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Video games have long been seen as the exclusive territory of young, heterosexual white males. In a media landscape dominated by such gamers, players who do not fit this mold, including women, people of color, and LGBT people, are often brutalized in forums and in public channels in online play. Discussion of representation of such groups in games has frequently been limited and cursory. In contrast, Gaming at the Edge builds on feminist, queer, and postcolonial theories of identity and draws on qualitative audience research methods to make sense of how representation comes to matter. In Gaming at the Edge, Adrienne Shaw argues that video game players experience race, gender, and sexuality concurrently. She asks: How do players identify with characters? How do they separate identification and interactivity? What is the role of fantasy in representation? What is the importance of understanding market logic? In addressing these questions Shaw reveals how representation comes to matter to participants and offers a perceptive consideration of the high stakes in politics of representation debates. Putting forth a framework for talking about representation, difference, and diversity in an era in which user-generated content, individualized media consumption, and the blurring of producer/consumer roles has lessened the utility of traditional models of media representation analysis, Shaw finds new insight on the edge of media consumption with the invisible, marginalized gamers who are surprising in both their numbers and their influence in mainstream gamer culture.

"Native Studies Keywords explores selected concepts in Native studies and the words commonly used to describe them, words whose meanings have been insufficiently examined. This edited volume focuses on the following eight concepts : sovereignty, land, indigeneity, nation, blood, tradition, colonialism, and indigenous knowledge. Each section includes three or four essays and provides definitions, meanings, and significance to the concept, lending a historical, social, and political context. Take sovereignty, for example. The word has served as the battle cry for social justice in Indian Country. But what is the meaning of sovereignty? Native peoples with diverse political beliefs all might say they support sovereignty-without understanding fully the meaning and implications packed in the word. The field of Native studies is filled with many such words whose meanings are presumed, rather than articulated or debated. Consequently, the foundational terms within Native studies always have multiple and conflicting meanings. These terms carry the colonial baggage that has accrued from centuries of contested words. Native Studies Keywords is a genealogical project that looks at the history of words that claim to have no history. It is the first book to examine the foundational concepts of Native American studies, offering multiple perspectives and opening a critical new conversation"--Résumé du site web de l'éditeur

Paix, pouvoir et droiture : un manifeste autochtone, qui tire sa structure des chants rituels de la cérémonie de condoléances rotinohshonni, appelle toutes les Premières Nations à prêter attention aux messages des ancêtres afin de développer une philosophie visant à contrer l'assimilation. L'essai de Taiaiake Alfred est un véritable plaidoyer en faveur de droits et de l'autodétermination des peuples autochtones. Ce manifeste se veut avant-gardiste proposant des pistes de réflexion inédites ayant significativement participé à améliorer la compréhension des enjeux des Première Nations de l'Amérique du Nord.

This dissertation centers on the relationship between art and politics in postwar Central America as materialized in the specific issues of racial and gendered violence that derive from the region's geopolitical location and history. It argues that the decade of the 1990s marks a moment of change in the region's cultural infrastructure, both institutionally and conceptually, in which artists seek a new visual language of experimental art practices to articulate and conceptualize a critical understanding of place, experience and knowledge. It posits that visual and conceptual manifestations of violence in Central American performance, conceptual art and installation extend beyond a critique of the state, and beyond the scope of political parties in perpetuating violent circumstances in these countries. It argues that instead artists use experimental practices in art to locate manifestations of racial violence in an historical system of domination and as a legacy of colonialism still witnessed, lived, and learned by multiple subjectivities in the region. In this postwar period artists move beyond the cold-war rhetoric of the previous decades and instead root the current social and political injustices in what Aníbal Quijano calls the `coloniality of power.' Through an engagement of decolonial methodologies, this dissertation challenges the label "political art" in Central America and offers what I call "visual disobedience" as a response to the coloniality of seeing. I posit that visual colonization is yet another aspect of the coloniality of power and indispensable to projects of decolonization. It offers an analysis of various works to show how visual disobedience responds specifically to racial and gender violence and the equally violent colonization of visuality in Mesoamerica. Such geopolitical critiques through art unmask themes specific to life and identity in contemporary Central America, from indigenous genocide, femicide, transnational gangs, to mass imprisonments and a new wave of social cleansing. I propose that Central American artists--beyond an anti-colonial stance--are engaging in visual disobedience so as to construct decolonial epistemologies in art, through art, and as art as decolonial gestures for healing.

In the late 1990s and 2000s, a number of calls were made by scholars to “internationalize” or “dewesternize” the field of media and communication studies. I argue that these approaches have indirectly silenced a much longer disciplinary history outside “the West” that has not only produced empirical knowledge but has also actively challenged Western epistemologies. This article seeks to reinscribe the epistemological and historical foundations of media and communication studies in Africa. By framing the research of African media and communication scholars within the changing nature of knowledge production, shifting power relations between African nations, and the evolving role of African universities, I demonstrate how academic knowledge production is frequently driven and constrained by particular dominant social, political, and economic interests.

