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The westernized university and us: Section I: Land, economy, and the University

The westernized university and us
Section I: Land, economy, and the University
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Notes

table of contents
  1. Artist Statement: Zaagi Mashkiki (Love Medicine)
  2. Editors' Note: About each section
    1. Chapter 1. The westernized university and us: Edgewalking stories and felt scholarship in higher education
  3. Section I: Land, economy, and the University
    1. Chapter 2. Indigenous women in higher education: Asserting Aboriginality and advancing allyship
    2. Chapter 3. Awakening the social sleepwalkers: Technologies of agricultural research accountability in a land grab university system
    3. Chapter 4. Indigenous feminist meditations: Contemplating the next university through Indigenous relational praxis
    4. Chapter 5. “Genealogy of the broken”: Indigenous and endogenous educator positionalities and land relationships
  4. Section II: Authority, power, and the University
    1. Chapter 6. Rowing upstream: Efforts to develop an authentic transdisciplinary Ph.D. in Justice Studies in New Orleans
    2. Chapter 7. The study of justice: Reflections on 30+ years
    3. Chapter 8. Decolonial reflexivity and Latin American universities: A dialogue between decolonial and critical realist theories
    4. Chapter 9. Eugenics, law, and education: Minnesota and its carceral state
    5. Chapter 10. New university, old vision? Moving away from systemic contraditions in the current university system
  5. Section III: Normativity, being, and the University
    1. Chapter 11. Shimá doo Shi ache’é’é Ołtá’igii: Reflections from a Diné mother and daughter’s doctoral degrees
    2. Chapter 12. Precarity and identity in the neoliberal academy
    3. Chapter 13. Deimperializing higher education: From a granddaughter’s eyes
    4. Chapter 14. Reciprocal mentoring: Co-creating knowledge for a new university
  6. Section IV: Knowledge, subjectivity, and the University
    1. Chapter 15. Outrageous thinking: Cultivating the next university
    2. Chapter 16. Co-constructing decolonial futures in academia: Becoming and (un)learning between hopeless and hopeful experiences
    3. Chapter 17. Marhoatspekua: P’urhépecha worldviews and western education in a transnational context
    4. Chapter 18. Academic raiding: Moving throughout institutional machinery as raiders
    5. Chapter 19. Una casa sin tierra: Navigating autonomy and institutional legitimacy in efforts to decolonize and transform higher education

Land, economy, and the University

Elizabeth Sumida Huaman

However, we are not strangers to a new and distressing anxiety. For at the same time, we not only know a different history—that of an "Other" Latin America—and desire an "Other" World; we also know that, alongside the crisis of its very roots, the colonial/modern/Eurocentric world system is driving our species—homo sapiens—toward an ever-greater depredation of the planet we inhabit. Consequently, we now find ourselves trapped at the confluence of two crises: on the one hand, the crisis of the historical pattern of colonial/modern/Eurocentric power, and on the other, the climate crisis of planet Earth. And this time—unlike analogous historical moments in the past—the stakes may not be solely, or even primarily, the crisis and reorganization of our historical existence, the subversion of a historical pattern of power, or the production and inception of a new historical epoch. This time, what is—or could be—at stake is our very survival as a species, and perhaps even that of other living beings on the planet.

- (Quijano, 2014, p. 12, translation from Spanish to English by Elizabeth Sumida Huaman)[1]

In this section

Chapter Two: Indigenous women in higher education: Asserting Aboriginality and advancing allyship

Chapter Three: Awakening the social sleepwalkers: Technologies of agricultural research accountability in a land grab university system

Chapter Four: Indigenous feminist meditations: Contemplating the next university through Indigenous relational praxis

Chapter Five: “Genealogy of the broken”: Indigenous and endogenous educator positionalities and land relationships

  1. Quijano, A. (2014). “Un nuevo debate latinoamericano [A new Latin American debate],” in Des/Colonialidad y buen vivir [De/Coloniality and good living], A. Quijano (Ed.), pp. 11-18. Universidad Ricardo Palma. ↑

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