DoctorMichael Guerzoni

Academic Senate, University of Tasmania

Chair

The Australian Sociological Association

A chief concern of historical criminology has been with identifying how decolonization and Indigenization activism can translate to both research and classroom practice, in higher education (HE). Indeed, these questions stood among the main themes addressed in the July 2021 joint United Kingdom (UK) and Australian-New Zealand (ANZ) Historical Criminology Network summer online workshop. There are two points worth noting here: first, the specific pairing of decolonisation and Indigenization explored in this piece has its origins in this UK/ANZ collaborative efforts bringing together the networks in which the authors are involved. Second, decolonization and Indigenization is an apt pairing, which as noted below, represent modes by which epistemic equalization can unfold. These timely concerns correspond with wider, contemporary narratives in HE (globally), addressing both decolonization (Smith, 1999) and Indigenization (Rigney 2017; Louie et al. 2017), respectively. Indeed, an important consideration in placing these efforts side by side is to offer insight into the various ways deeply embedded forms of colonial continuities can be both challenged and dismantled. These efforts, first and foremost, urge the importance of thinking historically, as a starting point for both research and teaching.