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The healthcare workers of stetler colonialism: Billie-Jo Hardy, Sam Filipenko, Diane Smylie, Carolyn Ziegler, Janet Smylie, ‘Systematic review of Indigenous cultural safety training interventions for healthcare professionals in Australia, Canada, New Zealand and the United States’, BMJ Open, 13, 10, 2023

07Oct23

Abstract: Objective To synthesise and appraise the design and impact of peer-reviewed evaluations of Indigenous cultural safety training programmes and workshops for healthcare workers in Australia, Canada, New Zealand and/or the United States. Design Systematic review. Data sources Ovid Medline, Embase, PsycINFO, CINAHL, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, Bibliography of Indigenous Peoples in North America, Applied Social Sciences Index & Abstracts, ERIC (Education Resources Information Center), International Bibliography of the Social Sciences, ProQuest Dissertations & Theses Global, Sociological Abstracts, and Web of Science’s Social Sciences Citation Index and Science Citation Index from 1 January 2006 to 12 May 2022. Eligibility criteria Studies that evaluated the outcomes of educational interventions for selecting studies: designed to improve cultural safety, cultural competency and/or cultural awareness for non-Indigenous adult healthcare professionals in Canada, Australia, New Zealand or the United States. Data extraction and synthesis Our team of Indigenous and allied scientists tailored existing data extraction and quality appraisal tools with input from Indigenous health service partners. We synthesised the results using an iterative narrative approach. Results 2442 unique titles and abstracts met screening criteria. 13 full texts met full inclusion and quality appraisal criteria. Study designs, intervention characteristics and outcome measures were heterogeneous. Nine studies used mixed methods, two used qualitative methods and two used quantitative methods. Training participants included nurses, family practice residents, specialised practitioners and providers serving specific subpopulations. Theoretical frameworks and pedagogical approaches varied across programmes, which contained overlapping course content. Study outcomes were primarily learner oriented and focused on self-reported changes in knowledge, awareness, beliefs, attitudes and/or the confidence and skills to provide care for Indigenous peoples. The involvement of local Indigenous communities in the development, implementation and evaluation of the interventions was limited. Conclusion There is limited evidence regarding the effectiveness of specific content and approaches to cultural safety training on improving non-Indigenous health professionals’ knowledge of and skills to deliver quality, non-discriminatory care to Indigenous patients. Future research is needed that advances the methodological rigour of training evaluations, is focused on observed clinical outcomes, and is better aligned to local, regional,and/or national Indigenous priorities and needs.


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The mixed materials of settler colonialism: Penni Russon, ‘Longing and Belonging in the Green Worlds of Jeannie Baker’, in Melanie Duckworth, Annika Herb (eds), Storying Plants in Australian Children’s and Young Adult Literature: Roots and Winged Seeds, Palgrave Macmillan, 2023, pp. 75-87

07Oct23

Abstract: Jeannie Baker uses mixed materials, including real plants, to illustrate relationships between nature, humans and suburban and urban development in her textless collage picturebooks Window (1991) and Belonging (2004). These popular texts are read and studied in the classroom to raise environmental awareness and explore themes of sustainable development and community action. How can a reading of these two books through the lens of Indigenous writer and academic Ambelin Kwaymullina’s verse manifesto, Living on Stolen Land, reveal and disturb the mechanisms of settler-colonialism as they appear in Baker’s work? Placing these texts in juxtaposition with each other generates new understandings and new narrative possibilities.


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The institutions of settler colonialism: Nell Musgrove, ‘Settler colonial expansion and the institutionalisation of children in Victoria, Australia’, Settler Colonial Studies, 2023

07Oct23

Abstract: Recent histories have underlined the importance of understanding the nineteenth-century gold rushes which took place in various parts of the anglophone world in relation to settler colonialism, and this work has advanced understandings of gender, race and Empire in significant ways. However, the field has yet to seriously grapple with questions about the role, treatment and positioning of children. This article will examine the Australian colony of Victoria, which was profoundly transformed by a gold rush beginning in 1851. Through case studies of three families – one white, one Chinese and one Aboriginal – the article will illustrate the complex relationships between poverty, colonialism and carceral institutions for children during the second half of the nineteenth century. These case studies allow an exploration that centres on the lives of the children and families forced to navigate an often-inescapable network of institutions, thereby demonstrating the impossibility of separating these institutions (which form the foundations of our modern-day child protection system) from the project and philosophy of settler colonialism.


