MétaCan
Menu
Back to cohort

Haunani-Kay Trask and Settler Colonial and Relational Critique: Alternatives to Binary Analyses of Power

2018· article· en· W2900485878 on OpenAlexaboutno aff
Dean Itsuji Saranillio

Bibliographic record

VenueVerge Studies in Global Asias · 2018
Typearticle
Languageen
FieldSocial Sciences
TopicAsian American and Pacific Histories
Canadian institutionsnot available
Fundersnot available
KeywordsColonialismPoliticsPower (physics)HegemonyContext (archaeology)Identity (music)SociologyPoetryRomanceHistoryIndigenousResistance (ecology)Canadian literatureAnthropologyGender studiesLiteratureMedia studiesAestheticsLawArtArchaeologyPolitical science

Abstract

fetched live from OpenAlex

36 A & Q Williams, Mark. 2009. “The Other from Elsewhere: Arrested Encounters in Bicultural New Zealand.” In The Dragon and the Taniwha: Maori and Chinese in New Zealand, edited by Manying Ip, 300–­ 318. Auckland: Auckland University Press. Wolfe, Patrick. 2001. “Land, Labor, and Difference: Elementary Structures of Race.” The American Historical Review 106, no. 3: 866–­ 905. Yamamoto, Eric. 1979. “The Significance of ‘Local.’” SocialProcessinHawaii 27: 101–­15. Yamashiro, Aiko. 2016. “Writing Decolonial Poetry for Ea.” Ke Ka‘upu Hehi ‘Ale. July 11. https://hehiale.wordpress.com/2016/07/11/writing -decolonial-poetry-for-ea/. Haunani-­ Kay Trask and Settler Colonial and Relational Critique: Alternatives to Binary Analyses of Power Dean Itsuji Saranillio Scholar, activist, and poet Haunani-­Kay Trask’s article “Settlers of Color and ‘Immigrant’ Hegemony: ‘Locals’ in Hawai‘i” has been the starting point for much of the work on settler colonialism in Hawai‘i.1 Arguments that an analysis of settler colonialism emerges, instead, from non-­Native scholars are erroneous, at least in the context of Hawai‘i.2 Trask’s work and mentorship have helped many to think of settler colonialism as pedagogical , as offering us bits and pieces about the historical moment within which we find ourselves. At the same time, the political subjectivities that we historically inherit require political mediation to address new historical understandings and possibilities for resistance. This calls for critiquing and redefining the terms of identity within which we are born. It challenges us to become literate in other histories and struggles besides our own, which then helps us to understand how current identifications come at the expense of other marginalized groups. Such challenges for more robust forms of affinity use an analysis of settler colonialism not for a politics of blame and accusation but rather to open our worlds to a plurality of possibilities outside of the constrained realities defined by the settler state. Theorizing settler colonialism thus goes beyond telling a simple story about complicity, offering instead new pedagogies for—­different ways of knowing, being, and responding to—­the living force of the colonial past A & Q 37 in the present. Pushing beyond binary conceptions of power—­oppressor–­ victim, white–­nonwhite, settler–­Indigenous, settler–­migrant—­the intricate relationality of power relations shows how multiple binaries organize and layer differences within the settler state, which itself constrains what is imagined as politically and economically possible.3 Differential locations relative to white supremacy and its ongoing effects unsettle supposedly natural or inevitable alliances between historically oppressed groups. In her essay, Trask catalyzes such thinking by getting at the ways that one can be simultaneously oppressed while participating in the oppression of another. In this, she highlights the imperial violence and labor exploitation suffered by various non-­Native peoples but also shows how current framings often normalize the specific forms of settler colonialism that target Native peoples. This kind of relational thinking—­ an opposition to binary analyses of power where one is either oppressed or oppressive—­ requires examining processes of settler colonialism, which often leads to difficult and uncomfortable questions. In this way, Trask’s use of the term settler of color is meant to unsettle the entrenched identities comfortably used in Hawai‘i—­Local and American—­ and especially the paradigms of colonial thought and structures of feeling that uphold them. Local is not only a geographical marker in Hawai‘i but a working-­class cultural identity formed in the plantations and set in direct opposition to haole (white) racism. But the limitation of Local as a category for solidarity, which is how it’s often invoked, is that it is premised around a shared victimization from haole supremacy, which flattens critical distinctions between Kānaka ‘Ōiwi and non-­Native groups (Trask 2008). Kānaka ‘Ōiwi face distinct forms of colonial oppression within which non-­Natives are given every opportunity to participate. While the binary—­framed within the configuration of haole versus Local (collapsing Asian and Kānaka ‘Ōiwi together), where haole are oppressive and Locals are oppressed—­flattens Indigenous differences between Hawaiians and non-­ Hawaiians, it is also a common Local Asian saying that it is better not to get involved in “Hawaiian issues” or that “it’s the haole who overthrew...

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.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.251
Threshold uncertainty score0.890

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.002
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.057
GPT teacher head0.435
Teacher spread0.379 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations12
Published2018
Admission routes1
Has abstractyes

Explore more

Same venueVerge Studies in Global AsiasSame topicAsian American and Pacific HistoriesFrench-language works237,207