Catherine Walsh | Universidad Andina Simon Bolivar (original) (raw)
Books by Catherine Walsh
Globalization and Beyond New Examinations of Global Power and Its Alternatives, J. Shefner y P. Fernandez-Kelley (eds.), 2011
Querétaro, MX: Universidad Pedagógica Nacional y Lengua de Gato , 2023
Pensar distinto, pensar de(s)colonial, 2020
Pensar distinto, pensar de(s)colonial es una compilación realizada por el investigador venezolano... more Pensar distinto, pensar de(s)colonial es una compilación realizada por
el investigador venezolano José Romero Losacco. Ella reúne los siguientes artículos: “¿Qué hacer con los universalismos occidentales?
Observaciones en torno al ‘giro decolonial’”, de Santiago Castro-Gómez; “Descolonizar el saber: el pensamiento-otro como estrategia epistémica sociopolítica”, de Nicolás Panotto; “La Revolución Bolivariana y la Cárcel epistémico-existencial: la tensión inclusión/participación desde un horizonte descolonial”, de Rebeca Gregson y José Romero Losacco; “De la sociedad moderna a la comunidad transmoderna (Hacia una descolonización del marxismo contemporáneo)”, de Juan José Bautista S.; “¿Interculturalidad y (de)colonialidad? Gritos, grietas y siembras desde Abya Yala”, de Catherine Walsh; y por último, “Mandar obedeciendo y desobedecer mandando: hacia una concepción emancipatoria de democracia desde un horizonte populista-decolonial”, de Carlos Andrés Duque Acosta. Juntos conforman un cuerpo teórico necesario para deconstruir las trampas hegemónicas en las que se ven
atrapadas las subjetividades coexistentes en Nuestra América. Todos los autores permiten ver el panorama crítico antihegemónico actual y brindan herramientas para seguir en la lucha anticolonialista.
Papers by Catherine Walsh
Duke University Press eBooks, May 29, 2015
Rising Up, Living On
In Rising Up, Living On, Catherine E. Walsh examines struggles for existence in societies deeply ... more In Rising Up, Living On, Catherine E. Walsh examines struggles for existence in societies deeply marked by the systemic violences and entwinements of coloniality, capitalism, Christianity, racism, gendering, heteropatriarchy, and the continual dispossession of bodies, land, knowledge, and life, while revealing practices that contest and live in the cracks of these matrices of power. Through stories, narrations, personal letters, conversations, lived accounts, and weaving together the thought of many—including ancestors, artists, students, activists, feminists, collectives, and Indigenous and Africana peoples—in the Americas, the Global South, and beyond, Walsh takes readers on a journey of decolonial praxis. Here, Walsh outlines individual and collective paths that cry out and crack, ask and walk, deschool, undo the nation-state, and break down boundaries of gender, race, and nature. Rising Up, Living On is a book that sows re-existences, nurtures relationality, and cultivates the s...
Corporación Universitaria Minuto de Dios eBooks, 2017
Educational Alternatives in Latin America, 2019
With the crisis of Western civilization, decolonial pedagogies are rising. Opening and expanding ... more With the crisis of Western civilization, decolonial pedagogies are rising. Opening and expanding as well are the decolonial cracks within the modern/colonial order. In these notes to Paulo Freire, I reflect upon how the cracks become the place and space from which action, militancy, resistance, insurgence, transgression, and/or pedagogization are advanced, alliances are built, and the otherwise is invented and constructed. How can we become more cognizant of the processes, practices, and pedagogies of the crack making? And, how can we further open and extend the cracks, affording a pedagogical praxis of accompaniment and engagement that endeavors to move within and connect the cracks, pushing further the possibility of decolonial pedagogies rising? These are the questions that I ask walking.
