by Camille Nessel
This contribution is part of a blog series seeking to explore how postdevelopment approaches can inform, infuse and potentially transform the study of EU (development) policies and relationships with the Global South.
European colonialism describes a complex period of economic exploitation, racial ideologies and cultural domination. In the last stages of colonialism towards the 1880’s, ideas of a philanthropic civilizing mission were institutionalized. During this civilizing mission, EU member countries like France began to systematically civilize indigenous people through Western “superior” values. This logic shows surprising parallels with sustainable development ideas in the EU’s trade agreements, as I will argue.
Continue reading “On the Colonial Problem in the EU’s ‘Sustainable’ Trade Agreements”
by Zuleika Bibi Sheik
Of the myriad calls for decolonising—the university, the museum, the curriculum, the mind, and so on—few have given attention to decolonising the self. In my/our process of decolonising the self, poetry has been pivotal in giving name to the nameless, which is dreamed but not yet realised (Lorde 2007, 73). As a black woman/woman of colour, following the pen strokes of Audre Lorde (2007) and Gloria Anzaldúa (1987), who put flesh back into words, poetry is a necessity in decolonising and reconstituting the self. In what follows, I hope to walk with the reader on this path of realising my colonised self, decolonising it through the emergence of the plural self, and the eventual reconstituting of self as a coming to voice (Lorde 2007, 79–86).
Continue reading “From Decolonising the Self to Coming to Voice”
by Paulina Trejo Mendez
I googled the word crisis looking for a definition, here are the first three that appeared.
The first one: a time of intense difficulty or danger.
The second one: a time when an important decision must be made.
The third one: The turning point of a disease when an important change takes place, indicating either recovery or death.
I write this from the comfort of my own home, in a world that tries to overcome a health crisis to go back… outside, to visit friends, family and be able to connect with others, to grieve collectively, to feel a hug. I write from the safety of my home, a privilege I enjoy because I could stay inside, and quarantine, not everyone was able to do that where I come from, in Mexico. Their realities would not allow it, and even when some can stay at home, home is not a safe place to be in for everyone. Violence can be deadly for women and girls confined with their abusers.
Continue reading “[COVID-19 Pandemic: Worlds Stories from the Margins] Our Bodies are not Machines: From Crisis to Collective Healing”
by Sayan Dey
In the following, I will argue how COVID-19 is re-configuring the already existing neo-colonial patterns of knowledge production and management in India.
As the pandemic of COVID-19 is quarantining and rampaging each and every aspect of habitual existence across the globe, the global education system (especially higher educational institutions like colleges and universities) is experiencing a monumental shift by converting the physically structured classroom system into an online one.
Continue reading “[COVID–19] (Re)configurations of violent knowledge management, epistemic inferiorization and neo-colonial divisions”
by Ompha Tshikhudo Malima
The most important questions in decolonial studies are: “what do we decolonise?” and “how do we decolonise?” Continue reading “Decoloniality and the Activist Intellectual”
by Joschka Köck
A question that I have often asked myself as a researcher and theatre maker is: Can social science jump off the page and into reality? Can theatre jump off the stage and become/have impact on reality? In this webinar I will try to argue that this is not a yes/no question but rather we should ask: How can and do we have impact on reality as activist researchers/theatre makers?
Continue reading “ONLINE TALK: When Science is jumping off the stage: On the intersections of activism, theatre and scholarship”
by Julia Schöneberg
Starting to read about critical perspectives towards “development” you will soon encounter post- and decolonial literature and arguments, popping up regularly as catchwords. Both are not homogenous streams of thought, but rather certain standpoints from which “development”, capitalism, Eurocentrism, Anthropocentrism and the ongoing legacies of colonialism are critiqued and contested.
Then, you may notice that likewise postdevelopment (PD) comes with a “post-“ prefix. How to make sense of all the “post” and “de”? How do they all connect?
You’re confused? Fret not and look no further, here’s a zine for you!
Continue reading “It’s all about “Post-” and “De-“: Some (Dis-)entanglements of Post- and Decolonialism and Postdevelopment”
by Vijitha Rajan
This short note is a reflection on how I felt fractured being a Commonwealth Scholar, between my colonial past and post-colonial present. In the discourse of international development, a Commonwealth scholarship is symbolised as a gesture of the lasting commitment of the United Kingdom towards Commonwealth citizens. Yet its lesser projected colonial and post-colonial undertones made my engagement with the ‘prestigious’ Commonwealth Scholarship more complex than a straightforward experience of meritocratic achievement.
Continue reading “Being a ‘hypocritic’ commonwealth scholar: On moments of colonial backlog and postcolonial fractures”
by Lata Narayanaswamy
Through the ‘colonial encounter’, existing power relations and imbalances have been shaped in ways that are geographically and temporally uneven yet politically enduring. Unsettling these tendencies through a more critical reflection on how the colonial encounter underpins these perceptions is key to the application of the ‘decolonial’ lens. Calls to ‘decolonise’ the curriculum are getting louder, and rightly so. Whilst this is a start, it does not, in my view, go far enough. There is a need, I would argue, for us to turn the decolonial lens onto the institutional structures and processes that shape the function and delivery of research and teaching in Higher Education (HE).
Continue reading “Why it is time to turn the decolonial lens onto the institutional structures of Higher Education”