Contesting Settler Colonial Logics in Kashmir as Pedagogical Praxis

Autor/inn/en	Junaid, Mohamad; Kanjwal, Hafsa
Titel	Contesting Settler Colonial Logics in Kashmir as Pedagogical Praxis
Quelle	In: Curriculum Inquiry, 52 (2022) 3, S.373-384 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2072666
Schlagwörter	Decision Making; Self Determination; Political Attitudes; Geographic Regions; Conflict; Advocacy; Refugees; Activism; Immigrants; Barriers; Postcolonialism; Land Settlement; Intergroup Relations; Indigenous Knowledge; Neoliberalism; Mass Media; Critical Literacy; Educational Change; Western Civilization; Asian Studies; Indians; Power Structure; Legislation; Social Media; Scholarship; Researchers; Foreign Countries + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Selbstbestimmung; Political attitude; Politische Einstellung; Konflikt; Sozialanwaltschaft; Flüchtling; Aktivismus; Politischer Protest; Immigrant; Immigrantin; Immigranten; Post colonialism; Postkolonialismus; Siedlungsraum; Intergruppenbeziehungen; Neo-liberalism; Neoliberalismus; Massenmedien; Kritisches Lesen; Bildungsreform; Asia; Studies; Asienwissenschaft; Inder; Gesetzgebungslehre; Soziale Medien; Scholarships; Stipendium; Researcher; Forscher; Ausland
Abstract	In the aftermath of the Indian government's decision to change the status of Jammu and Kashmir on 5 August 2019, activism for the right to self-determination in Kashmir came under tremendous pressure. An intense crackdown in Kashmir, including a complete communication blackout and internet blockade, meant the only Kashmiri and dissenting voices left were located in diasporic spaces. As two Kashmiri scholar-activists involved in advocacy work on Kashmir, we examine the challenges of decolonial activism and transnational solidarity building, especially in Western academic spaces. For both of us, Kashmir has been a home and is a place where our scholarly ethos is entwined with intimate knowledge. While the diasporic/exilic location presents its own challenges of representation, the urgency imposed by the settler colonial logics that create existential questions for Kashmiris forces reconsiderations both of political alliance building as well as scholarly frameworks. In this article, we explore the emergent contours of a pedagogy of solidarity that centers Indigenous perspectives in relation to Kashmiri diasporic activism. We examine how our solidarity work takes shape in the neoliberal academy, grassroots progressive spaces, and transnational media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01