by Su-ming Khoo
The ongoing global Covid-19 pandemic places a magnifying glass on many issues of local and global fairness and justice that have been ignored and under-emphasised. The world-wide outbreak, the public health measures to contain it, and the resulting socioeconomic disruption call for greater attention to be paid to the inequities and injustices that have been hiding in plain sight. The problems of under-emphasis and apparent lack of knowledge about who is really suffering maps directly onto trajectories traced in critical development studies.
Continue reading “[COVID-19] Pandemic agnotology and the ‘worlds’ of development”
by Jeevika Vivekananthan
I am a Tamil diaspora woman living on the land of Wurundjeri people. I acknowledge the elders past, present and emerging for their wisdom and the resistance against all forms of oppression. Even though I come from a war-and-conflict-affected Tamil community in the North of Sri Lanka, I acknowledge my positionality as someone exposed to both the Global South and the Global North, using North and South labels in a metaphorical distinction to denote an entire history of colonialism, neo-imperialism and geopolitics. I am not an academic nor an expert. As a toddler researcher, I recently presented a reflection piece at a conference hosted by the Development Studies Association of Australia in Melbourne, reflecting on my journey from a student researcher to a researcher. This is the written script of my presentation, slightly modified for the purpose of publication at Convivial Thinking, encouraging the readers to contest and reflect on the concept/ practice- the ‘naked’ researcher.
Continue reading “The ‘Naked’ Researcher”
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 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”
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
Continue reading “The Black Market of Knowledge Production”
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.
Continue reading “[How do we “know” the world Series] Preventing War. Shaping Peace? Epistemic Violence and Conflict Studies”
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’.
Continue reading “[How do We “Know” the World Series] Encounters with Theory: (Un)Learning Ways of Knowing”
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.
Continue reading “[How do we “know” the World Series] Problems of Research Partnerships: Who Learns from Whom in Conflict Transformation Processes?”
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.
Continue reading “[How Do We “Know” The World Series] The Problem of Postcolonial Historical Research within Colonial Epistemologies and Methodologies”
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”