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"How can we tell colonial histories in ways that invite intercultural conversation within humanistic fields that are themselves products of colonial domination? Focusing on the first two centuries of North American colonization, Matt Cohen explores this question by looking critically at five concepts frequently used to imagine solutions to the challenges of cross-cultural communication: understanding, cosmopolitanism, piety, reciprocity, and patience"--

Intercultural communication --- Settler colonialism --- History. --- North America --- Historiography. --- Colonization.

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How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignorance are sustaining the political status quo of settler-colonial power. Stastny’s work examines this weaponization of ignorance in systems so often focused on the production of knowledge to deepen our understanding of how and why settler-colonial agendas operate in public primary and secondary schools.Ignored Histories takes the reader through the evolution of policy directives for history curricula, historiography and the narratives produced and disseminated in textbooks, and the author’s own ethnography on teachers’ actual practices and experiences. As the story unfolds, it traces the recounts of colonial wars and massacres in textbooks; presents modern accounts of the continuing marginalization—and outright exclusion—of Indigenous historians, practitioners, and knowledge from both curriculum development and pedagogy; problematizes students’ disengagement from learning about their own histories; and brings to light lingering effects of white supremacy and ways to counter them.Some history teachers, on an individual level, engage in insurgent educational strategies in an attempt to shift power relations between Indigenous people and settlers. From the interviews Stastny conducted, we learn that some of these teachers were fired; others successfully developed methods to destabilize and rethink institutional practices and effect change in the classroom. Ultimately, Stastny argues for a system-wide transformation that decolonizes history curricula and the teaching of history by prioritizing indigenous resurgence, understandings, and knowledge; acknowledging and addressing the difficult truths of the past; and ethically shaping the stories of today.

Settler colonialism --- Settler colonialism --- Study and teaching --- Study and teaching --- Australia --- New Caledonia --- History --- Study and teaching --- Evaluation. --- History --- Study and teaching --- Evaluation.

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A free open access ebook is available upon publication. Learn more at www.luminosoa.org. What happens when refugees encounter Indigenous sovereignty struggles in the countries of their resettlement? From April to November 1975, the US military processed over 112,000 Vietnamese refugees on the unincorporated territory of Guam; from 1977 to 1979, the State of Israel granted asylum and citizenship to 366 non-Jewish Vietnamese refugees. Evyn Lê Espiritu Gandhi analyzes these two cases to theorize what she calls the refugee settler condition: the fraught positionality of refugee subjects whose resettlement in a settler colonial state is predicated on the unjust dispossession of an Indigenous population. This groundbreaking book explores two forms of critical geography: first, archipelagos of empire, examining how the Vietnam War is linked to the US military buildup in Guam and unwavering support of Israel, and second, corresponding archipelagos of trans-Indigenous resistance, tracing how Chamorro decolonization efforts and Palestinian liberation struggles are connected through the Vietnamese refugee figure. Considering distinct yet overlapping modalities of refugee and Indigenous displacement, Gandhi offers tools for imagining emergent forms of decolonial solidarity between refugee settlers and Indigenous peoples.

Refugees --- Settler colonialism --- Vietnamese --- SOCIAL SCIENCE / Ethnic Studies / Asian American Studies. --- History --- Political aspects. --- Annamese --- Ethnology --- Colonization --- Displaced persons --- Persons --- American Studies; Refugee Studies

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This volume offers a comparative survey and analysis of diverse settler colonial experiences in relation to food, food culture and foodways - how the latter are constructed, maintained, revolutionised and, in some cases, dissolved. What do settler colonial foodways and food cultures look like? Are they based on an imagined colonial heritage, do they embrace indigenous repertoires or invent new hybridised foodscapes? What are the socio-economic and political dynamics of these cultural transformations? In particular, this volume focuses on three key issues: the evolution of settler colonial identities and states; their relations vis-à-vis indigenous populations; and settlers' self-indigenisation - the process through which settlers transform themselves into the native population, at least in their own eyes. These three key issues are crucial in understanding the rise of settler colonial identities and states, and their interaction with the indigenous populations that inhabit them. The work will be of interest to students and scholars of food studies, settler and post-colonial studies, sociologists, anthropologists and political scientists.

Food habits. --- Indigenous peoples --- Settler colonialism. --- Social life and customs. --- Colonization --- Ethnology --- Eating --- Food customs --- Foodways --- Human beings --- Habit --- Manners and customs --- Diet --- Nutrition --- Oral habits --- Food habits

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Palestinians living on different sides of the Green Line make up approximately one-fifth of Israeli citizens and about four-fifths of the population of the West Bank. In both groups, activists assert that they share a single political struggle for national liberation. Yet, obstacles inhibit their ability to speak to each other and as a collective. Geopolitical boundaries fragment Palestinians into ever smaller groups. Crossing a Line enters these distinct environments for political expression and action of Palestinians who carry Israeli citizenship and Palestinians subject to Israeli military occupation in the West Bank, and considers how Palestinians are differently impacted by dispossession, settler colonialism, and militarism. Amahl Bishara looks to sites of political practice—journalism, historical commemorations, street demonstrations, social media, in prison, and on the road—to analyze how Palestinians create collectivities in these varied circumstances. She draws on firsthand research, personal interviews, and public media to examine how people shape and reshape meanings in circumstances of constraint. In considering these different environments for political expression and action, Bishara illuminates how expression is always grounded in place—and how a people can struggle together for liberation even when they cannot join together in protest.

Palestinian Arabs --- Politics and government --- Politics and government. --- Palestine. --- commemoration. --- embodiment. --- militarism. --- political expression. --- prison. --- protest. --- public culture. --- resistance. --- settler colonialism.