Cash Ahenakew
Biographic Data
| ID | 657887 |
|---|---|
| NAME | Cash Ahenakew |
| GIVEN NAMES | Cash |
| FAMILY NAME | Ahenakew |
| SIGNATURE | AHENAKEW C |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0001-8992-0265 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 99 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Beyond redistribution: A framework for reparative just transitions
Prevailing just transition proposals often assume the continuity of colonial land relations and see ‘greener’ industrial development as a pathway to prosperity for all. Our paper aligns with and aims to contribute to emerging scholarship that questions these assumptions. Through a review of interdisciplinary just transition research, we map a distinction between mainstream, critical and reparative approaches to just transitions. Mainstream perspe…
Beyond colonial futurities in climate education
Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite …
Towards Settler Responsibility in Conservation
This conceptual paper reviews recent efforts to confront colonialism in conservation, with an emphasis on the challenges and complexities that have emerged among settler organizations engaged in this work. We consider recent academic and grey literature in the field in order to map different approaches to conservation, including the emerging interface of Indigenous and western approaches. We also map different approaches to Indigenous engagement …
From “mutual respect” to “intercultural respect: Collaborating with Asheninka and Yine Peoples in the Peruvian Amazon
From the nineteenth century to the present day, external peoples, companies, and governments have perpetrated disrespectful attitudes and behaviours toward Amazonian Originary Peoples. In response, Originary Peoples have increasingly adopted their own protocols of respectful interactions with external actors. However, research on the development and implementation of intercultural understandings of "respect" in pluri-cultural interactions has bee…
From “education for sustainable development” to “education for the end of the world as we know it”
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development…
Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents
The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, o…
Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far
In this article we review learnings from our collaborative efforts to engage with the complexities and challenges of decolonization across varied educational contexts. To do so, we consider multiple interpretations of decolonization, and multiple dimensions of decolonial theory and practice - in particular, the ecological, cognitive, affective, relational, and economic dimensions. Rather than offer normative definitions or prescriptions for what …
Indigenous Knowledge Systems and Anticipation
Indigenous Knowledge Systems and Anticipation
Mapping and Complicating Conversations about Indigenous Education
In this article I offer a series of critical reflections about existing efforts and achievements in Indigenous Education, with particular emphasis on the risks, tensions, and paradoxes that arise where different knowledge systems meet, and when Indigenous peoples ourselves hold contradictory educational desires. I focus on the idea of the land as first teacher and on the difficulties of enabling institutional educational processes that conceptual…
Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being: The (Underestimated) Challenges of a Decolonial Imagination
This article examines issues that arise when Indigenous epistemologies are interpreted through non-Indigenous ontologies in research settings. I use the concept of grafting to refer to the act of transplanting ways of knowing and being from a context where they emerge naturally to a context where they are artificially implanted. I start exploring this context through a poem that outlines the difficulties Indigenous people tend to face when inhabi…
Red Skin, White Masks: Rejecting the Colonial Politics of Recognition
Journal Article Red Skin, White Masks: Rejecting the Colonial Politics of Recognition Get access By Glen Sean Coulthard. (Minneapolis: University of Minnesota Press, 2014. xiv, 229 pp. Cloth, $67.50. Paper, $22.50.) Journal of American History, Volume 102, Issue 3, December 2015, Pages 834–835, https://doi.org/10.1093/jahist/jav600 Published: 01 December 2015
Beyond Epistemic Provincialism: De-provincializing Indigenous resistance
This article is part of a transnational collaboration between Indigenous scholars concerned about the provincialization of Indigenous struggles within modern metaphysics. This can be seen at work in notions of land as property, tribe as (modern) nation, and sovereignty as anthropocentric agency grounded on rational choice. Drawing on critiques of modernity articulated by Latin American scholars, as well as Indigenous scholars exploring the limits…
Between the nation and the globe: Education for global mindedness in Finland
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of i…
Cognition, affect and relationality: Experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualizat…
Epistemological Pluralism: Ethical and pedagogical challenges in higher education
This paper offers a brief analysis of aspects related to the significance and the complexities of introducing "different" epistemologies in higher education teaching and learning. We start by introducing the metaphors of abyssal thinking, epistemic blindness and ecologies of knowledge in the work of Boaventura de Souza Santos. In the second part of the paper we use Santos' metaphors to engage with the tensions of translating aboriginal epistemolo…
Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far
In this article we review learnings from our collaborative efforts to engage with the complexities and challenges of decolonization across varied educational contexts. To do so, we consider multiple interpretations of decolonization, and multiple dimensions of decolonial theory and practice - in particular, the ecological, cognitive, affective, relational, and economic dimensions. Rather than offer normative definitions or prescriptions for what …
From “education for sustainable development” to “education for the end of the world as we know it”
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development…
Epistemological Pluralism: Ethical and pedagogical challenges in higher education
This paper offers a brief analysis of aspects related to the significance and the complexities of introducing "different" epistemologies in higher education teaching and learning. We start by introducing the metaphors of abyssal thinking, epistemic blindness and ecologies of knowledge in the work of Boaventura de Souza Santos. In the second part of the paper we use Santos' metaphors to engage with the tensions of translating aboriginal epistemolo…
Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents
