Decolonizing Public Places and Public Memory: Kingston, Ontario

MA Dissertation
2017 – 2019

Conducted during my MA studies, this project explored municipal heritage practice in the context of reconciliation in Kingston, Ontario. It addressed the need for transforming colonial commemorative landscapes that limited the expression of Indigenous heritage and reinforced settler-ignorance in the city. The study highlighted the importance of creating new places of Indigenous public memory that could foster dialogue, community, and opportunities for conciliation. It emphasized the necessity of experiencing discomfort, redressing settler-ignorance, and establishing new relationships with Indigenous peoples to decolonize municipal heritage practices.

Settler ignorance and public memory: Kingston, Ontario

Since the final report of the Truth and Reconciliation Commission, municipalities are increasingly addressing reconciliation in their practice, including new engagement with Indigenous heritage and public memory. Nevertheless, municipal perspectives of heritage are frequently colonial and result in commemorative landscapes that reinforce official national narratives of history and identity. These landscapes limit expressions of Indigenous heritage and reinforce settler ignorance. This article explores settler-colonial commemorative practice in the context of reconciliation in Canada and presents what was learned through conversations with Indigenous peoples in Kingston, a mid-sized city in Ontario, Canada. It emphasizes the need for productive settler discomfort in addressing settler ignorance and considers how reimagined places of public memory might unsettle hegemonic heritage narratives in Canadian cities. Noting the limitations of settler-Canadian commemoration in the context of reconciliation, it posits how decolonizing commemorative practices might offer new pathways for building relations.

Nelson, E., & Godlewska, A. (2022). Settler ignorance and public memory: Kingston, Ontario. Geographical Review. https://doi.org/10.1080/00167428.2022.2141631

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I welcome the opportunity to explore teaching engagements, guest lectures, and project consultation possibilities. If you are interested in partnering on research or writing projects, I would be delighted to explore potential collaborations together.