Concept Of Colonization Research Articles

The role of the labor movements in the colonial spaces: trade unionism in Palestine and Lebanon in the colonial era (1920-1948)

ABSTRACT This article aims to demonstrate how the working class evolved and was organised in Palestine and Lebanon between 1920 and 1948. Palestine and Lebanon, which share characteristics such as being a part of the Ottoman Empire and being governed by mandates, also share similar experiences in combating sectarianism based on nationality or religion. The establishment of British rule in Palestine and French administration in Lebanon after World War I also influenced the trade union movement in these two countries: Nationalism flourished, trade unions became tools of politics, and the divide and rule policy of the colonial administration made organization difficult. Although these administrations were referred to as ‘mandates’ of the League of Nations, they actually experienced a colonization process and its effects similar to those in Africa. In this study, particularly the concept of colonization will be used, and the activities of trade unions in colonial regions will be examined through two Middle Eastern countries. While the Palestinian trade unions, which struggled against both British colonization and settler colonialism, were effective in preserving Palestinian identity, the Lebanese trade unions, dealing with French colonization as well as sectarianism, also managed to significantly preserve working-class unity.

The Image of God and Immediate Emancipation: David Walker’s Theological Foundation of Equality and the Rejection of White Supremacy

AbstractIn the 1820s it was predominantly Black abolitionists who opposed gradualist abolitionism and the concept of colonization, while, in general, White abolitionists opposed slavery, viewing it as seductive or as sin in itself, but did not want full emancipation for Blacks. Therefore, David Walker’s Appeal from 1829 is a central document in that it calls for immediate and full emancipation as well as opposition to racism and White supremacy. This article argues that the shift in political aim of Black radical abolitionists correlates with an innovation in theological foundation. Walker grounds his quest for immediate and full emancipation in an egalitarian concept of imago Dei. It is this theological foundation that became influential in radical abolitionist discourse and was employed by Maria M. Stewart as well as William Lloyd Garrison. As a result of research on Walker’s theological innovation, it comes to the fore that he most likely was influenced by Black Freemasonry, especially Prince Hall.

Breaking the chains: Decolonizing the language of Nursology.

In this article, I discuss the concept of 'Decolonizing Nursing', answering what this process is about, and how and when it should be done. I introduce the idea of epistemological dominance and the concepts of colonization and decolonization of nursing knowledge. I describe my experiences of coming from Latin America and facing Anglo-Saxon academy to discuss core disciplinary nursing knowledge and provide reflections around the decolonization of nursing language.

Roundtable “Is ‘Colonization’ of Space Possible?”

The era of mobility erases territorial identity, but this does not diminish the relevance of its study, even if only as a historical phenomenon. For “regions of late development”, such as the Far East, identity is associated with the concepts of colonization / development, and, moreover, inherent in the name of the region. Our team has already addressed the problem of correlating the concepts of “colonization” and “development”; this time we decided to focus on the approach of Alexander Etkind, who published another book in the outgoing year. The purpose of our meeting was to discuss the system of Alexander Etkind’s views on the essence of coloniality, to analyze one of the central concepts used by Etkind in many studies, “internal colonization”, and to assess the limits of this concept’s applicability. Main issues for discussion: 1) in “The Nature of Evil: Raw Materials and the State” Etkind writes about natural resources as raw materials for production; are the author's categories suitable for analyzing space as a resource for development, space as such, without taking into account the raw materials available there? Can the Far East, for example, be interpreted as a “presence colony”? 2) the logic of the concept of internal colonization is based on the idea of exoticization of the outskirts by the center, commoners by the ruling class, society by the state; in this case, is it possible to interpret the toponyms “Russian Far East” and “Pacific Russia” used today as two images of the territory – traditional colonial (exoticizing and dividing) and modern non-colonial (normalizing and integrating)?

