A study of the intersecting fields of art history, ecology, visual culture, geography, and environmental politics. While ecology has received little systematic attention within art history, its visibility and significance has grown in relation to the threats of climate change and environmental destruction. By engaging artists' widespread aesthetic and political engagement with environmental conditions and processes around the globe—and looking at cutting-edge theoretical, political, and cultural developments in the Global South and North—Decolonizing Nature offers a significant, original contribution to the intersecting fields of art history, ecology, visual culture, geography, and environmental politics. Art historian T. J. Demos, author of Return to the Postcolony: Specters of Colonialism in Contemporary Art (2013), considers the creative proposals of artists and activists for ways of life that bring together ecological sustainability, climate justice, and radical democracy, at a time when such creative proposals are urgently needed.

British imperialism was almost unparalleled in its historical and geographical reach, leaving a legacy of entrenched social transformation in nations and cultures in every part of the globe. Colonial annexation and government were based on an all-encompassing system that integrated and controlled political, economic, social and ethnic relations, and required a similar annexation and control of natural resources and nature itself. Colonial ideologies were expressed not only in the progressive exploitation of nature but also in the emerging discourses of conservation. At the start of the 21st century, the conservation of nature is of undiminished importance in post-colonial societies, yet the legacy of colonial thinking endures. What should conservation look like today, and what (indeed, whose) ideas should it be based upon? Decolonizing Nature explores the influence of the colonial legacy on contemporary conservation and on ideas about the relationships between people, polities and nature in countries and cultures that were once part of the British Empire. It locates the historical development of the theory and practice of conservation - at both the periphery and the centre - firmly within the context of this legacy, and considers its significance today. It highlights the present and future challenges to conservationists of contemporary global neo-colonialism The contributors to this volume include both academics and conservation practitioners. They provide wide-ranging and insightful perspectives on the need for, and practical ways to achieve new forms of informed ethical engagement between people and nature.

In the last two hundred years, the earth has increasingly become the private property of a few classes, races, transnational corporations, and nations. Repeated claims about the "tragedy of the commons" and the "crisis of capitalism" have done little to explain this concentration of land, encourage solution-building to solve resource depletion, or address our current socio-ecological crisis. The Commons in an Age of Uncertainty presents a new explanation, vision, and action plan based on the idea of commoning the land. The book argues that by commoning the land, rather than privatising it, we can develop the foundation for prosperity without destructive growth and address both local and global challenges. Making the land the most fundamental priority of all commons does not only give hope, it also opens the doors to a new world in which economy, environment, and society are decolonised and liberated.

Political science emerged as a response to the challenges of imperial administration and the demands of colonial rule. While not all political scientists were colonial cheerleaders, their thinking was nevertheless framed by colonial assumptions that influence the study of politics to this day. This book offers students a lens through which to decolonize the main themes and issues of political science - from human nature, rights, and citizenship, to development and global justice. Not content with revealing the colonial legacies that still inform the discipline, the book also introduces students to a wide range of intellectual resources from the (post)colonial world that will help them think through the same themes and issues more expansively. Decolonizing Politics is a much-needed critical guide for students of political science. It shifts the study of political science from the centers of power to its margins, where the majority of humanity lives. Ultimately, the book argues that those who occupy the margins are not powerless. Rather, marginal positions might afford a deeper understanding of politics than can be provided by mainstream approaches.​

In Decolonizing Extinction Juno Salazar Parreñas ethnographically traces the ways in which colonialism, decolonization, and indigeneity shape relations that form more-than-human worlds at orangutan rehabilitation centers on Borneo. Parreñas tells the interweaving stories of wildlife workers and the centers' endangered animals while demonstrating the inseparability of risk and futurity from orangutan care. Drawing on anthropology, primatology, Southeast Asian history, gender studies, queer theory, and science and technology studies, Parreñas suggests that examining workers’ care for these semi-wild apes can serve as a basis for cultivating mutual but unequal vulnerability in an era of annihilation. Only by considering rehabilitation from perspectives thus far ignored, Parreñas contends, could conservation biology turn away from ultimately violent investments in population growth and embrace a feminist sense of welfare, even if it means experiencing loss and pain.

The current environmental crises demand that we revisit dominant approaches for understanding nature-society relations. Narrating Nature brings together various ways of knowing nature from differently situated Maasai and conservation practitioners and scientists into lively debate. It speaks to the growing movement within the academy and beyond on decolonizing knowledge about and relationships with nature, and debates within the social sciences on how to work across epistemologies and ontologies. It also speaks to a growing need within conservation studies to find ways to manage nature with people. This book employs different storytelling practices, including a traditional Maasai oral meeting—the enkiguena—to decenter conventional scientific ways of communicating about, knowing, and managing nature. Author Mara J. Goldman draws on more than two decades of deep ethnographic and ecological engagements in the semi-arid rangelands of East Africa—in landscapes inhabited by pastoral and agropastoral Maasai people and heavily utilized by wildlife. These iconic landscapes have continuously been subjected to boundary drawing practices by outsiders, separating out places for people (villages) from places for nature (protected areas). Narrating Nature follows the resulting boundary crossings that regularly occur—of people, wildlife, and knowledge—to expose them not as transgressions but as opportunities to complicate the categories themselves and create ontological openings for knowing and being with nature otherwise. Narrating Nature opens up dialogue that counters traditional conservation narratives by providing space for local Maasai inhabitants to share their ways of knowing and being with nature. It moves beyond standard community conservation narratives that see local people as beneficiaries or contributors to conservation, to demonstrate how they are essential knowledgeable members of the conservation landscape itself.

As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.

Boasting new extracts from major works in the field, as well as an impressive list of contributors, this second edition of a bestselling Reader is an invaluable introduction to the most seminal texts in post-colonial theory and criticism.

Sociology, as a discipline, was born at the height of global colonialism and imperialism. Over a century later, it is yet to shake off its commitment to colonial ways of thinking. This book explores why, and how, sociology needs to be decolonized. It analyses how sociology was integral in reproducing the colonial order, as dominant sociologists constructed theories either assuming or proving the supposed barbarity and backwardness of colonized people. Ali Meghji reveals how colonialism continues to shape the discipline today, dominating both social theory and the practice of sociology, how exporting the Eurocentric sociological canon erased social theories from the Global South, and how sociologists continue to ignore the relevance of coloniality in their work. This guide will be necessary reading for any student or proponent of sociology. In opening up the work of other decolonial advocates and under-represented thinkers to readers, Meghji offers key suggestions for what teachers and students can do to decolonize sociology. With curriculum reform, innovative teaching and a critical awareness of these issues, it is possible to make sociology more equitable on a global scale.