Results 201 to 210 of about 1,275 (261)

The Netherlands as a colonial power

, 1938
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Disciplinary Power or Colonial Power?

2019
This chapter offers an alternative reading of settler colonial incarceration as sites of settler colonial repression and Indigenous refusal. We assert that research on the colonial prison suggests that Euro-north American understandings of the role of the prison offer a shaky foundation on which to construct a theory of carcerality under settler ...
Harry Blagg, Thalia Anthony
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Indonesian Perceptions of the Colonial Power

Itinerario, 1989
The changing cultural climate in Indonesia at the turn of the century can be demonstrated by the story of a young man, Achmad, who graduated from a Dutch senior high school (HBS) in 1899. He was the first native student to pass the final exams at the highest institution of learning (there was none at university level at the time) in Batavia, the ...
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Coloniality of Power and De/Coloniality of Power

Aníbal Quijano (1928–2018) was born in Yanama, Peru, and became involved in Marxist-socialist revolutionary politics at a young age. He was an active part of the conceptualization of dependence theory in the 1960–1970s and of the shaping of Latin American critical thought.
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Poland as a Colonial Power?

Poland as an object of colonial policy has been much discussed in recent research on the 19th and 20th centuries. But was Poland itself a colonial power in former times? We examine this possibility using two case studies.
Yvonne Kleinmann (Halle (Saale)), Sven Jaros, William Connor   +2 more
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Rethinking Ancestors and Colonial Power in Madagascar

Africa, 2001
AbstractThis article reconsiders the relationship between ancestors and colonial power through a comparative analysis of the mortuary rituals of two Malagasy peoples, the Betsimisaraka of the east coast and the Karembola of the deep south. In contrast to analyses which emphasise an opposition between ancestors and colonial power, it argues that ...
J, Cole, K, Middleton
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Embedded Colonial Power

2017
In this chapter, we carry forward the work of Gonzales and Núñez by analyzing one specific component of the ranking regime—global ranking systems—to consider how they impact the recognition of knowledge, knowers, and the production of knowledge within academia—issues and activities that are at the heart of faculty work.
Leslie D. Gonzales, Chelsea Waugaman
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