Decolonizing Nutrition Science

ABSTRACT Colonization and decolonization are common concepts within the discourse of Indigenous scholars and show significance within the recently emerging Native Nutrition conferences. Yet these words and the meanings they convey rarely appear within scholarly literature of nutrition professionals. To what extent are the concepts of colonization and decolonization relevant to the scope of nutrition education, practice, and research? If they are relevant, why are they not more common within professional discourse? Here we briefly describe these concepts and address these questions. We report findings from a study designed to examine barriers to Indigenous scholar participation within nutrition professions. Our results suggest that greater awareness and more fully understanding the dynamics of colonization hold potential to improve nutrition research, education, and practice. Not only is colonization woven into the tapestry of North American history, but our results support assertions of Indigenous scholars that its deeply embedded patterns still echo through our food, education, and health professions and systems. We identify several barriers and colonizing patterns and 2 interrelated lines of decolonizing work, and present a cross-cultural engagement protocol for pursuing decolonizing work. Exploring the complexities and nuances of these ideas more thoroughly is both a developmental process and a collective responsibility that we see as deserving more attention within food and nutrition disciplines. If implemented, we suggest that decolonizing practice holds potential for advancing nutrition science while also creating a more welcoming environment for future Indigenous scholars.

Green criminology and native peoples: The treadmill of production and the killing of indigenous environmental activists

During the development of green criminology, little attention has been paid to how Indigenous/Native Peoples (INP) are victimized by green crime and how they employ environmental activism to resist externally imposed ecological destruction. In the past decade, news services and environmental interest groups have reported on the killing of INP environmental activists who have resisted ecological destruction across the world. Here, we begin to develop a green criminological view of INP victimization and resistance to ecological destruction within the context of the global capitalist treadmill of production, while drawing upon concepts of colonization, imperialism, genocide and ecocide. Our analysis suggests that in the contemporary capitalist world system, expansion of the treadmill of production’s ecological withdrawal process (i.e. the withdrawal of raw materials used in production) not only accelerates ecological disorganization in developing/underdeveloped nations, but may be harmful in nations where INP are dependent on access to nature for survival.

Reflections on Decolonization: an Alternative to the Traditional Classroom

The concept of colonization in education has multiple characterizations and is related to many teaching fields and theoreticians. It is commonly related to how teachers are colonizers of students’ minds with knowledge and how, sometimes, teachers are not aware of this responsibility. This article presents some reflections about decolonization processes underlying structured education and discusses the need to create teacher awareness and understanding of decolonizing practices and, in time, to spread it to other members of the academic community. The article presents a reflection process in five stages, based on different authors and the reflection from the discussion between this article’s authors.

<b>Um estudo sobre a relação entre Caio Prado Júnior e Fernando A. Novais<b>

In this paper we propose to analyze the relationship established by Fernando Novais with Caio Prado regarding the studies about the colonization. Putting himself as his disciple, Novais exposes his conception of colonization as a deepening means and a way to overcome the way by which the author of Formacao do Brasil contemporâneo understood the colonial phenomenon. This way of putting this relationship has been accepted by both the critics and supporters of Novais, thus acquiring certainty of truth. We show in this paper that by rooting his conception of colonization in Prado’s conception, Novais conceived him in a particular way: as an historian of the ‘sense of colonization’. The analysis of Prado’s concept of colonization shows, however, that this is part of his interpretation of the history ofBrazil, as a whole. It follows that we can’t isolate one from the other without disturbing the comprehension of Prado’s conception. The result of our text is thus retaking the Prado’s conception in its historicity.

Habermas' concept of systemic colonization of lifeworld

This paper aims at comprehending the specific nature of Habermas' critical perspective on modernization, defined through the concept of systemic colonization of the lifeworld. The comprehension should be reached through a relatively detailed analysis of the fundamental elements and insights of the theory of communicative action. The first to be analyzed should be the conceptual apparatus that Habermas develops on the basis of synthesizing Mead's symbolic interactionism and Durkheim's concept of social development. Then the paper focuses on the complex concept of lifeworld, that Habermas formulates on the grounds of this conceptual apparatus. The focus of the paper is on understanding Habermas' concept of colonization as a specific communicative-theoretic reinterpretation of the analysis of reification. In the final part, the weaknesses of Habermas' approach to the phenomenon of colonization are considered, such as neglecting the question of contemporary forms of colonization, as well as the overall defensive nature and rationalistic reductionism of his theory.

