Imagining autonomy on stolen land: settler colonialism, anarchism and the possibilities of decolonization?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper examines the connections between anarchist organizing, Indigenous resistance, settler colonial studies, questions of land, and prospects for decolonization. I challenge anarchism, and anarchist projects that occur on stolen Indigenous lands, to integrate analysis of historical and contemporary colonization into their theory and practice and begin to explore what decolonizing relationships to land might look like. Indigenous theorists such as Glen Coulthard and Leanne Simpson have called for increased attention to the anti-colonial and decolonizing imperatives in settler-dominated movements and political projects. The example of the recent Occupy movements shows the danger of experiments in alternative futures that risk reinscribing structures of settler colonialism if their underlying context on Indigenous land is not challenged. Settler colonialism, connected to white supremacy, is the necessary context of resistance in settler colonial North America and within social movements that exist on these lands. I suggest a turn towards Indigenous theory and action that aims to construct prefigurative futures outside the state and capitalism as a necessary reference point that all radical projects need to defer to explicitly, to foster direct relational accountability to Indigenous laws and lifeways.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it