Discursos sobre “raza” y nación en Colombia, 1880-1930 constituye un aporte a la investigación sobre la formación de la nación en Colombia durante los siglos xix al xx. El libro es producto de la investigación de tesis de maestría del autor y se centra en mostrar cómo las elites del país concibieron y, en específico, aplicaron con la legislación y otros recursos políticos y culturales, formas de poder y hegemonía mediante las cuales establecieron su dominio a partir del control social, la higienización -“depuración racial o blanqueamiento de la raza”- y el señalamiento a los grupos que resistieron esas formas arbitrarias de poder desde arriba. La estructura del libro está dividida en una introducción, cuatro capítulos, las conclusiones, la bibliografía y una corta semblanza del autor. El primer capítulo es un análisis metodológico de la “alteridad”, a partir de la perspectiva poscolonial y decolonial; siguiendo a autores de renombre en ese campo, trata de demostrar – lamentablemente de modo uniforme– el carácter cruel y violento del proceso de europeización y de sus valores “irracionales” más recurrentes. Los capítulos del dos al cinco se dedican a sustentar la postura metodológica con un material de fuentes y de análisis sobre el racismo colombiano en los siglos xix y xx.

De-Westernizing Film Studies aims to consider what form a challenge to the enduring vision of film as a medium - and film studies as a discipline - modelled on ‘Western’ ideologies, theoretical and historical frameworks, critical perspectives as well as institutional and artistic practices, might take today. The book combines a range of scholarly writing with critical reflection from filmmakers, artists & industry professionals, comprising experience and knowledge from a wide range of geographical areas, film cultures and (trans-)national perspectives. In their own ways, the contributors to this volume problematize a binary mode of thinking that continues to promote an idea of ‘the West and the rest’ in relation to questions of production, distribution, reception and representation within an artistic medium (cinema) that, as part of contemporary moving image culture, is more globalized and diversified than at any time in its history. In so doing, De-Westernizing Film Studies complicates and/or re-thinks how local, national and regional film cultures ‘connect’ globally, seeking polycentric, multi-directional, non-essentialized alternatives to Eurocentric theoretical and historical perspectives found in film as both an artistic medium and an academic field of study. The book combines a series of chapters considering a range of responses to the idea of 'de-westernizing' film studies with a series of in-depth interviews with filmmakers, scholars and critics. Contributors: Nathan Abrams, John Akomfrah, Saër Maty Bâ, Mohammed Bakrim, Olivier Barlet, Yifen Beus, Farida Benlyazid, Kuljit Bhamra, William Brown, Campbell, Jonnie Clementi-Smith, Shahab Esfandiary, Coco Fusco, Patti Gaal-Holmes, Edward George, Will Higbee, Katharina Lindner, Daniel Lindvall, Teddy E. Mattera, Sheila Petty, Anna Piva, Deborah Shaw, Rod Stoneman, Kate E. Taylor-Jones

In the first episode of Black Journal , before the opening credits, comedian Godfrey Cambridge appears dressed in overalls and a painter’s cap with a paint roller in hand and methodically paints the television frame. To the viewer, it appears that his or her television is being painted black from the inside—a potent visual symbol from the first national Black public affairs program. Initially, though, the symbol emphasizes a visual challenge to the absence of Black faces on television—a show that “looks” Black, because of the visibility of its Black hosts and reporters, but where whites still have significant

I was about 10 or 11 years old when I, together with my parents, religiously tuned in weekly to the situation comedy ¿Qué pasa U.S.A.? While I do not recall the specific year the show aired in Puerto Rico, I do remember that it was broadcast on WIPR-Channel 6, the island’s public television station. Watching one of my favorite sitcoms on what I then considered the boring channel was rather odd. However, I never thought it strange that the Peñas, ¿Qué pasa U.S.A.? ’s working-class three-generation Cuban/Cuban-American family, resided in Miami or that some of the characters communicated bilingually in English and Spanish. For me, ¿Qué pasa U.S.A.? was a show that resembled other locally produced situation comedies broadcast on commercial television, with the difference that the Peña family were Cuban immigrants who, instead of residing in Puerto Rico (like some of my childhood friends), lived in Miami (like many of my friends’ relatives). Probably as a result of the principal characters’ cultural references and their accents in Spanish, I decoded ¿Qué pasa U.S.A.? as a Cuban sitcom. Fast-forward to 2004. I was invited to write a 500-word encyclopedia entry on ¿Qué pasa U.S.A.? Without having any information on the show at hand, I immediately accepted. This was an opportunity to revisit a program I loved. After conducting the research I realized the uniqueness of ¿Qué pasa U.S.A.? Sponsored by the U.S. Office of Education Emergency School Assistance Act– Television Program (ESAA-TV), ¿Qué pasa U.S.A.? —considered the first bilingual situation comedy broadcast on U.S. television— addressed the culturalgenerational misunderstandings and the socio-cultural adjustments endured by the Peñas, a 1960 Cuban exile family.

Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non-white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances

To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited third edition, this bestselling book includes a co-written introduction features contributions from indigenous scholars on the book's continued relevance to current research. It also features a chapter with twenty-five indigenous projects and a collection of poetry

Told-to narratives, or collaboratively produced texts by Aboriginal storytellers and (usually) non-Aboriginal writers, often confound traditional literary understandings of voice and authorship. In this innovative exploration, these unique narratives are not romanticized as unmediated translations of oral documents, nor are they dismissed as corruptions of original works. Rather, the approach emphasizes the interpenetration of authorship and collaboration. Discussing a wide range of told-to narratives, including ethnography, recorded (auto)biography, testimonial life narrative, documentary, myth, legend, and song, Sophie McCall explores the multifaceted implications of the choices that editors, translators, narrators, and filmmakers make as they channel these narratives into new forms. Focused on the 1990s, when debates over voice and representation were particularly explosive, this comprehensive study examines collaboratively produced texts in conjunction with key political events that have shaped the struggle for Aboriginal rights in Canada. Emphasizing the scope rather than the limits of the told-to narrative, McCall considers how Aboriginal voices have been represented in a range of forums such as public inquiries, commissioners’ reports, and land claims court cases. A captivating inquiry, First Person Plural offers a vital, interdisciplinary discussion of how told-to narratives contribute to larger debates about Indigenous voice and literary and political sovereignty. This innovative, interdisciplinary study will be of interest to students and scholars of Indigenous studies, textualized oral narrative, literary studies, and Canadian cultural studies

Combines post-modern theory with the comic wisdom of the tribal trickster to explore the effects of nostalgic simulations of "Indian-ness".

This important book showcases institutional and private efforts to collect, document, and preserve African American art in American's fourth largest city, Houston, Texas. Eminent historian John Hope Franklin's essay reveals his passionate commitment to collect African American art, while curator Alvia J. Wardlaw discusses works by Robert S. Duncanson, Henry Ossawa Tanner, Horace Pippen, and Bill Traylor as well as pieces by contemporary artists Kojo Griffin and Mequitta Ahuja. Quilts, pottery, and a desk made by an African American slave for his daughter contribute to the overview. The book also focuses on the collections of the "black intelligentsia," African Americans who taught at black colleges like Fisk University, where Aaron Douglas founded the art department. A number of the artists represented were collected privately before they were able to exhibit in mainstream museums.

"An innovative and important contribution to Indigenous research approaches, this revised second edition provides a framework for conducting Indigenous methodologies, serving as an entry point to learn more broadly about Indigenous research."--

This chapter examines the ideological and structural foundations of Indianbroadcasting policy as it developed from the 1930s to the 1990s. The chapter argues that the failure of Indian governments to make the most of radioand television for economic and social development stemmed from threesources: (i) the restrictive policies inherited from a colonial state, (ii) thepuritanism of the Gandhian national movement, and (iii) the fear, madevivid by the 1947 partition, of inflaming social conflict. The policies andinstitutions established in the 1940s and 1950s shaped Indian broadcasting for the next 40 years and have been significantly subverted only since 1992as a result of the transformation effected by satellite television.

Knopf samples a variety of Native American filmmaking genres, including documentary, short films, and full-length narrative films, providing a detailed synopsis and content analysis of several films. Since its genesis in the early 19005, film has been an effective colonizing tool, impacting Indigenous peoples around the globe.

Le présent document est un rapport sur la série de consultations tenues en 2007 avec des artistes, des administrateurs des arts, des aînés, des jeunes et d’autres membres de la communauté autochtone. Cette série de consultations a eu lieu dans le cadre de l’initiative de recherche sur les arts autochtones, mise sur pied dans le but de planifier et d’entreprendre les travaux de recherche nécessaires pour appuyer et orienter le plan d’action sur les arts autochtones du Conseil des arts du Canada.

Indigenous researchers are knowledge seekers who work to progress Indigenous ways of being, knowing and doing in a modern and constantly evolving context. This book describes a research paradigm shared by Indigenous scholars in Canada and Australia, and demonstrates how this paradigm can be put into practice. Relationships don’t just shape Indigenous reality, they are our reality. Indigenous researchers develop relationships with ideas in order to achieve enlightenment in the ceremony that is Indigenous research. Indigenous research is the ceremony of maintaining accountability to these relationships. For researchers to be accountable to all our relations, we must make careful choices in our selection of topics, methods of data collection, forms of analysis and finally in the way we present information

Notwithstanding the presence of extreme racialized tropes within the world of videogames, public discourses continue to focus on questions of violence, denying the impor-tance of games in maintaining the hegemonic racial order. Efforts to exclude race (andintersections with gender, nation, and sexuality) from public discussions through its era-sure and the acceptance of larger discourses of colorblindness contribute to a problematicunderstanding of video games and their significant role in contemporary social, political,economic, and cultural organization. How can one truly understand fantasy, violence,gender roles, plot, narrative, game playability, virtual realities, and the like without ex-amining race, racism, and/or racial stratification—one cannot. This article challengesgame studies scholars to move beyond simply studying games to begin to offer insightand analysis into the importance of race and racialized tropes within virtual reality andthe larger implications of racist pedagogies of video games in the advancement of Whitesupremacy.