Abstract: This dissertation plumbs the often-eclipsed connections between antiblackness, Indigenous dispossession, sexuality, and urban space. It contributes to an understanding of the racial and gendered sexual economy of settler neoliberalism by examining a variety of (queer) narrations, practices, and imaginaries of space, place, property, and land in San Francisco and Oakland, CA (Ramaytush Ohlone and Lisjan territories), from the late 1970s to the present. “Pride and Property” is not a history; rather, it constellates a series of moments that elucidate how the twin projects of Black surplus and Indigenous disappearance in the settler city create the conditions of possibility—and the grounds for—what has long been narrated as a “gay homeland” or “queer mecca.” While many queer spatial imaginaries constituting the Bay Area are entrenched in antiblackness and settler colonialism, still others practice, imagine, and bring forth anti-colonial, abolitionist futures. Mobilizing theoretical frameworks from critical ethnic studies and queer of color critique, Black feminist theories of slavery’s afterlife and the carceral state, and critical Indigenous studies, this project joins a growing literature that disrupts the ways scholarly formations are too often thought to be discrete. In utilizing archival methods and textual and visual analysis, it centers the role of narrative and representation both in naturalizing racialized dispossession and in providing alternate visions of futurity, belonging, and collectivity. The narrative of the “Great Gay Migration” of the late 1970s and early 1980s relied on the disavowal of settler colonialism and slavery amid the deepening polarizations of neoliberalism and growing carceral state. In the decades that follow, narratives of queer loss during the “dot-com booms” mobilize nostalgia for San Francisco’s progressivism in ways that disavow past and present modes of violence and dispossession. With a focus on property relations and attunement to the ways incorporative logics animate but also precede neoliberalism, this project culminates in a theorization of the distinct, yet relational “dispossession by inclusion” of Black and Indigenous peoples in Oakland, CA, and the distinct yet relational refusals—that precisely through reckoning with dispossessive histories of property—invoke other temporalities to craft a politics of accountability.




Abstract: Bringing together the fields of Critical Indigenous Studies, settler-colonial studies, and governmentality studies, this dissertation seeks to methodologically trace the dispossession of Metis from lands in Manitoba throughout the mid-twentieth century by placing these dispossessions into the multijurisdictional and socio-historical context. In the first half I engage dominant Canadian historiography in order to trace out a broader governing apparatus that possessed technologies of education, employment, immigration, and health aided in normalizing the dispossession of predominantly racialized populations by settler-colonial populations and their municipal apparatuses. The second half of the dissertation focusses on original archival research. I engage nineteenth century Metis historians to genealogize the formation of Manitoba’s provincial apparatus which formed the basis for the establishment and proliferation of municipal apparatuses in Manitoba throughout the former half of the twentieth century. I trace the maneuvering between federal, provincial, and municipal apparatuses in governing Metis in Manitoba through various agricultural programs meant to increase the overall health and security of the settler-colonial population, as well as through social welfare reports that sought to identify and recommend how to ‘improve’ Manitoba Metis. In the final chapter, using my own historic Metis community of Minnewaken as a case study I demonstrate how the Rural Municipality of Coldwell dispossessed Metis residents who went from owning 4000 acres of land in 1915, to 10 acres of land in 1970. I trace this land dispossession through an engagement with local histories and municipal tax-rolls, by-laws, and council minutes. Taxes and by-laws, I argue, were key technologies of municipal apparatuses that rationalized and realized the dispossession of Metis from Minnewaken. A key emphasis of this dissertation focusses on illustrating the ways in which municipal governments, in particular, came to represent significant vectors of Metis land dispossession during this era.


Abstract: Engaging settlers in inviting yet unsettling ways to understand settler colonialism and introduce Indigenous epistemologies may help build and sustain Indigenous-settler relationships. Augmented reality (AR) offers an opportunity to co-create and share Indigenous digital stories connected to territory to create sites of (re)storying that challenge colonial narratives that treaties involved land surrender. This thesis describes and reflects on my experiences participating in a series of projects involving Treaty 6 marker sculptures and digital media, including developing and prototyping learn-by-design resources for students and teachers to respectfully co-create AR stories with Indigenous Knowledge Keepers, Elders, and storytellers. Building on that work, I share my experience co-creating and sharing a trail of AR stories situated at Treaty 6 marker sculptures located in or near amiskwaciy-wâskahikan (also known as Edmonton, Alberta, Canada) through a community-based participatory research (CBPR) approach grounded in relationships and ongoing consent. Co-creating the story trail and selecting an AR storytelling platform was guided by the 4Rs of respect, relevance, reciprocity, and responsibility, OCAP®, data sovereignty, and a commitment to respect and adhere to Indigenous approaches to traditional cultural expression and protocol. Visitors to the Treaty 6 marker sculptures can experience AR stories from a respected Knowledge Keeper on what it means to be in relationship on Treaty 6 territory. Hearing these stories may prompt reflection on past, current, and future relationships and initiate further learning to build relationships and understanding.