by Sunny Dhillon
The contemporary neoliberal university in the UK is necessarily unable to enact decolonisation. What the university may do, however, is cultivate an intellectual environment ripe to discuss the ongoing pervasiveness of colonialism. In other words, instead of ten point plans or toolkits to award ‘decoloniality’ scores to be highlighted in ‘inclusive’ marketing campaigns to attract historically underrepresented groups, staff and students ought to undertake a relentless critique of the contemporary university apparatus. Such a critique of existing social issues must be immanent, as opposed to transcendent. I argue that an immanent critique can be helpfully guided by the negative dialectics of the late Critical Theorist, Theodor W. Adorno.
Continue reading “LONG READ: An immanent critique of decolonisation projects”
by Henning Melber
Social organisations tend to be based on asymmetric power relations – almost always, almost everywhere. Inequality characterises interaction both inside and in between societies. Class-based hierarchies, peppered by gender imbalances, sexism, racism, xenophobia, homophobia and many other forms of discrimination are the order of the day, both nationally as well as internationally. Colonial power structures and mindsets – understood as a hierarchical system imposing normative values which exclude and discriminate – remain almost always an integral part of any form of social reproduction, even when we believe that colonialism as a system in which foreign powers occupy and execute rule over other territories and people, is a matter of the past. Following such broad understanding, social reproduction tends to inherently maintain colonial structures, and individuals remain colonised subjects.
Continue reading “On Coloniality/Decoloniality in Knowledge Production and Societies”
by Maren Seehawer
“Indigenous and non-indigenous alliances cut across localities, nations, and continents” and the struggle for decolonisation and “recovering indigenous peoples’ identities … knows no borders”, writes Norwegian professor Anders Breidlid in his (2013) book Education, Indigenous Knowledges, and Development in in the global South.
Continue reading “How to be an ally? An ongoing (un-)learning journey”
by Duduzile S. Ndlovu
Living longer than ever possible Continue reading “Life Expectancy”
by Laura Luciani
The EU’s policies of human rights ‘promotion’ in the South Caucasus region are loaded with coloniality. Rather than projecting a pre-set agenda with homogenising outcomes, the EU should recognise the ‘right to opacity’ of South Caucasus communities and create space for locally meaningful, emancipatory claims to emerge.
Continue reading “Beyond human rights ‘promotion’: reimagining the EU-South Caucasus relation”
by Gabriela Monteiro and Ruth Steuerwald
Brasília, February 9th, 2020
Hi, my dearest German girl!
How I miss you. Here in Brazil, carnival is approaching and people are getting more agitated every day. Last week, I was in Salvador and the Blackest city outside Africa is still pulsating. The Iemanjá celebration was happening on 02/02, a celebration that always touches me a lot. It’s also a festival which is full of problems and contradictions, with the presence of white tourists and photographers consuming what is sacred for Black people. Everything is very difficult, but as capoeira teaches us, we need to gingar – and we can’t forget who is the real owner of the party. Never forget who we are.
Continue reading “Feminist Letters Crossing Borders – Cartas feministas atravessando fronteiras”
by Anke Schwittay
A little over two years ago, this Convivial Thinking blog started with a collective conversation about decolonizing teaching pedagogies. Since then a number of posts have further added to the discussion, and especially its decolonial dimension. Since John Cameron wrote in 2013 about the ‘broader failure in the academy to subject our teaching to serious critical reflection and to consider it worthy of serious writing and publication,’ things are slowly changing in Development Studies, not in small part due to efforts to decolonize the development curriculum. This is both encouraging and important, for as bell hooks has argued, ‘the classroom remains the most radical space of possibility in the academy.’ Many of these contributions have focused on what we are teaching development students, often looking to diversify reading lists. That is not enough, however – how we teach is just as important as what we teach.
Continue reading “The What and the How of Teaching Global Development”
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 Romina Istratii
Recently, I participated in a panel that was convened at LSE dedicated to the topic of decolonising African knowledge systems. The panel members, who included also Prof Akosua Adomako Ampofo from the University of Ghana and Dr Wangui wa Goro, were invited to trace the progress made to-date in decolonising Africa’s knowledge systems and to explore how these systems may be rethought, re-framed and reconstructed to rid them of the hegemony of western Euro-centrism. I’d like to share some of the key points of my presentation with the network of Convivial Thinking to call for a more organised effort toward decentring the current epistemology.
Continue reading “The LONG READ on DECOLONISING KNOWLEDGE: How western Euro-centrism is systemically preserved and what we can do to subvert it”