[How do we “know” the World Series] Part XIV: Critical Perspectives on Partnerships: Who Learns from Whom?

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] Part XIII: 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] Part VII: 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] Part VII: Knowing The World? Navigating Asymmetries of Power through a Politics and Praxis of Care”

[How Do We Know The World Series] Part VI: 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] Part III: 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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[How Do We “Know” the World Series] Part II: Why does the question matter? – Reflections from the Workshop

by Lata Narayanaswamy and Julia Schöneberg

In our one-day workshop we aimed to overcome academic “silos” and connect scholars from diverse fields in the social and natural sciences. Surprisingly, or probably not so, we quickly realized that struggles, discomforts and contestations were very similar among us regardless of whether our discipline is Peace Studies, Agro-Forestry, History, International Relations, Development or Political Studies or Educational Sciences. The true challenge for our workshop was to reflect not only on how we “know” the world, but also why this question matters and what are the implications for us as teachers, researchers and practitioners, committed to challenging entrenched power imbalances or fighting for social justice.

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[How Do We “Know” the World Series] Part I: How can we “know” the world – and reflect on it academically?

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.

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Invitation for Virtual Participation: “How do we know the world?”

Our call for contributions on the workshop on “Critical academic perspectives on scholarship in the social sciences – How do we “know” the world?” has reveived such big number of response. It is great to see that these questions seem to be of concern to so many.

However, we are well aware that attendence (or non-attendence) at academic events and workshops is a highly exclusionary process (funds, visa, caring responsibilities, etc.) and we have thought hard how to counter that.

The workshop on 17 January 2019 consists of several elements. A series of written blog style reflections, working group sessions and plenary discussions. For those wanting to attend from afar we have thought of three ways of engagement:

1) Blog style reflections (800-1000 words) on one or more questions raised in the call can be submitted to us until 3 January. These are subject to a peer review and we will share selected ones in a secure virtual space that is only accessible to registered particpants. These pieces will feed into the discussions during the day. Selected pieces will also be posted in the rai section of this page (not compulsory).

2) Live stream of the plenary discussions We will live stream the plenary discussion (17 January 2019, 2-4pm tbc).

3) Join the discussions in the online forum In the lead up, we will start the debate in the Convivial Thinking forum.

If you would like to attend virtually please register here.

For any questions please get in touch with Julia (julia@convivialthinking.org) or Lata (l.narayanaswamy@leeds.ac.uk)

The Decolonial ‘Wrong Turn’ in Indian Academia

by Sayan Dey

With the arrival of the postcolonial era in India, the nation faced the gargantuan task of wiping out the toxic remnants of colonization that the British dumped on the indigenous natives before leaving India. The colonially structured education system was one of them. In the year 1835, Thomas Babington Macaulay’s ‘sincere’ efforts to revive literature in India and promote the knowledge of sciences among the inhabitants have borne innumerable fruits in the post-independent era through hierarchizing and diminishing several socio-cultural components of indigenous epistemologies – languages, dialects, cosmic beliefs, religious practices, mythologies, education systems, etc.

How has the academic system in postcolonial India made efforts to dismantle the colonial frameworks of knowledge production?  And how have they failed in the process?

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