Elisabeth Paquette

The focus of this essay is Sylvia Wynter’s conception of ceremony. I argue that ceremonies provide the conditions for a new conception of what it means to be human, that is no longer hierarchical. As such, both ceremonies and this new human are necessary for processes of liberation. In order to be liberatory, however, ceremonies must be place-based and yet fluid and mobile, are steeped in history and are thrust into the future, depend upon community, and impact daily experiences. I argue that employing the best aspects of ceremony can provide the tools for developing coalitional movements, which are often already employed by Black and Indigenous communities. I call this process ceremonies of liberation.

The aim of this article is to interrogate the concept of cultural genocide. The primary context examined is the Government of Canada's recent attempt at reconciliation through the Truth and Reconciliation Commission. Drawing on the work of Audra Simpson, Glen Sean Coulthard, Kyle Powys Whyte, Stephanie Lumsden, and Luana Ross, I argue that cultural genocide, like cultural rights, is depoliticized, thus limiting the political impact these concepts can invoke. Following Sylvia Wynter, I also argue that the aims of “truth and reconciliation” can sometimes serve to resituate the power of a liberal multicultural settler state, rather than seek systemic changes that would properly address the present-day implications of the residential school system. Finally, I argue that genocide and culture need to be repoliticized in order to support Indigenous futurity and sovereignty.

Sara Ahmed’s Living a Feminist Life draws explicitly from the writings of French second-wave feminist Monique Wittig. Given that Wittig’s work has fallen into obscurity in recent years, and that a number of critiques have responded to her theorization of the notion of “the lesbian,” this essay seeks to understand what Wittig has to offer to twenty-first-century intersectional feminist theory, like that of Ahmed. In this essay, I thus offer analysis and critique of Wittig’s discussion of race and slavery found specifically in her philosophical writings. While emphasizing the significance of Wittig’s failure to be inclusive of women of color in these philosophical works, I propose that within Wittig’s literary writings there are potential tools and concepts—specifically multiplicity, interruption, and mutability—that can be fruitful for trans-inclusive and women of color feminist theorizing.

The goal of this study is to provide an account of the relation between feminist theory and the writings of decolonial theorist Sylvia Wynter. I offer a twofold approach to this account. On the one hand, I outline a series of texts that have addressed Wynter's critique of feminist theory. These authors note how Wynter problematizes a universal conception of woman that marginalizes women of color. On the other hand, I have provided an account of various authors who have turned to Wynter for the purpose of developing a feminist project. I make evident why it is the case that these two approaches are not contradictory or paradoxical in Wynter's work, but rather provide the foundation for a theory of liberation that is relevant to a variety of socio, geopolitical, and temporal locations.

Alongside Colin Wright, I contend that it is important to consider the implications of Alain Badiou’s political project in various distinct geopolitical locations. To this end, in this paper I bring Badiou’s work into conversation with the decolonial feminist project of Sylvia Wynter. Both Badiou and Wynter provide an account of political emancipation that operates by disrupting already existing oppressive structures. However, I argue that the manner in which they hope to achieve this emancipation, or the manner in which it is possible, is inherently distinct. Badiou proposes a kind of universality that subtracts from differences and identity in order to achieve justice and equality. However, Wynter underlines the importance of the liminal or marginal position that exists as identity or difference for the purpose of disrupting problematic hierarchical structures in order to attain a kind of universal emancipation.

In this paper, I outline various pedagogical practices that I believe are important for diversifying the field of philosophy. I outline these practices through a discussion of knowledge and its production, the production of relations through collective acts, the creation of space in and beyond the institution, and finally moving beyond inclusion narratives. The various pedagogical practices that I outline have been developed in, and drawn from, a workshop titled the Feminist Decolonial Politics Workshop. Ultimately, in this paper I utilize what I call a “tenderness approach to philosophy”—tenderness as devotion of time and concentration, as directional, relational, and embodied—in order to demonstrate how tenderness can be applied to a pedagogical context.