date : 2023-02-25 DOI:10.1353/sec.2023.0007

Elizabeth Hutchinson

{"title":"Unsettling our Classrooms","authors":"Elizabeth Hutchinson","doi":"10.1353/sec.2023.0007","DOIUrl":null,"url":null,"abstract":"Abstract:This brief essay argues that it is impossible to decolonize universities and museums. Building on the critical work of Sandy Grande, Amy Lonetree, and Robin D. G. Kelley, it proposes that the academy and museums, as inherently colonial institutions, reproduce the injustices they seek to remedy through neoliberal attempts at reform. Grande, building on the work of Audra Simpson, calls for a \"refusal\" of the institution. I then turn to Tuck and Yang's notion of \"unsettling\" to explore how we can resist the appropriation of Indigeneity in settler institutions and instead make room for cultural incommensurability. I explore a range of strategies, including \"citational rebellion\" and bringing BIPOC scholars, artists, and knowledge-keepers into the classroom (or going to visit them). In addition, collaborative research and assessment can help students with a range of identities consider the most meaningful ways to work with course materials and with each other. The essay seeks to model this approach by grounding its analysis in the words of Indigenous feminist scholars including Zoë Todd, Vanessa Watts, Leanne Betasamosake Simpson, and Linda Tuhiwai Smith.","PeriodicalId":39439,"journal":{"name":"Studies in Eighteenth Century Culture","volume":"52 1","pages":"55 - 59"},"PeriodicalIF":0.0000,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Eighteenth Century Culture","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/sec.2023.0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract:This brief essay argues that it is impossible to decolonize universities and museums. Building on the critical work of Sandy Grande, Amy Lonetree, and Robin D. G. Kelley, it proposes that the academy and museums, as inherently colonial institutions, reproduce the injustices they seek to remedy through neoliberal attempts at reform. Grande, building on the work of Audra Simpson, calls for a "refusal" of the institution. I then turn to Tuck and Yang's notion of "unsettling" to explore how we can resist the appropriation of Indigeneity in settler institutions and instead make room for cultural incommensurability. I explore a range of strategies, including "citational rebellion" and bringing BIPOC scholars, artists, and knowledge-keepers into the classroom (or going to visit them). In addition, collaborative research and assessment can help students with a range of identities consider the most meaningful ways to work with course materials and with each other. The essay seeks to model this approach by grounding its analysis in the words of Indigenous feminist scholars including Zoë Todd, Vanessa Watts, Leanne Betasamosake Simpson, and Linda Tuhiwai Smith.

查看原文本刊更多论文

扰乱我们的教室

摘要:本文认为大学和博物馆的非殖民化是不可能的。在桑迪·格兰德(Sandy Grande)、艾米·洛内特里(Amy Lonetree)和罗宾·d·g·凯利(Robin D. G. Kelley)的重要著作的基础上，该书提出，学院和博物馆作为固有的殖民机构，再现了它们试图通过新自由主义改革来补救的不公正。格兰德以奥德拉•辛普森(Audra Simpson)的工作为基础，呼吁“拒绝”该机构。然后，我转向塔克和杨的“令人不安”的概念，探讨我们如何在定居者制度中抵制对土著的挪用，而是为文化不可通约性腾出空间。我探索了一系列策略，包括“引用反叛”，并将BIPOC学者，艺术家和知识保持者带入教室(或去拜访他们)。此外，合作研究和评估可以帮助具有各种身份的学生考虑最有意义的方法来使用课程材料和彼此合作。本文试图以Zoë Todd、Vanessa Watts、Leanne Betasamosake Simpson和Linda Tuhiwai Smith等土著女权主义学者的话语为基础，对这一方法进行分析。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Eighteenth Century Culture Arts and Humanities-Arts and Humanities (all)

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Society sponsors two publications that make available today’s best interdisciplinary work: the quarterly journal Eighteenth-Century Studies and the annual volume Studies in Eighteenth-Century Culture. In addition, the Society distributes a newsletter and the teaching pamphlet and innovative course design proposals are published on the website. The annual volume of SECC is available to members at a reduced cost; all other publications are included with membership.