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Many layers of settler colonialism: Eri Kitada, ‘Fragments of multi-layered settler colonialism: mixed-race children in Japanese schooling, the American Philippines, 1924–1945’, Settler Colonial Studies, 2023

07Oct23

Abstract: This article examines Japanese schools in Davao Province, the American Philippines, by highlighting the mixed-race children born to Japanese fathers and Filipino mothers. How did mixed-race children experience Japanese schooling in the Philippines, in which Japan’s settler colonial project operated in a colonial territory of the U.S. empire? I call entangled conditions, such as Davao on the island of Mindanao, ‘multi-layered settler colonialism.’ In Davao, the settler colonial projects of the U.S. and Japanese empires developed co-constitutively by underlining the subjugation of tribal Filipinos to Christian Filipinos and displacing the former. By following Black and postcolonial feminist method and patching together archival fragments of different genres and locations, I uncover the perspectives of mixed-race students in the history of multi-layered settler colonialism. I argue that the goals of Japanese education in the Philippines, a product of the public and private collusion, both conflicted with and reinforced American colonial education which was also developed by state and nonstate actors. I also show that the diverse experiences of mixed-race children and their mothers contested the stated goals of American colonial and Japanese education by illuminating the multi-layered nature of settler colonialism.


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The outposts of the settler: Amir Reicher, ‘Between Two Messiahs: An Ethnography of Settler-Colonizers in the West Bank, PhD dissertation, City University of New York, 2023

05Oct23

Abstract: This dissertation is a study of settler-colonialism. Based on fieldwork among Jewish settlers in the West Bank, it analyzes from an anthropological perspective how a settler-colonial process takes place. Officially, since the signing of the Oslo Accords, with few exceptions, Israel ceased to build new settlements in the West Bank. But, on the ground, from the 1990s onwards, the West Bank hinterland was scattered with over 150 illegal outposts, strategically constructed to appropriate as much land as possible. Often established on remote hilltops, the illegal outposts are the central tool today in appropriating Palestinian land, and the “outpost people” who reside in them, are considered the most radical settlers of all. For this research, I moved to one of these frontier outposts which I pseudonymously refer to as Ma’ale Eliya. Located at the edge of the Judean Desert, I stayed in the community for an overall period of almost two years. On one level, at the center of this research is an investigation of how a settler-colonial project expands: I explicate the settler-colonial know-how by which settlers appropriate land against indigenous resistance, the different challenges they face, and the internal conflicts and desires that shape their colonial endeavor. I make the case that these days, at the heart of the advancement of the West Bank settlement project is a sense of crisis and a set of contradictions that paradoxically propel the colonial process forward. On a second level, by focusing on a particular strand of what I discovered to be “post-messianic” settlers, this dissertation investigates the conditions of political action in the aftermath of ideological and religious rupture. My main argument is that rather than wholehearted beliefs, the generation of outpost settlers is animated to colonial action precisely from a sense of ideological retreat. In analyzing this dynamic of post-ideological radicalism, in addition to being about settler-colonialism, this research is also about political action in an age when master narratives lose their mastery.


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The narrative of the settler: Caroline Lund, ‘Settler-Colonial Theory and the Erasure of the Other: Constructing Hegemonic Narratives’, Journal of Holy Land and Palestine Studies, 22, 2, 2023

05Oct23

Abstract: This article explores how Israel, as a settler-colonial polity, uses and disseminates narratives pertaining to a Palestinian civil society and its resistance in order to further the settler-colonial project. For this purpose, the article is centred around a case study focusing on the six Palestinian civil society organisations that were designated ‘terrorist organisations’ in Israel and ‘unlawful organisations’ in the occupied Palestinian territories (oPt) as of late 2021.This case study shows that the inner logic of settler-colonialism, as it is organized around the principle of elimination, has been central to the designation of the six organisations. As the role of Palestinian civil society and political leadership has changed significantly in recent decades, the settler polity has been presented with an excellent opportunity to build and disseminate a false ‘terrorist’ narrative around the Palestinian civil society. Through different stages of expansion and dispossession, this narrative has been based on a perspective of exceptionalism and denial. As such, the construction of this narrative has served as an advancement of the erasure of native narratives, while at the same time legitimising the settler project itself and its utilised strategies.


