about

Read what Convivial Thinking is all about also in Czech, Slovenian and Portuguese!

We are an open group of scholars thinking, working and writing on all issues related to post- and decolonial approaches in the context of development, development studies and beyond. We feel that post- and decolonial perspectives are far too important to be overlooked in the development debate and in academia as such.

The term conviviality is used in many different meanings and contexts. For us, it means equity, mutual respect for each other and the natural world and assuming joint responsibility for the ways we live, we act, we engage. With creating space for convivial thinking we want to make a humble attempt to break the cycle of dichotomous reproduction of Us/Them, West/Rest, developed/underdeveloped, etc. and the endless reproduction of reformers and reformed.

The key question for us is to see what it is we do not know as compared to what we know through the standard medium of knowledge productions. In our understanding, the route towards knowing the unknowns, that are postcolonial in nature, goes through unfamiliar terrains, in terms of structure and content of the current academic mediums. Our aim is to deterritorialize and de/re-center these platforms and debates on development by inculcating those voices, art pieces, opinions that get silenced or lost in the hierarchical spaces of publications. Keeping in line with the spirit of the traditional post- and decolonial studies paradigm, we intend to provide both space and authority to those authors, artists, writers, poets, thinkers who want to convey their messages via informal, open-source mediums; hence this website.

As Robert Young (2003) maintains that postcolonialism at all times stands for a transformational politics that is aimed at reducing inequality and eliminating hierarchies in states and institutions, we dedicate this website towards reducing inequalities and hierarchies that exist within academia by allowing or not allowing  the production of certain thoughts. We position ourselves as flag-bearers of a new way of producing knowledges in which the boundaries of origin, ethnicity, professional affiliation, academic disciplines etc., are rather surpassed in order to come up with inclusive, interdisciplinary and alternative approaches towards mainstream methods of knowledge production, hence convivial thinking!

Development as a concept and practice is deeply political. It involves power and knowledge, representation, contestation, struggles and processes of negotation on local, national and global levels. Development is never neutral. Attempts to deny this simply adhere to a teleology that reproduces “endlessly the separation between reformers and those to be reformed” (Escobar 1995). We are political. This page is political.

Through these pages we seek to create  a counterpoint and a platform for critical thought and contestation for horizontal dialogues and collaboration.

Contents of this page are continuously evolving. The minds behind the maintenance and coordination of this page are Sayan Dey (Royal University of Bhutan), Lata Narayanaswamy (University of Leeds), Aftab Nasir (Forman Christian College University Lahore) and Julia Schöneberg (University of Kassel). All else in collaborative hands! We invite everyone to contribute. Simply get in touch!


How to contribute?

To contact us or to join the mailing list please click here.


We are privileged to feature the artwork of Angie Vanessa Cárdenas Roa. Please visit her website.


We gratefully acknowledge financial support by the Department for Development and Postcolonial Studies at the University of Kassel, Germany.

 

 


Convivial Thinking is associated to the EADI Working Group on “Post- and Decolonial Perspectives on Development”.

 


Creative Commons License
All published work in this space is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. We are happy for content to be shared and passed on under the same conditions.

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[COVID-19 Pandemic: Worlds Stories from the Margins] Edges of the Pandemic – Survival Activism at the Peripheries in Brazil

by Su-ming Khoo and Mayara Floss At the edges of necropolitics If the current COVID-19 pandemic has taught us one thing it is that the elephant of widening inequality and basic deprivation is still in the room. A shadow hangs over the struggle to understand the different problems of the COVID-19 pandemic – a shadow …

[COVID-19 Pandemic: Worlds Stories from the Margins] THE DAY AFTER

by Gustavo Esteva No future We lost floor underfoot. Our world was reasonably predictable. Suddenly, from one day to another, deep trends that allowed us to anticipate the general and probable course of events and behaviors disappeared. We can no longer foresee what will happen. We are facing radical uncertainty. There are inertias, obsessions, propensities …

[COVID-19 Pandemic: Worlds Stories from the Margins] F*** Professionalism: or Why We Cannot Return to ‘Normal’

by Sara C. Motta READ IN SPANISH Returning to this blog post 10 days after it was initially and hurriedly penned as the layers of exhaustion and necessity of not returning to, or acting, normal becomes increasingly urgent and palpably felt-sensed. Writing from solo isolation with my two youngest and third arriving next week, in …

voices

Currently we are offering two spaces for radical voices from different positions in the world, both professionally as well as geographically:

Our podcast series aims to open spaces in which critical yet constructive voices from all over the world can speak and are listened to.

