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”
by Sayan Dey
As the physically visible empires of colonialism receded, the metaphysical, invisible empires of coloniality gradually came to the forefront and ideally replaced their predecessors. With the ‘official’ end of colonialism by the end of 20th century, across the Global South and Far East, the colonial subjects (mis)interpreted it as the ultimate end of Euro-centric (or widely West-centric) dominations and the appropriate moment for recuperating their degenerated systems of traditional knowledge production.
Continue reading “Voicing Decoloniality”
by Lata Narayanaswamy
This post is the start of a series of reflections on critical scholarship contributed by participants of the workshop “How do we know the world” . The workshop is co-organised by Lata Narayanaswamy and Julia Schöneberg.
How do we ‘know’ the world? It is so vast a question that it feels, perhaps ironically, almost unknowable. Yet this question is not a call to take an inventory of specific facts or perspectives, but is asked in order to help frame a more critical and reflexive approach to the assumptions that underpin academic perceptions of WHAT counts as knowledge, HOW we capture and communicate that knowledge and WHO gets to both shape and present ideas as academic (read: expert) knowledge. Taken together, these reflections can, we believe, be very revealing. Whilst this should be a question we ask ourselves across all disciplines, our focus here is specifically on how this set of questions has begun to creep into the mainstream of the broader social sciences.
Continue reading “[How Do We “Know” the World Series] Part I: How can we “know” the world – and reflect on it academically?”