Social (In)justice, indigeneity and sustainable future(s): Recognition, interrogation and re-existence

 

PIs

Alicia Salomone, Universidad de Chile

Suruchi Thapar-Björkert, Uppsala University

Enrique Sologuren Insúa, Universidad de Chile

Rakel Österberg, Stockholm University

Participants

Juan Carlos Aravena, Universidad de Magallanes

Massimilano, Universidad de Chile

Valentina Fajreldin, Universidad de Chile

Patricia Baeza, P. Universidad Católica

Magda Sepúlveda, P. Universidad Católica

Gonzalo Salazar, P. Universidad Católica

Hanna Ekström, Lund University

Camila Freitas de Souza, Lund University

Christina Hedman, Stockholm University

Philip Wade, Gothenburg University

Elin Jönsson, Stockholm University

 

Results

The main purpose of this theme is to offer a relational mode of enquiry through decolonial thought in Nordic and Latin American indigenous contexts and by enriching and nuancing them through the perspectives of Sámi, Mapuche, other indigenous people (such as Kaweskar and Selknam) as well as multilingual communities. The approach is interdisciplinary and engages with the domains across the Humanities, Social and Natural Sciences. We focus on three dominant frames which shape the material realities of indigenous and other multilingual communities in Chile and Sweden: Resistance, Recognition and Re-existence.

The workshop members suggested groupings which encapsulate concepts that informed the presentations: Languages, Multilingualism and Linguistic citizenship, Coloniality, Coloniality of power and [De]coloniality, Human/ Social/ Linguistic rights, Agency, Autonomy and Activism Intersectionality, Indigenous Territoriality, Resources and Extraction(s), Migrants and Mobility, and Social (in)justice, Memory and Future imaginaries.

The conclusions were as follows:

  1. Varied methodological and transdisciplinary approaches to investigate different arenas of social injustice.

  2. Re (assemble) experiences and local knowledge(s) to build sustainable futures.

  3. Extend theoretical knowledge to include other expressions of understanding social realities for example through art and poetry. This enables us to bridge the silences and understand social issues through the perspectives of the marginalised- through their visions and voices.

  4. The recognition of multilingual repertoires in society, that is, the possibilities to use and develop multilingualisms in daily life, schooling and higher education and their close relationship to social (in)justice.