Speculative Curricularizing: De/Anticolonial Perspectives on Neocolonialism and Climate Resilience in the Caribbean

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division B - Section 6: De/Colonization and Transformative Curriculum Studies Virtual Poster Session

Abstract

In this methodological paper, I explore a speculative approach to developing a curriculum about climate disaster in small island states. Focusing on a 2016 Overseas Development Institute project in Saint Lucia, which examined the island's adaptive capacity to climate change using Soufriere as a case study, I explore a method of burning data and sifting through ashes as a process of curriculum. Drawing on Sylvia Wynter's (1987) concept, disenchanting discourse, I consider the implications of burning the project's papers. The enactment symbolizes a generative refusal, suggesting new ways to craft a climate curriculum that moves beyond traditional, teleological, “resilience” frameworks to embrace more de/anticolonial and transformative possibilities for sustainability education and climate knowledge.

Author

• Danielle Charlemagne, University of Georgia