CUFFE'S BLACK ATLANTIC WORLD, 1808–1817

This article examines how Paul Cuffe, a man of Native American and African ancestry, developed his views on the colonization of West Africa. Cuffe had long supported the concept of colonization, but later in life he injected his own blend of entrepreneurial zeal, evangelical zest, and moral righteousness into the cause. Cuffe saw an uncivilized population on his first trip to West Africa in 1811, an encounter that perplexed the devout Quaker. Convinced that a solid demographic foundation existed in Sierra Leone—consisting of African-Americans (via Nova Scotia), Jamaican Maroons, and African labourers—Cuffe believed that the Christianization of the people and the development of a free and legitimate triangular trade between West Africa, Great Britain, and the United States held the key to successfully building a free black nation. Finding ideological support for his colonization scheme proved to be less of a problem than securing proper funding for his ventures; frustrated, Cuffe drew on his own moderate wealth acquired through his shipping business to fund the first of what he hoped to be many voyages bringing free African-Americans to colonize Africa. Shortly before his death in 1817, and with his personal wealth severely depleted, Cuffe emerged as a sage of sorts, advising a variety of political and social leaders interested in sending free blacks to Sierra Leone. The American Colonization Society, abolitionists in Great Britain, and African-American leaders such as Prince Saunders and James Forten all looked to the elder Cuffe for guidance on how best to implement the emerging colonization movement. Deeming himself too old to travel across the Atlantic, Cuffe hoped a younger generation could take charge of his mission to civilize and Christianize Africa.

Colonization tendencies in the development of the world wide web

While many studies of the web and related technologies of communication have focused on its use, there has been little engagement with the structural properties of the web and related technologies from a broadly social theoretic point of view. This article analyses pressures on the technological development of the web from the perspective of the Habermasian concepts of colonization and juridification. On this analysis, legal and quasi-legal tendencies can be seen to restrict the uses and development of the structures of the world wide web, as I will show with the use of several case studies.

Information fluency: critically examining IT education

IT education has become a key skill for higher education students, but the teaching of this subject is often ineffective. Office‐related, “button‐pushing” skills are passed onto students via standardised packages with little regard for context and individual needs. Attempts to use IT to foster more critical and foundational faculties are lacking. The potential impacts of this approach are investigated with the aid of the critical theory of Jürgen Habermas, and his concept of colonisation. As they are amongst the agents for the transmission and reproduction of society, educators in any subject have a responsibility to structure and deliver their teaching in a critical, bottom‐up fashion. This especially applies to IT education.

The protease-antiprotease battle in the cystic fibrosis lung

It is well recognized that long-standing inflammation damages the lungs in children and adults with cystic fibrosis (CF), and it is no coincidence that most CF deaths are due to respiratory failure. The lung inflammation is primarily due to the host response to chronic bacterial infection, particularly with Pseudomonas aeruginosa, which calls into question the whole concept of colonization, with its implication of bacteria residing harmlessly in the body. However, it has also been suggested that inflammation may actually precede microbial infection in the CF lung, an idea based on the fact that significant inflammation has been detected in broncho-alveolar lavage (BAL) samples in which microbes (bacteria, viruses or fungi) were not isolatedl2. It is possible that in the young patients studied the infection had been eradicated but that the resultant inflammation simply persisted3. In older children, however, it is unlikely that the pathogenic bacteria are ever eradicated. In addition, using more sensitive molecular techniques for identifying bacteria, it may be that infection is going unrecognized when standard culture methods are employed4. More recently, it has been suggested that inflammation may be an integral part of the CF defect. Accumulation of faulty CFTR (CF transmembrane conductance regulator) protein in the cell endoplasmic reticulum may result in production of proinflammatory cytokines following activation of the transcription factor NFKB5. In conclusion, it seems most likely that the majority of lung inflammation is in fact secondary to recurrent bacterial or viral infections, but that there is a contribution from endogenous factors, and possibly even a reaction to the abnormal mucus lining the epithelium. It is still unexplained why the production of interleukin-10, an important anti-inflammatory cytokine, is reduced in CF epithelial cells67.

Internal Colonialism and Ghetto Revolt

The paper explores the thesis that white-Black relations in America are essentially those of colonizer and colonized. The concept of colonization as a process is distinguished from colonialism as a social system in order to isolate the common features in the experience and situation of Afro-Americans and the colonial peoples. Three contemporary social movements are analyzed in this light: urban riots, cultural nationalism, and ghetto control politics. Some dilemmas within these movements are considered in terms of the ambiguities that exist when colonization has taken place outside of a colonial political context. The essay concludes with a brief discussion of the white role in ghettoization and decolonization.

The Concept of Colonization: an Inaugural Lecture Delivered Before the University of Oxford on 9 June 1949

The Concept of Colonization: an Inaugural Lecture Delivered Before the University of Oxford on 9 June 1949