By: Melissa Rosario
Decolonization has always been a fraught term for me. As a third generation Puerto Rican from the burbs of NYC who has studied anthropology and the politics of/at “home” for over a decade, this is probably not surprising. In today’s world, members of US Congress propose “solutions” to Puerto Rico’s fiscal crisis in the form of financial oversight, wage cuts and increased exploitation and privatization of natural resources. Within this context, to speak of decolonization feels futuristic at best, oblivious at worst. And yet, the practices I associate with the decolonial—shifting, unlearning and reclaiming—are more important than ever.
This piece is a riff on a “social project of return”[i] that I have been scheming on as of late. It began as a dream of helping to foster alternative economies in Puerto Rico. Right now, I’m calling it the Center for Embodied Pedagogy and Action (CEPA) to signal its dual mission of building eco-social futures in Puerto Rico while fostering purposeful island/diaspora encounters at home. It is primarily a version of my teaching life—a curriculum for transformative justice that I have been developing on the margins of academia—integrated with my deepest political aspirations. CEPA will be a cooperatively run experiment in local self-reliance that bridges the divides that have (almost) broken me: diaspora-island/expert-community/study-practice. My hope is that by building a base for diaspora based Puerto Ricans and allies to live and work with others who have stayed, we can build a translocal approach to transforming island’s economic system. Continue reading