TESOL Quarterly, 1983
U Preliminary results from a study the author is currently conducting in an urban area of western... more U Preliminary results from a study the author is currently conducting in an urban area of western Massachusetts demonstrate that most Puerto Rican children have difficulty relating the English language sociocultural reality to that of their native language and home. As Elam (1972) explains, differing rates of language learning act as cues to the general level of a child's emotional adjustment and the resolution of cultural identification and conflicts. Because many Hispanic children are monolingual when they enter schools in the United States, the educational system provides the physical and psychological setting for English language acquisition. As both the language of instruction and the language of communication with in-school peers, English occupies a major part of the child's speaking and listening day. The child's parents, who previously played the primary role in socializing and transmitting culture and language to the child, can no longer command the child's involvement. In time, the native language assumes only an "intimacy" or family-related function, while English becomes the language of education and general social use. The child is placed in the middle of two very different realities; the acquisition of the new culture and language has as much the potential of bringing psychological stress and the destruction of the child's sense of self and well-being as it does of creating a bilingual-bicultural individual. The primary focus of this study is to investigate how semantic memory (and, in turn, the lexicon) deals with the development of this two-language, two-culture creation. In acquiring a second language, an individual structures and interprets experiences in the second-language world in terms of categories derived from the native language and culture together with perceptions of linguistic and cultural phenomena in the second-language environment (Strick 1980). The process involved in the interrelation of the bilingual's two languages is dependent upon the use of context (the immediate linguistic context, the discourse context, and the situation in which communication occurs) to enable
Philosophy, Politics, and Autonomy in Europe and the Americas
Journal of Latin American and Caribbean Anthropology, 2007
… y diferencia: la nación en el …, 2006
Globalization and Beyond New Examinations of Global Power and Its Alternatives, J. Shefner y P. Fernandez-Kelley (eds.), 2011
Querétaro, MX: Universidad Pedagógica Nacional y Lengua de Gato , 2023
Pensar distinto, pensar de(s)colonial, 2020
Pensar distinto, pensar de(s)colonial es una compilación realizada por el investigador venezolano... more Pensar distinto, pensar de(s)colonial es una compilación realizada por
el investigador venezolano José Romero Losacco. Ella reúne los siguientes artículos: “¿Qué hacer con los universalismos occidentales?
Observaciones en torno al ‘giro decolonial’”, de Santiago Castro-Gómez; “Descolonizar el saber: el pensamiento-otro como estrategia epistémica sociopolítica”, de Nicolás Panotto; “La Revolución Bolivariana y la Cárcel epistémico-existencial: la tensión inclusión/participación desde un horizonte descolonial”, de Rebeca Gregson y José Romero Losacco; “De la sociedad moderna a la comunidad transmoderna (Hacia una descolonización del marxismo contemporáneo)”, de Juan José Bautista S.; “¿Interculturalidad y (de)colonialidad? Gritos, grietas y siembras desde Abya Yala”, de Catherine Walsh; y por último, “Mandar obedeciendo y desobedecer mandando: hacia una concepción emancipatoria de democracia desde un horizonte populista-decolonial”, de Carlos Andrés Duque Acosta. Juntos conforman un cuerpo teórico necesario para deconstruir las trampas hegemónicas en las que se ven
atrapadas las subjetividades coexistentes en Nuestra América. Todos los autores permiten ver el panorama crítico antihegemónico actual y brindan herramientas para seguir en la lucha anticolonialista.
Duke University Press eBooks, May 29, 2015
Rising Up, Living On
In Rising Up, Living On, Catherine E. Walsh examines struggles for existence in societies deeply ... more In Rising Up, Living On, Catherine E. Walsh examines struggles for existence in societies deeply marked by the systemic violences and entwinements of coloniality, capitalism, Christianity, racism, gendering, heteropatriarchy, and the continual dispossession of bodies, land, knowledge, and life, while revealing practices that contest and live in the cracks of these matrices of power. Through stories, narrations, personal letters, conversations, lived accounts, and weaving together the thought of many—including ancestors, artists, students, activists, feminists, collectives, and Indigenous and Africana peoples—in the Americas, the Global South, and beyond, Walsh takes readers on a journey of decolonial praxis. Here, Walsh outlines individual and collective paths that cry out and crack, ask and walk, deschool, undo the nation-state, and break down boundaries of gender, race, and nature. Rising Up, Living On is a book that sows re-existences, nurtures relationality, and cultivates the s...
Corporación Universitaria Minuto de Dios eBooks, 2017
Educational Alternatives in Latin America, 2019
With the crisis of Western civilization, decolonial pedagogies are rising. Opening and expanding ... more With the crisis of Western civilization, decolonial pedagogies are rising. Opening and expanding as well are the decolonial cracks within the modern/colonial order. In these notes to Paulo Freire, I reflect upon how the cracks become the place and space from which action, militancy, resistance, insurgence, transgression, and/or pedagogization are advanced, alliances are built, and the otherwise is invented and constructed. How can we become more cognizant of the processes, practices, and pedagogies of the crack making? And, how can we further open and extend the cracks, affording a pedagogical praxis of accompaniment and engagement that endeavors to move within and connect the cracks, pushing further the possibility of decolonial pedagogies rising? These are the questions that I ask walking.
