COVID–19: (Re)configurations of violent knowledge management, epistemic inferiorization and neo-colonial divisions

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.

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The LONG READ on DECOLONISING KNOWLEDGE: How western Euro-centrism is systemically preserved and what we can do to subvert it

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.

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Identity, ‘Britishness’, and Leaving the EU: What will decolonisation look like for the UK now?

by Vanessa Bradbury

I felt a deep sadness on the 31st of January 2020, as the UK left the EU. It was a sadness that seemed to run much deeper than the repetitive ‘what ifs’ of politics, policies and trade deals echoing through news channels. A sadness that seemed personal, and, as I was trying to understand and reflect on these emotions, brought me to question the ambiguity of identity, ‘Britishness’ and, ultimately, what this farewell will mean for the wider project of decolonisation.

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Reaching the least, the last, the lowest and the lost: Thoughts on Gandhi-ji and the spirit of Higher Education

by Budd Hall and Rajesh Tandon

The words in the title of this blog are the formal goals of the Dayalbagh Educational Institute, a university founded by followers of the Radhaswami faith in the early 20th Century. We learned about the unique and inspiring work of the Dayalbagh University from Dr. Anand Mohan, the Registrar as part of this presentation during a two-day symposium on the implications of Ghandian thought to the issues facing Higher Education Institutions in the first quarter of the 21st Century.  The symposium was jointly organized and hosted by the UNESCO Chair for Community Based Research and Social Responsibility in Higher Education in cooperation with the Association of Indian Universities, UNESCO New Delhi and the Asian Office of the International Development Research Centre September 18-20, 2019.

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‘Tipping’ in contemporary India: A colonial story

by Sayan Dey

A few years ago I was travelling by a sleeper class train from Kolkata to New Delhi. As the train was about to reach the final destination, one of the pantry car serviceman approached me for a tip. I was happy to give him a reasonable amount of money for his tireless services that he extended to me during the entire journey, but I was also curious to know that in spite of having a fixed salary why do they ask for a tip from the passengers? When did this cultural practice evolve in India? These questions pushed me towards a galactic socio-historical paradigm that unfurls the colonial roots of this practice.

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A Postcolonial Look On ‘New’ Donors

by Tomáš Profant

International relations are power relations. This banal argument is clearly visible in the current configuration of the North-South relation. One of the most apparent ways power operates is through the bond of gift. The powerful nations give and the not so powerful receive the so called development assistance. Both are represented as partners in development cooperation.

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