萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

Truth and method

Wisdom Sits in Places: Landscape and Language among the Western Apache.Keith H. Basso. Albuquerque University of New Mexico Press, 1996. 171 pp.

Wisdom Sits in Places: Landscape and Language among the Western Apache.

The Politics of Education: Culture, Power, and Liberation.

In this article, I ask how anthropology can adopt a decolonial approach that incorporates and acknowledges the critical scholarship of Indigenous thinkers whose work and labour informs many current trends in Euro-Western scholarship, activism and socio-political discourse. I also query how to address ongoing structural colonialism within the academy in order to ensure that marginalised voices are heard within academic discourses.

An Indigenous Feminist's Take On The Ontological Turn: ‘Ontology’ Is Just Another Word For Colonialism

In this article, I present critical insights gained from attentiveness to the significance of the fort as a mythic symbol deeply embedded within the Canadian national narrative that reinforces the troubling colonial divides that continue to characterize Aboriginal-Canadian relations. I argue that forts have taught, and continue to teach, that Aboriginal peoples and Canadians live in separate realities. One way to rethink these relations, overcome these teachings, and decolonize educational approaches is to consider a curriculum sensibility called Indigenous Metissage. Indigenous Metissage is a place-based approach to curriculum informed by an ecological and relational understanding of the world. I provide a textual example of Indigenous Metissage that tells the complex story of a rock known to the Cree as papamihaw asiniy.1

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Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts

This paper is a report on the theoretical origins of a decolonizing research sensibility called Indigenous Metissage. This research praxis emerged parallel to personal and ongoing inquiries into historic and current relations connecting Aboriginal peoples and Canadians in the place now called Canada. I frame the colonial frontier origins of these relations – and the logics that tend to inform them – as conceptual problems that require rethinking on more ethically relational terms. Although a postcolonial cultural theory called metissage offers helpful insights towards this challenge, I argue that the postcolonial emphasis on hybridity fails to acknowledge Indigenous subjectivity in ethical ways. Instead, I present an indigenized form of metissage focused on rereading and reframing Aboriginal and Canadian relations and informed by Indigenous notions of place. Doing Indigenous Metissage requires hermeneutic imagination directed towards the telling of a story that belies colonial frontier logics and fosters ...

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Indigenous Métissage: a decolonizing research sensibility

I begin with reference to the conference theme that inspired this chapter: “An Uncommon Countenance: Provoking Past, Present, and Future Perspectives within Canadian Curriculum Studies.” I find the concept of “an uncommon countenance” as suggested by William Pinar (2008)and subsequently picked up by the conference organizers, to be an extremely important, timely, and a provocative problematique for us as curriculum scholars to engage with together. However, I’m also simultaneously curious and cautious about how the suggestion of an “uncommon countenance” for Canadian curriculum is interpreted and understood. What is at stake indenoting uncommonness in our curricular considerations? My concern isthat the condition of being “uncommon” might be misunderstood as affiliated with celebrations of diversity, difference, and cosmopolitanism that sometimes operate in an axiological void, and thus provide little meaningful guidance on how to proceed.1

Forts, Curriculum, and Ethical Relationality

The spirit and intent of this chapter is to explore possibilities for decolonizing Aboriginal-Canadian1 relations in educational contexts, with a specific focus on curricular and pedagogical considerations. It is my view that the significance of colonialism, as a social, cultural, and educative force, has not yet been meaningfully contemplated in Canadian educational contexts

Dwayne Donald

Papers

Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts

Indigenous Métissage: a decolonizing research sensibility

Forts, Curriculum, and Ethical Relationality

Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations

Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations: Imagining Decolonizing Educational Philosophies in Canadian Contexts