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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Why it is time to turn the decolonial lens onto the institutional structures of Higher Education

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).

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The Black Market of Knowledge Production

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

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[How do we “know” the world Series] Preventing War. Shaping Peace? Epistemic Violence and Conflict Studies

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.

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[How do We “Know” the World Series] Encounters with Theory: (Un)Learning Ways of Knowing

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’.

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[How do we “know” the World Series] Problems of Research Partnerships: Who Learns from Whom in Conflict Transformation Processes?

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.

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[How Do We “Know” The World Series] The Problem of Postcolonial Historical Research within Colonial Epistemologies and Methodologies

by Rachel Huber

In postcolonial historical research conducted from a Eurocentric perspective, a contradiction has prevailed so far: the majority of research projects are conducted in colonial language and follow partial colonial logic.

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[How Do We Know The World Series] Knowing The World? Navigating Asymmetries of Power through a Politics and Praxis of Care

by Siti Maimunah and Enid Still

“How do we know the world?” It is a difficult and multi-layered question. Yet it enticed us, two colleagues, women from the global north and south respectively, to collaborate and reflect upon our journeys as researchers, activists and now as fellow PhD students. Reflection upon our experiences, Enid as a researcher in India and Mai as an activist in Indonesia, brought together very particular understandings of the intimate power relations between the participant and researcher – how power manifests, how it is inscribed upon our bodies, and how people resist or attempt to counteract power in different ways. Continue reading “[How Do We Know The World Series] Knowing The World? Navigating Asymmetries of Power through a Politics and Praxis of Care”

[How Do We Know The World Series] Thinking with and not about the Global South – Challenging Eurocentrism in Social Science Research and Teaching

by Sebastian M. Garbe

As a result of political and intellectual efforts, post- and decolonial critiques have become more and more prominent during the last decades, but to counter Eurocentrism within the Social Sciences is still a big challenge. In this contribution, I would like to share some attempts of how I have been dealing with this challenge in my own research and teaching. Both experiences share the idea to decentralize and decolonize the own local context (the city of Giessen on the one, and the European solidarity movement, on the other hand) by confronting it with the history and present of (post)colonial entanglement as well as “epistemologies of the South” (Sousa Santos 2009).

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[How Do We “Know” the World Series] Looking Back to Walk Forward: Decolonisation as Self-Determination

by Vanessa Bradbury

Aotearoa, the long white cloud. A vast country secluded by ocean; a depth of ecological beauty with rolling hills of green, empowering mountains that cut through soft white clouds; rivers, lakes and oceans that flow with the crisp, clean air; sunsets that radiate the surroundings with a peachy gentleness; long roads and vast land; a silence that fills the void with reflection.

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