TESOL Quarterly, 1983
U Preliminary results from a study the author is currently conducting in an urban area of western... more U Preliminary results from a study the author is currently conducting in an urban area of western Massachusetts demonstrate that most Puerto Rican children have difficulty relating the English language sociocultural reality to that of their native language and home. As Elam (1972) explains, differing rates of language learning act as cues to the general level of a child's emotional adjustment and the resolution of cultural identification and conflicts. Because many Hispanic children are monolingual when they enter schools in the United States, the educational system provides the physical and psychological setting for English language acquisition. As both the language of instruction and the language of communication with in-school peers, English occupies a major part of the child's speaking and listening day. The child's parents, who previously played the primary role in socializing and transmitting culture and language to the child, can no longer command the child's involvement. In time, the native language assumes only an "intimacy" or family-related function, while English becomes the language of education and general social use. The child is placed in the middle of two very different realities; the acquisition of the new culture and language has as much the potential of bringing psychological stress and the destruction of the child's sense of self and well-being as it does of creating a bilingual-bicultural individual. The primary focus of this study is to investigate how semantic memory (and, in turn, the lexicon) deals with the development of this two-language, two-culture creation. In acquiring a second language, an individual structures and interprets experiences in the second-language world in terms of categories derived from the native language and culture together with perceptions of linguistic and cultural phenomena in the second-language environment (Strick 1980). The process involved in the interrelation of the bilingual's two languages is dependent upon the use of context (the immediate linguistic context, the discourse context, and the situation in which communication occurs) to enable
Philosophy, Politics, and Autonomy in Europe and the Americas
Journal of Latin American and Caribbean Anthropology, 2007
… y diferencia: la nación en el …, 2006
Gramsci in the World, 2020
Este texto es una reflexión sobre qué es la universidad y para qué sirve y bajo qué proyectos se ... more Este texto es una reflexión sobre qué es la universidad y para qué sirve y bajo qué proyectos se está orientando y reorganizando, así como seres y conocimientos, teniendo como objeto de análisis la universidad en Ecuador y otros países de América del Sur. Se defiende la tesis de que el desempeño de las universidades representa, en los tiempos contemporáneos, el compromiso con el capitalismo, las industrias extractivas y los intereses de los proyectos corporativos de los estados. Se denuncia el ethos masculino, así como el patriarcado, colonial y occidentalizador de las universidades. Este proceso genera apatía, silenciamiento forzado y sonambulismo intelectual en sus agentes. Como sucede globalmente, la universidad en América del Sur está atravesando un período de decadenciamarcado por un largo proceso de declive que ha llevado a su deterioro y al “olvido” de sus verdaderas funciones sociales. La universidad está sujeta a la lógica comercial y dominada por la lógica inhumana de la c...
Revista de Estudos Culturais Edição 4, EACH-USP, 2019
En el marco del escenario político que actualmente se ha estructurado en América Latina y con ell... more En el marco del escenario político que actualmente se ha estructurado en América Latina y con ello sus nuevas formas violentas de expresión política, así como una constante polarización de la sociedad, se presenta la entrevista realizada con la profesora Catherine Walsh, intelectual, militante e investigadora, directora del doctorado en Estudios Culturales de América Latina en la Universidad
Andina Simón Bolívar, sede do Ecuador, donde tambien dirige la Oficina Intercultural y la Cátedra de Estudos de la Diáspora Afro-Andina. Se entra en diálogo con la profesora Catherine Walsh, debatiendo cómo las transformacios políticas actuales interpelan fuertemente la concepciones sobre el poder, las prácticas académicas, los movimientos sociales y, en particular, a los sectores progresistas que ostentaron un poder estatal. Las reflexiones de la Profesora Walsh trazan caminos nuevos para la construcción de ideas y posturas críticas que atienden a la complejidad del momento.
Universidade Federal de São Paulo (UNIFESP), Apr 24, 2019
