Abstract: The case of the Israeli juridical field poses a puzzle. The political situation in Israel/Palestine deteriorated over the years from a temporary conquest, to an abiding belligerent occupation, and lately, to an apartheid regime. The Israeli juridical field elevated in the opposite direction, from a formalistic arena to a liberal, active, individual-oriented and human rights focused sphere. If the application of liberal law within a repressive political context is conflictual, then the Israeli case would lead to a head-on collision. Yet, reality suggests otherwise. On the surface, liberal law and apartheid regime are necessarily conflictual, as liberal legal philosophy and particularly the principle of the rule of law allegedly stand against repression. However, on the ground, liberal law and repressive political situations work together to complement and reinforce one another. The research interrogates this apparent enigma by using the Israeli legal education enterprise as a case study. It asks how Israeli legal education work to interpellate law students into a liberal juridical field that operates within a repressive political atmosphere. Based on four years of ethnography conducted within an Israeli law school, this inquiry provides a critical account of how law is being taught in Israel. The dissertation exposes several settler colonial pedagogies that are deployed in the law classroom. Silence and utterance allow to mute some areas and aspects of the law while putting emphasis on others. Legal Judaisation works to make sense of the contradictory definition of Israel as a Jewish and democratic state. De jure and de facto distinctions allow to teach the law itself while disregarding reality on the ground. Spatial ambiguity and the fragmentation of space overlook the Israeli apartheid regime through a vague description of the State’s territory. These settler colonial pedagogies not only bolster settler colonial logic among future members of the Israeli juridical field, but also bridge the relation between liberal law and apartheid regime.


Abstract: The legacy of settler-colonialism permeates American culture. Remnants of westward expansion remain in our societal divides, political differences, environmental inequities and economic inequalities. Conversations about decolonization, gentrification, and other ongoing practices that precipitate and uphold colonialism are notably found in literature, art, social structures, icons and symbols. Mascots that rely on stereotypes or caricatures can contribute to negative perceptions and reinforce discriminatory attitudes, making it necessary to reevaluate and change representational practices. In this analysis I apply historical, textual, and visual methods to explore Cal Poly Humboldt’s mascot Lucky Logger and identify how this character is a “persistent voice” by way of the object’s own history and of the history it reflects. As a rendition of the American mythic hero Paul Bunyan, Lucky Logger is a remnant of Manifest Destiny and inseparable from this mythos. Further, I compare Shing Yin Khor’s graphic novel The Legend of Auntie Po, a counter-narrative, to the legacy of white male superiority inherent in Paul Bunyan tales and by extension in Lucky Logger. I argue that Cal Poly Humboldt’s mascot perpetrates “the persistent voice of the colonizer” and does not represent the values of a Polytechnic University within the California State University system.





Abstract: This paper reflects on suicide research from a critical Indigenous studies perspective, drawing on pluralistic epistemologies of Indigenous peoples in settler-colonial contexts. It argues that suicide prevention research must center on Indigenous knowledge systems to address the complex, interconnected nature of suicide and the broader ecological, cultural, and spiritual harms of neoliberal capitalism and settler colonialism. Indigenous scholars suggest contemporary suicide research is often based on binary-anthropocentric Western epistemologies and insufficiently attentive to holistic, communal, and land-based dimensions of Indigenous life-promoting relations. To unsettle settler-colonial suicidology is to reconceptualize prevention as the process of communal, environmental, social, and cultural healing that emphasizes the importance of harmony in the interconnectedness of all life. This more expansive and contextualized approach recognizes the structural entrenchment of suicide and system factors contributing to suicidal distress. Justice in suicide research involves co-creating meaning and relationally evolving to support all beings’ conditions for life. Indigenous studies of care, life promotion, and healing offer promising frameworks to reorient suicide research from individual responses toward collective healing-justice that is generative and supportive of interdependent communities. Thus, resisting narrow definitions of health and justice operative within the state’s normative desires; re-centering Indigenous communities’ fights to address the structures that thwart life.