ERIC Number: EJ1433655
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0363-4523
EISSN: EISSN-1479-5795
Confronting Ignorance about Militarism and Settler Colonialism in Communication Pedagogy
Communication Education, v73 n3 p305-322 2024
As Chamoru scholars with experience working at two universities within the University of California (UC) system, the authors write from institutions deeply implicated in interconnected projects of settler colonialism and militarism. Addressing the UC's historical narrative in the authors' pedagogy is an important way to connect with ongoing calls for justice for Indigenous peoples in California and beyond. Located in the US nation-state with the most military bases and installations, these universities are networked within a vast military infrastructure made possible by federal investments from the Department of Defense (DoD). Several UC campuses and institutes have long-standing financial relationships with the DoD, meaning the US military plays a notable role in shaping contemporary institutional priorities and economy. In this essay, the authors interrogate the lack of sustained education on militarism as a communicative practice that functions to maintain ignorance. Thus, the authors utilize place-based communication pedagogy to explicitly address settler colonialism as an interrelated structural issue. Given the authors focus on the US/California and specific characteristics of military power in these places, the authors urge practitioners from other regions to scope these proposed interventions within their own local contexts. According to the authors, they have demonstrated the significance of Communication teaching to provide more robust and life-affirming educational opportunities for students that directly prepare and educate them to simultaneously confront the violent structures of militarism and settler colonialism.
Descriptors: Armed Forces, Political Power, Power Structure, Colonialism, Nationalism, Political Attitudes, Government School Relationship, Federal Government, Government Role, Public Schools, Educational History, Educational Practices, Veterans Education, Racial Factors, Communication (Thought Transfer), Federal Aid, Indigenous Populations, Indigenous Knowledge
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States
Grant or Contract Numbers: N/A