Feminism and Indigenous Hawaiian Nationalism

Trask, Haunani‐Kay

doi:10.1086/495125

Cited by 105 publications

(27 citation statements)

References 1 publication

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“…Starting conversations with classical theorists’ biographies also reveals what is missing: knowledge, research, and methods of women and men of color who are marginalized and ignored because of interlocking systems of oppression (Anzaldúa 1999; Bonilla-Silva and Zuberi 2008; Collins 2000; Crenshaw 1991; hooks [1984] 2014; Minh-Ha 1989; Moraga and Anzaldúa 2015; Trask 1996; Wingfield 2019). Take, for example, Anna Julia Cooper, who is not traditionally included in classical theory syllabi.…”

Section: Theorists’ Biographiesmentioning

confidence: 99%

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Reyes

Johnson

2020

Sociology of Race and Ethnicity

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By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

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Section: Theorists’ Biographiesmentioning

confidence: 99%

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Reyes

Johnson

2020

Sociology of Race and Ethnicity

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“…In the same way that women of colour have challenged the precepts of feminism (for an important crossover between this and Indigenous activism, see Trask 1996), Indigenous communities often feel that they must fight well intentioned activists who they see as having a “one size fits all” solution to ongoing colonial oppression. Indigenous peoples have been badly let down by “radical” activists in the past, especially by environmental groups who, while willing to fight corporate resource extraction, either refused or were unable to differentiate between these practices and Indigenous use of resources in their own lands (Pickerill 2009:74–75) 4…”

Section: Spatial Practices Of Solidarity Responsibility and Decolonimentioning

confidence: 99%

Radicalizing Relationships To and Through Shared Geographies: Why Anarchists Need to Understand Indigenous Connections to Land and Place

Barker

Pickerill

2012

Antipode

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Indigenous activists and anarchist Settler people are articulating common ground in opposition to imperialism and colonialism. However, many anarchists have faced difficulties in Indigenous solidarity work through unintentional (often unwitting) transgressions and appropriations. Through the introduction of settler colonialism as a complicating power dynamic, we observe that anarchists bring unconscious spatial perceptions into their solidarity work. Further, Indigenous activists often perceive anarchists as Settler people first and foremost, which carries another set of spatial implications. We examine a number of examples of anarchist and Indigenous activism, at times empowering and at times conflictual, in order to reveal some general trends. Through an intensive synthesis of Indigenous peoples' theories and articulations of placebased relationships, we suggest that deeper understandings of these relationships can be of great importance in approaching solidarity work in place and with respect.

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“…As members of national minorities, their aim is to pursue "self-determination within [their] own cultural definitions and Herr / In Defense of Nonliberal Nationalism 309 through [their] own cultural ways." 21 For these indigenous women of colonized nations, their nonliberal nationalism holds emancipatory potential to liberate not only their nation from the chains of colonialism but also women themselves from patriarchal oppression. Hence, women's liberation, understood in a most inclusive sense, is possible only when the sovereignty of their nation is recovered.…”

Section: Polycentric Nationalism and Womenmentioning

confidence: 99%

In Defense of Nonliberal Nationalism

Herr

2006

Political Theory

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Although nonliberal nationalism has played a prominent role in previously and currently colonized nations of the Third World, its assessment by liberal political theorists has been less than favorable. These theorists believe that nonliberal nationalisms are bound to be oppressive to marginalized members, since they view nonliberal cultures, which such movements aim to protect and maintain, as essentialist and static monoliths that do not recognize the fundamental value of individual rights. In this article, I defend nonliberal nationalisms of previously or currently colonized nations-what I call nonliberal polycentric nationalisms-by arguing that they can be morally justifiable, provided that they are democratic. This argument is supported by communitarian constructions of moral agency and culture, which show that nonliberal cultures hold emancipatory potential for the insiders who actively participate in the reconstruction of their national culture.

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Feminism and Indigenous Hawaiian Nationalism

Cited by 105 publications

References 1 publication

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Radicalizing Relationships To and Through Shared Geographies: Why Anarchists Need to Understand Indigenous Connections to Land and Place

In Defense of Nonliberal Nationalism

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