Lack of attention to definitions of indigeneity is a problem in both political theory and practice. Defining indigeneity has at least two important consequences: it affects who has access to resources or rights reserved for Indigenous peoples; and it shapes the kinds of privileges and resources available to Indigenous peoples. In this article, I draw on Theodor Adorno’s concept of ‘nonidentity’ as a resource for exploring the power and limits of conceptions of indigeneity. I argue that recognizing the non-identical aspects (...) of indigeneity enables critical engagement with constellations of concepts that attend to the distinctive aspects of indigeneity in particular moments and locations. To illustrate my argument, I draw on one conception of indigeneity that could be characterized as non-identity thinking – a research approach called Kaupapa Māori. I suggest that non-identity is a promising resource for conceptualizing indigeneity as it has potential to respond to some of the key problems with current responses to indigeneity; notably, that universal definitions may not best represent what it means to be Indigenous, and that unreflective acceptance of current definitions fails to produce just outcomes. (shrink)

Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy (...) happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do. (shrink)