This looks interesting. Read the full call here.
On 16-18 May 2019, the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC), in partnership with the Institute for Critical Indigenous Studies at the University of British Columbia (UBC) and the Department of English at the University of Victoria (UVic), will be guests on the traditional, ancestral, and unceded territory of the h?n?q??min??m?-speaking Musqueam (x?m??k??y??m) people, facilitating a conference about decolonizing technologies and reprogramming education.
Deadline for proposals is Monday 15 October 2018.
Submit a proposal. Please note: This link will take you to a new website (HASTAC’s installation of ConfTool), where you will create a new user account to submit your proposal. Proposals may be submitted in English, French, or Spanish.
- Conference Theme
- Presentation Formats
- Plenary Presentations
- Submit a Proposal
- Conference Logo
- Partners and Sponsors
- Pre-conference Activities
- en français
- en español
The conference will hold up and support Indigenous scholars and knowledges, centering work by Indigenous women and women of colour. It will engage how technologies are, can be, and have been decolonized. How, for instance, are extraction technologies repurposed for resurgence? Or, echoing Ellen Cushman, how do we decolonize digital archives? Equally important, how do decolonial and anti-colonial practices shape technologies and education? How, following Kimberlé Crenshaw, are such practices intersectional? How do they correspond with what Grace Dillon calls Indigenous Futurisms? And how do they foster what Eve Tuck and Wayne Yang describe as an ethic of incommensurability, unsettling not only assumptions of innocence but also discourses of reconciliation?
With these investments, HASTAC 2019: “Decolonizing Technologies, Reprogramming Education” invites submissions addressing topics such as:
- Indigenous new media and infrastructures,
- Self-determination and data sovereignty, accountability, and consent,
- Racist data and biased algorithms,
- Land-based pedagogy and practices,
- Art, history, and theory as decolonial or anti-colonial practices,
- Decolonizing the classroom or university,
- Decolonial or anti-colonial approaches involving intersectional feminist, trans-feminist, critical race, and queer research methods,
- The roles of technologies and education in the reclamation of language, land, and water,
- Decolonial or anti-colonial approaches to technologies and education around the world,
- Everyday and radical resistance to dispossession, extraction, and appropriation,
- Decolonial or anti-colonial design, engineering, and computing,
- Alternatives to settler heteropatriarchy and institutionalized ableism in education,
- Unsettling or defying settler geopolitics and frontiers,
- Trans-Indigenous activism, networks, and knowledges, and
- Indigenous resurgence through technologies and education.