Some "practical advice” to “decolonise” a "settler colonial institution" — and to destroy higher learning in the process

Two alleged scholars from the University of Canterbury were invited by London's Times Higher Education Supplement to “provide practical advice” to “decolonise” a settler colonial institution. and to describe “what decolonisation means.”

Noting, naturally, that decolonisation itself is “a very promiscuous term" and thus best avoided (of course), they instead aim to "offer insights into how we, as tauiwi (non-Indigenous) scholars, can work to unsettle the settler colonial university."

Settle back then as these two (one a senior lecturer in educational studies and leadership, the other an associate professor in the School of Teacher Education) help to destroy what little is left of New Zealand's tertiary sector's international reputation. Som highlights:

• "..in a country such as New Zealand [they say] the effects of colonisation are ongoing and ... , in the words of Indigenous climate activist India Logan-Riley, 'land back, oceans back' is yet to be realised. Unless the university is fully engaged in land back, oceans back, decolonisation will be used by the settler colonial university to justify settler occupation of stolen land, water and knowledge ..."
• "... to engage in anticolonial, feminist practice, we must address the systems that produce violence and exploitation"
• "Rather than offer how-to tips for 'decolonising the university,' we suggest a [six-point plan] as a call for collective action to change things that are unjust ­– inside and outside the university:

"We must actively engage in the disruption of oppressive, settler colonial and patriarchal practices. ..."

"....recognising and respecting Indigenous epistemologies and, where possible, engaging these as central to its curriculum while also peripheralising European and settler knowledge ... [noting however that] there is a fine line between incorporation of Indigenous knowledge and cultural appropriation"

"...build collaborative partnerships and alliances with other marginalised communities, acknowledging the intersections of colonialism, racism, sexism, homo-transphobia, ableism and other forms of oppression. ... Adapt feminist and collaborative writing practices; refuse symbolic service requests and instead strategise and work towards systemic change: unionise, organise for a living wage and improve institutional practices ..."

"Anticolonial praxis requires institutional transformation at all levels.... In the institution, we need to critically examine and restructure policies, procedures and practices that perpetuate settler colonial regimes of power. [Whatever that means?] ...Name it; make it explicit.

"Anticolonial and feminist praxis requires constant self-reflection and a commitment to unlearning. ... Connect, resist and organise."

"Finally, we must dare to dream beyond the university. ...'May we find each other…beyond the university, and unite in our irreverent lines of flight'."

Evolutionary scientist Jerry Coyne has been watching this nonsense from afar. He observes that, bad as this is for our universities, these teaching institutions "are seen as mere staging areas for society-wide transformation":

When you read something like this, you wonder about not only the philosophy of 'Times Higher Education,' which decided to print what is largely an incoherent (and incorrect) set of assertions and accusations, but you also wonder about what will happen to New Zealand. The authors, after all, are 'settler-colonialists' [themselves], calling for their own decimation.
    What is happening in New Zealand—with all the many official attempts to create equity only serving to provoke tirades like the one above—is the world’s most far-reaching attempt at ideological capture of an entire country by the people who consider themselves entitled to run the whole country: the descendants of the original Polynesian settlers. But the world has moved on, and who can deny that 'settler colonialists,' by bringing with them their knowledge, medicines, free national healthcare, and inventions, have improved the lives of most people in New Zealand. It is not as if colonialism has been an unmitigated evil.
    I think the person who sent me this screed is right: this movement is unstoppable, and it’s going to ruin New Zealand. Apparently the Luxon government is either ignoring this stuff or doesn’t care to stop it. Soon it will be too late, if it isn’t already. I pity New Zealanders who want to get a good college education in the face of people like [these], whose programme will sink New Zealand to the bottom of the academic ranking of comparable countries.