The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, o…
Between the nation and the globe: Education for global mindedness in Finland
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of i…
Mapping and Complicating Conversations about Indigenous Education
In this article I offer a series of critical reflections about existing efforts and achievements in Indigenous Education, with particular emphasis on the risks, tensions, and paradoxes that arise where different knowledge systems meet, and when Indigenous peoples ourselves hold contradictory educational desires. I focus on the idea of the land as first teacher and on the difficulties of enabling institutional educational processes that conceptual…
From “mutual respect” to “intercultural respect: Collaborating with Asheninka and Yine Peoples in the Peruvian Amazon
From the nineteenth century to the present day, external peoples, companies, and governments have perpetrated disrespectful attitudes and behaviours toward Amazonian Originary Peoples. In response, Originary Peoples have increasingly adopted their own protocols of respectful interactions with external actors. However, research on the development and implementation of intercultural understandings of "respect" in pluri-cultural interactions has bee…
Cognition, affect and relationality: Experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualizat…
Epistemological Pluralism: Ethical and pedagogical challenges in higher education
This paper offers a brief analysis of aspects related to the significance and the complexities of introducing "different" epistemologies in higher education teaching and learning. We start by introducing the metaphors of abyssal thinking, epistemic blindness and ecologies of knowledge in the work of Boaventura de Souza Santos. In the second part of the paper we use Santos' metaphors to engage with the tensions of translating aboriginal epistemolo…
Cognition, affect and relationality: Experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualizat…
Beyond Epistemic Provincialism: De-provincializing Indigenous resistance
This article is part of a transnational collaboration between Indigenous scholars concerned about the provincialization of Indigenous struggles within modern metaphysics. This can be seen at work in notions of land as property, tribe as (modern) nation, and sovereignty as anthropocentric agency grounded on rational choice. Drawing on critiques of modernity articulated by Latin American scholars, as well as Indigenous scholars exploring the limits…
Between the nation and the globe: Education for global mindedness in Finland
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of i…
Red Skin, White Masks: Rejecting the Colonial Politics of Recognition
Journal Article Red Skin, White Masks: Rejecting the Colonial Politics of Recognition Get access By Glen Sean Coulthard. (Minneapolis: University of Minnesota Press, 2014. xiv, 229 pp. Cloth, $67.50. Paper, $22.50.) Journal of American History, Volume 102, Issue 3, December 2015, Pages 834–835, https://doi.org/10.1093/jahist/jav600 Published: 01 December 2015
Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being: The (Underestimated) Challenges of a Decolonial Imagination
This article examines issues that arise when Indigenous epistemologies are interpreted through non-Indigenous ontologies in research settings. I use the concept of grafting to refer to the act of transplanting ways of knowing and being from a context where they emerge naturally to a context where they are artificially implanted. I start exploring this context through a poem that outlines the difficulties Indigenous people tend to face when inhabi…
Indigenous Knowledge Systems and Anticipation
Mapping and Complicating Conversations about Indigenous Education
In this article I offer a series of critical reflections about existing efforts and achievements in Indigenous Education, with particular emphasis on the risks, tensions, and paradoxes that arise where different knowledge systems meet, and when Indigenous peoples ourselves hold contradictory educational desires. I focus on the idea of the land as first teacher and on the difficulties of enabling institutional educational processes that conceptual…
Indigenous Knowledge Systems and Anticipation
From “education for sustainable development” to “education for the end of the world as we know it”
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development…
Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents
The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, o…
Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far
In this article we review learnings from our collaborative efforts to engage with the complexities and challenges of decolonization across varied educational contexts. To do so, we consider multiple interpretations of decolonization, and multiple dimensions of decolonial theory and practice - in particular, the ecological, cognitive, affective, relational, and economic dimensions. Rather than offer normative definitions or prescriptions for what …
From “mutual respect” to “intercultural respect: Collaborating with Asheninka and Yine Peoples in the Peruvian Amazon
From the nineteenth century to the present day, external peoples, companies, and governments have perpetrated disrespectful attitudes and behaviours toward Amazonian Originary Peoples. In response, Originary Peoples have increasingly adopted their own protocols of respectful interactions with external actors. However, research on the development and implementation of intercultural understandings of "respect" in pluri-cultural interactions has bee…
Beyond colonial futurities in climate education
Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite …
Towards Settler Responsibility in Conservation
This conceptual paper reviews recent efforts to confront colonialism in conservation, with an emphasis on the challenges and complexities that have emerged among settler organizations engaged in this work. We consider recent academic and grey literature in the field in order to map different approaches to conservation, including the emerging interface of Indigenous and western approaches. We also map different approaches to Indigenous engagement …
Beyond redistribution: A framework for reparative just transitions
Prevailing just transition proposals often assume the continuity of colonial land relations and see ‘greener’ industrial development as a pathway to prosperity for all. Our paper aligns with and aims to contribute to emerging scholarship that questions these assumptions. Through a review of interdisciplinary just transition research, we map a distinction between mainstream, critical and reparative approaches to just transitions. Mainstream perspe…
Political science (14 works) · Sociology (12 works) · Law (11 works) · Environmental ethics (8 works) · Epistemology (8 works) · Philosophy (8 works) · Politics (8 works) · Law (7 works) · Social science (7 works) · African cultural and philosophical studies (6 works)