In our online talk series, we provide a platform for direct interaction and real-time conversation with  leading scholars and activists , for discussion, debate and networking.

works

Looking for some inspirational reading? These are a few of our open access favourites:


Bhambra, Gurminder K (2007) Connected Sociologies. Theory for a Global Age Series, Bloomsbury Academic: London, 2014. Full text.

In this book Bhambra engages sociology and social theory with postcolonial studies and decoloniality.

Césaire, Aime (1972) Discourse on Colonialism. Translated by Joan Pinkham. This version published by Monthly Review Press: New York and London. Originally published as Discours sur le colonialisme by Editions Presence Africaine, 1955. Full text.

One of Césaires most classic texts in which he condems the brutality of colonial oppression and advocates the return of power to the colonized. Perfect starting point for situating critical discussions about development.

Khoo, Su-ming (2017) Engaging Development and Human Rights Curriculum in Higher Education, in the Neoliberal Twilight Zone, Policy & Practice: A Development Education Review, Vol. 25, (Autumn), 34-58. Full text.

What does it mean to teach and research human rights and development? Khoo argues for a decolonial curriculum and emancipatory teaching in order to push back against de-democratising tendencies.

Ashish Kothari and K.J. Joy (2018) (eds.)  ‘Alternative Futures: India Unshackled’, Full text

A collection of radical and visionary essays imagining and challenging  economic, ecological, political and socio-cultural futures.

Matthews, Sally (2018) Confronting the Colonial Library. in: Politikon 45 (1): 1-18, January 2018. Full text.

Matthews discusses attempts to decolonise university curricula and  how to oppose epistemological ethnocentrism.

Scauso, Marcos S. (2019) Intersectional Decoloniality: Re-imagining IR and the Problem of Difference, Introduction Chapter

 In this chapter, Scauso focusses on epistemic assumptions (i.e., definitions of what is real, how we know reality, and who knows reality) and the marginalizing effects that emerge from these constructions (i.e., definitions of what is not real, how “others” do not know reality, and who these “others” are) and places these considerations in the context of International Relations theory. 

Global Social Theory

A fantastic website to read up on concepts, thinkers, topics. The page  provides introductions to a variety of theorists and theories from around the world, especially beyond mainstream Eurocentric thought.

The Alternative Reading List Project

              Asking the most crucial question: What voices aren’t you hearing? 

methods

Do we really practice the contents of our teaching in the way we teach? This is a toolbox of useful methods and classroom activities.

Do you have any useful materials, inspiring texts, participatory teaching methods you can share? Simply drop us a message at knowledges [at] convivialthinking [dot] org


Gesturing Towards Decolonial Futures

A collective of colleagues in Musqueam land is doing some fascinating work on the conceptualization of education, convictions of knowledge, identity and understanding.

Go and have a look at their pedagogical experiments.


Where does “development” begin?

Why not start talking about beginnings of “development” with this powerful excerpt from Aime Cesaire’s “Discourse on Colonialism” rather with the Truman speech?

They talk to me about progress, about “achievements,” diseases cured, improved standards of living.

I am talking about societies drained of their essence, cultures trampled underfoot, institutions undermined, lands confiscated, religions smashed, magnificent artistic creations destroyed, extraordinary possibilities wiped out.
They throw facts at my head, statistics, mileages of roads, canals, and railroad tracks. I am talking about thousands of men sacrificed to the Congo-Ocean.
I am talking about those who, as I write this, are digging the harbor of Abidjan by hand. I am talking about millions of men torn from their gods, their land, their habits, their life-from life, from the dance, from wisdom. I am talking about millions of men in whom fear has been cunningly instilled, who have been taught to have an inferiority complex, to tremble, kneel, despair, and behave like flunkeys.
They dazzle me with the tonnage of cotton or cocoa that has been exported, the acreage that has been planted with olive trees or grapevines.
I am talking about natural economies that have been disrupted – harmonious and viable economies adapted to the indigenous population – about food crops destroyed, malnutrition permanently introduced, agricultural development oriented solely toward the benefit of the metropolitan countries, about the looting of products, the looting of raw materials.

Global Inequality Excercise

The excercise highlights the disparities of income, wealth, poverty and maldistribution. The added plus is tha[t when using chocolate bars to symbolise GDP, after the end of the activity usually a lovely dynamic of solidarity and redistribution happens when students share chocolates among each other.
A description of the excercise that can be easily adapted can be found here.