Decolonial pedagogies against settler colonialism: Mohamad Junaid, Hafsa Kanjwal, ‘Contesting settler colonial logics in Kashmir as pedagogical praxis’, Curriculum Inquiry, 52, 3, 2022, pp. 373-384 | settler colonial studies blog

Decolonial pedagogies against settler colonialism: Mohamad Junaid, Hafsa Kanjwal, ‘Contesting settler colonial logics in Kashmir as pedagogical praxis’, Curriculum Inquiry, 52, 3, 2022, pp. 373-384

07Aug22

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.

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