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The language of the settler: Muhammad Amara, ‘Settler-Colonialism, Israelisation and Learning Hebrew in School from an Early Age: Attitudes of Indigenous Palestinian-Arab Parents in Israel’, Journal of Holy Land and Palestine Studies, 22, 2, 2023

05Oct23

Abstract: Considering the current policy and the reality of the Israeli-Palestinian conflict, teaching modern Hebrew from an early age to Palestinian-Arab pupils in Israel is a breakthrough in the Palestinian-Arab language education policy. It has far-reaching educational, cultural, political, and ideological consequences. The creation of modern Hebrew was central to the Zionist settler project in Palestine. Hebrew language education among Palestinian-Arab pupils has undergone radical changes regarding when and why they should begin learning the language. These topics have not been treated sufficiently in the existing literature. This paper will examine the perceptions of the parents of young Palestinian-Arab pupils regarding learning Hebrew from kindergarten onwards. Using a semi-structured interview protocol carried out via Zoom, eighteen parents were interviewed about various issues related to learning Hebrew from an early age, and the arising results were subsequently analysed. The issues concerned pedagogical, social, economic, political, and ideological factors influencing the parents’ perceptions of the topic under analysis: a) a need — integrating into Israeli society; b) a difficulty — Hebrew as a burden on the learner; and c) impingement — maintenance of, and threats to Palestinian-Arab identities.


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‘Sovereign’ settlers; sovereign Indigenous peoples: Madi Day, Bronwyn Carlson, ‘So-Called Sovereign Settlers: Settler Conspirituality and Nativism in the Australian Anti-Vax Movement’, Humanities, 2023

05Oct23

Abstract: The COVID-19 pandemic, and the social and economic instability that followed, has given new life to conspirituality and far-right ideology in so-called Australia. This article discusses how politico-spiritual communities invested in both conspiracy theories and New Age spirituality have pieced together settler narratives about a New World Order and external threats to Western society from far-right and white supremacist Christian ideology circulated via new media. Using anti-colonial discourse analysis, we elucidate the undercurrent of white supremacist ideology in the Australian anti-vax movement, and highlight the misuse of Indigeneity in far-right and anti-vax narratives. We discuss how these narratives are settler-colonial and how conspiritualists co-opt and perform Indigeneity as a form of settler nativism. As a case study, we analyse the use of the term sovereignty by settlers attached to Muckadda Camp—a camp of ‘Original Sovereigns’ occupying the lawn outside Old Parliament house from December 2021 to February 2022. Using Indigenous critique from both new media and academia, we argue that although settlers may perform Indigeneity, they are exercising white supremacist settler narratives, and not Indigenous sovereignty.


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A monument to settler colonialism? Briony Neilson, ‘Power, pacification and legacies of French colonialism in New Caledonia: public statues and Nouméa’s memoryscape’, Modern & Contemporary France, 2023

05Oct23

Abstract: In June 2022 a new public statue was unveiled in New Caledonia. The new statue, erected in the Place des Cocotiers in central Nouméa, depicts the famous handshake between Kanak separatist leader Jean-Marie Tjibaou and loyalist Caldoche leader Jacques Lafleur that had sealed the French-brokered Matignon Accords, bringing years of violent conflict between Indigenous and settler communities to a close. The inauguration of the new monument, 34 years to the day since the signing of the agreement, comes at a time of considerable uncertainty in terms of New Caledonia’s relationship to France. In some ways, the monument’s appearance signals a major shift in the memoryscape of the archipelago generally and Nouméa in particular. But at the same time, the new statue is less progressive than it might at first appear. Indeed, its significance rests not only in what it represents but also in what it effectively obscures. This article offers an account and analysis of the erection of the new Tjibaou–Lafleur statue, positioning the monument both within a historical context of public statuary in New Caledonia and the contemporary context of evolving relations between Kanak and non-indigenous populations.


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Call for papers: New Voices in Settler Colonial Studies. Abstract deadline: 31 October 2023; Manuscript deadline: 01 June 2024

05Oct23

Editors: Magdalena Naum, Aarhus University/Lund University: magdalena.naum@cas.au.dk; Karl Jacoby, Columbia University: kj2305@columbia.edu

Submit your paper here.


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