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”
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”
by Su-ming Khoo and Paul Prinsloo
How does the concept and pursuit of ‘quality’ in Higer Education (HE) bind to, or unbind HE from, stubborn inequalities? To what extent does a colonial present pervade HE and serve to reproduce structural hierarchies? We believe that it is essential to examine historical-structural roots of inequities and understand how these bound and bind HE values, identities and approaches to generating ‘expert’ knowledge. This process is crucial if we are to make it possible for HE to become sustainable in the sense of social and ecological survivability and justice, rather than resigning ourselves to a HE that sacrifices both in the name of economic expansion and competitiveness.
Continue reading “[How Do We “Know” The World Series] To what extent does a colonial present pervade Higher Education and serve to reproduce structural hierarchies?”
by Aftab Nasir
How ought we to live? The question is multi-faceted and janus-faced. The disciplinary boundaries disappear when one wants to address this question. Is it a philosophical debate, a political discussion, a psychological model, or a historical perspective that is under investigation in this question? The answer is all and none. Yes, these disciplines try to grasp the concept of life in their own institutionalized mandates yet they end up dividing the whole in to parts that do not add up once they are combined back. There is something specific to the inner workings of these disciplines that make these parts look alien to each other once they are filtered through the methodological lenses of disciplines.
Continue reading “Why post-/decolonial perspectives matter”
This statement is a result of discussions among members of the EADI Working Group on “Post-/Decolonial Perspectives on Development”
As researchers within the realms of development we strife to unify research, practice and the production of knowledges in general to jointly contribute to political, economic, ecologic and social change worldwide. This cannot be neutral: research and exchange, contestation and debate must be value-oriented. Especially in times when in an increasing number of countries academic freedom is under attack, we need to be vocal about injustices and inequalities and defend civil and civic liberties.
Continue reading “Development Requires (Epistemic) Justice”