Researchers David Mwambari and Arthur Owor question the effect of money in producing knowledge in post-conflict contexts and argue that it restricts independent local research. These insights were developed at the ‘Silent Voices’ workshop at Ghent University, which brought together Ghent-based researchers and a group of researchers, commonly called “research assistants”, from post-conflict and developing regions. The aim of the workshop was to have a profound reflection on the challenges and dynamics of doing research together ‘in (and beyond) the field and resulted in a manifesto and series of blogs with reflections of researchers.
By David Mwambari and Arthur Owor
Continue reading “The Black Market of Knowledge Production”
by Budd Hall
Our cries of fear and pain
Our cries of joy of happiness
Were our first poems
Continue reading “Creation Song: A Revelation”
by Henning Melber and Julia Schöneberg
Right-wing populism remains on the rise, unleashing the brute force of predator capitalism under authoritarian regimes. The temporary vision of promoting social welfare states as a form of good governance has been replaced by new ideologies bordering to a revival of Social Darwinism. White supremacists, populists and nationalists (re-)enter political commanding heights, basing their rule on exclusion and racism. Those concerned about inequality and all forms of discrimination, advocating the rights of the marginalised and disadvantaged, are ridiculed, harassed and increasingly victims of direct, structural and cultural violence. Their struggles for human rights, justice and dignity face an uphill battle. Political repression is mounting. The unsustainable exploitation of the world’s limited resources as integral part of a growth paradigm is once again accelerated.
Continue reading “Problems of development and “development” as a problem”
by Franziska Sopha
Working on questions of violence and violent conflict in International Relations has turned out to be a deeply confusing and sometimes daunting undertaking for me, especially after my last experience as a research assistant in Dakar, Senegal. I was working for International Crisis Group, a self-designated “independent organisation working to prevent wars and shape policies that will build a more peaceful world”. Based on local and international press and reports, interviews with local contact persons and statistics, I wrote reports and commentaries on security related issues in different West African countries. Very often I wondered: who was I to come from France and (re)produce knowledge on violent attacks in Mali, Boko Haram in Nigeria or elections in Sierra Leone and to present this knowledge as a portrayal of the current circumstances in a country that I had never been to, knowing that my work would be used to justify and legitimate political action by certain powerful actors.
Continue reading “[How do we “know” the world Series] Preventing War. Shaping Peace? Epistemic Violence and Conflict Studies”
by Witold Mucha and Christina Pesch
Knowledge (re-)production, especially in the field of the social sciences, is a social process of discourse and debate, of speech and response. However, 500 years of (Western) colonial expansion have made a lasting impact. Today’s debate is both epistemically and ontologically shaped by Anglo-American and European perspectives (Ndlovu-Gatshenis 2018; Spivak 2004; Ziai 2015). Though, concepts of epistemic violence and injustice relate existing (power) asymmetries in knowledge (re-)production not solely to prevailing (Western) perspectives, concepts, and terminologies but to blind spots where existing knowledge is ignored, neglected, or even destroyed (Brunner 2018; Mignolo 2009). This applies not only to what is categorised, constructed, and perceived as knowledge (thinking) but also to the distinct ways how knowledge is disseminated (talking).
Continue reading “[How do we “know” the World Series] Does the Co-Production of Knowledge Work? Experiences from a Cross-Site Teaching Project between the Universities of Pretoria and Düsseldorf”
by Victor Nweke
The call to decolonize institutions of learning both in terms of the composition of the curricula and the facilitators (teachers) is now an issue even in Europe, the United Kingdom, North-America, and Australia. Prior to the 21st century, the call was predominantly made by intellectuals and students from colonized nations, of which Africa is part. But, what is wrong with the foundations of education? What is sustaining it? Why is it difficult to undo? These questions can be and have been coughed and approached in different ways by different scholars. I choose to address them from my intersubjective experiences as a human being, an interconnected individual member of the Igbo nation, a citizen of a country known as Nigeria.
Continue reading “What is Wrong with the Foundations of Education in a Pluriverse? A Personal Account”
by Sarah Delputte and Jan Orbie
European Union (EU) development policy seems plagued by many challenges from within and outside. We argue that underlying these challenges lay more fundamental problems with the Eurocentric, modernist and colonial paradigm of EU development policy. We witness some cracks in the pillars of the current paradigm, namely in the form of policy failures, epistemic changes, and power shifts. However, this seems unlikely to entail radical paradigm change. Instead of moving in the direction of post-development, we merely observe experimental approaches stretching the prevailing paradigm.
Continue reading “Challenges to EU Development Policy: Paradigm Lost or Stretched?”
by Zeynep Gülşah Çapan
The manner in which knowledge systems are organized and disciplinary formations are delimited work to delineate who can ‘speak’, who can ‘think’ and who is worthy of being ‘read’ and ‘listened’. It is not that ‘other ways’ of thinking are not present, there is a wide archive of knowledge available if one sheds the self-imposed limitations of what counts as ‘legitimate’ knowledge. The courses I have been teaching at the University of Erfurt have been an exploration into how to ‘unlearn’ ways of knowing and how to discuss issues (whether it is race, colonialism, notion of history) through other vocabularies that are already present but ignored. Over the last two years I have been trying to write syllabuses and design courses that reflect these concerns. As part of this effort, I have taught various courses such as ‘Race and Racism’, ‘Fantasizing International Relations’ and ‘Anticolonial Connectivities’.
Continue reading “[How do We “Know” the World Series] Encounters with Theory: (Un)Learning Ways of Knowing”
I pretend to be a writer, but really
If I am honest
What can I write?
Continue reading “On Academic Writing”
by Nora Schröder und Michaela Zöhrer
We are increasingly confronted with the imperatives of partnership and relationships at eye level. Such normative claims are needed precisely because equality and symmetrical relationships are not a fact but rather a promise. We need them as a moral compass which indicates variations from the norm in order to fight for more equality and justice alike. However, in collective processes of knowledge production like research or teaching differences and asymmetries are key. We state that they are not only constitutive but can also be turned into learning potentials.
Continue reading “[How do we “know” the World Series] Problems of Research Partnerships: Who Learns from Whom in Conflict Transformation Processes?”