Journal articles on the topic 'Decolonial methodologies'
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Cruz, Cristiano Codeiro. "Decolonizing Philosophy of Technology: Learning from Bottom-Up and Top-Down Approaches to Decolonial Technical Design." Philosophy & Technology 34, no. 4 (November 10, 2021): 1847–81. http://dx.doi.org/10.1007/s13347-021-00489-w.
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AbstractThe decolonial theory understands that Western Modernity keeps imposing itself through a triple mutually reinforcing and shaping imprisonment: coloniality of power, coloniality of knowledge, and coloniality of being. Technical design has an essential role in either maintaining or overcoming coloniality. In this article, two main approaches to decolonizing the technical design are presented. First is Yuk Hui’s and Ahmed Ansari’s proposals that, revisiting or recovering the different histories and philosophies of technology produced by humankind, intend to decolonize the minds of philosophers and engineers/architects/designers as a pre-condition for such decolonial designs to take place. I call them top-down approaches. Second is some technical design initiatives that, being developed alongside marginalized/subalternate people, intend to co-construct decolonial sociotechnical solutions through a committed, decolonizing, and careful dialog of knowledge. I call them bottom-up approaches. Once that is done, the article’s second half derives ontological, epistemological, and political consequences from the conjugation of top-down and bottom-up approaches. Such consequences challenge some established or not yet entirely overcome understandings in the philosophy of technology (PT) and, in so doing, are meant to represent some steps in PT’s decolonization. Even though both top-down and bottom-up approaches are considered, the article’s main contributions are associated with (bottom-up) decolonial technical design practices, whose methodologies and outcomes are important study cases for PT and whose practitioners (i.e., decolonial designers) can be taken as inspiring examples for philosophers who want to decolonize/enlarge PT or make it decolonial (that is, a way of fostering decoloniality).
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Mohammed, Ilyas. "Researching "On and In" Global South Countries." Poligrafi 27, no. 105/106 (December 29, 2022): 165–93. http://dx.doi.org/10.35469/poligrafi.2022.347.
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Over the last decade, there has been an increasing awareness that colonialism continues through various overlapping iterations of coloniality, such as politics, economics, security and academia. Academics from global north countries and global south countries have highlighted and called for the dismantling of coloniality in its various iterations. Perhaps the most vocal decolonising calls have come from global north academics wanting to decolonise global north academia in the form of epistemic decolonisation. As such, in this article, I call on global north academics researching 'on and in' global south countries to employ decolonial methodologies to avoid inadvertently reinforcing coloniality. By utilising autoethnography and critical decolonial reflexivity, I offer ways for global north academics researching on or in global south countries to guard against reinforcing coloniality during their research.
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Shefer, Tamara, and Vivienne Bozalek. "Wild Swimming Methodologies for Decolonial Feminist Justice-to-Come Scholarship." Feminist Review 130, no. 1 (March 2022): 26–43. http://dx.doi.org/10.1177/01417789211069351.
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This article thinks with oceans and swimming, in dialogue with decolonial feminist materialist approaches and other current novel methodologies which foreground embodiment and relational ontologies, in order to consider the conceptual potential of such diffractions for the project of alternative scholarly practices. We focus on swimming in the sea as one form of wild methodology and Slow scholarship that draws on hauntology to think about the possibilities of such methodologies for troubling normative academic practices directed at different ways of being and becoming. Located in the (post-)apartheid space of South African higher education, which continues to follow and reinstate colonial, patriarchal and neoliberal capitalist logics, we ask questions about the silences around material histories of subjugation and violence that are embedded in the institution and the lives of those who enter these spaces. Propositions are made about how a swimming methodology may inspire a consciousness and engagement with intersectional gender hauntings that permeate the material, curricula, relational and affective spaces of academia as part of disrupting and reimagining the university as a space of/for justice and flourishing. We explore the ways in which embodied, affective methodologies in or near the ocean/s may be deployed to subvert and reconfigure, to make and stay with trouble. We therefore propose sea swimming as a powerful way of thinking with the sea in productive and creative ways for scholarship towards a justice-to-come, to open up new imaginaries of scholarship that make a difference.
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Agboka, Godwin Y. "Decolonial Methodologies: Social Justice Perspectives in Intercultural Technical Communication Research." Journal of Technical Writing and Communication 44, no. 3 (July 2014): 297–327. http://dx.doi.org/10.2190/tw.44.3.e.
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Morgensen, Scott Lauria. "Destabilizing the Settler Academy: The Decolonial Effects of Indigenous Methodologies." American Quarterly 64, no. 4 (2012): 805–8. http://dx.doi.org/10.1353/aq.2012.0050.
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Castañeda-Peña, Harold, and Pilar Méndez-Rivera. "Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 804–21. http://dx.doi.org/10.17533/udea.ikala.v27n3a12.
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Decolonial engagement in education is becoming geo and body politically multifaceted across the global south and north. It is witnessing the emergence of ‘pedagogies of crossing,’ pedagogías insumisas (unsubordinate pedagogies), and ‘trans/queer pedagogies,’ among others. Thus, decolonial engagement in education constitutes a fruitful epistemological site of struggle, fracture, and healing. This plurality situates the so-called pedagogizations within the decolonial turn. Pedagogizations, on the other hand, refer to actions otherwise rather than to the hold of colonialism in a designated field: Pedagogy. Decolonial pedagogizations remain underexplored in the literature on language teacher education, however. This article unearths and discusses how they are (co)constructed for and with English language teachers at a Colombian state university’s doctoral program that claims a south epistemological stance and seeks the decolonization of language teacher education. In this vein, this article adds to the literature reclaiming decolonial methodologies, or pedagogizations, in education and proposes that they include knowledge (co)construction processes otherwise such as submerged guiding, deculonial voicing, and cultivating heterarchical relationships. Yet, it also critiques these decolonial pedagogizations in language teacher education, embracing the diverse onto-epistemological constitution of graduate educational processes.
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de Araujo, Gilvan Charles Cerqueira, Julio Cesar Suzuki, and Renato de Oliveira Brito. "2. Active Methodologies, Higher Education, and the Decolonial Shift in Latin America." Philosophy and Theory in Higher Education 4, no. 1 (January 1, 2022): 25–45. http://dx.doi.org/10.3726/ptihe.012022.0002.
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Abstract Higher education has undergone a significant expansion regarding the number of institutions, courses, professors, and students throughout the last decade, thereby emphasizing the system’s management, with the establishment of parameters and criteria for evaluating the teaching and learning processes. The existing debate on the active methodologies of higher education is necessary in the enhancement of important practices for the resignification of learning as a tool for deepening the understanding of the world, particularly through the experiences the students find themselves in. Thus, the main objective of this article is to propose a dialogue between active methodologies, higher education, and the formulations of a decolonial or post-colonial nature, based on the Latin American (particularly the Brazilian) situation.
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Lipscombe, Tamara A., Antonia Hendrick, Peta L. Dzidic, Darren C. Garvey, and Brian Bishop. "Directions for research practice in decolonising methodologies: Contending with paradox." Methodological Innovations 14, no. 1 (January 2021): 205979912110062. http://dx.doi.org/10.1177/20597991211006288.
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The complex nature of colonisation presents with the potential for paradoxes in decolonising approaches, hence, fixed conventions and methods are discouraged. In this way, decolonising methodologies concerns interrogating dominant conventions in research that have typically excluded alternative ways of knowing from academia. This raises concern about the issue of breaking conventions, when it is potentially difficult to realise that one is depending upon them. An incremental approach to the research process and subsequent knowledge generated provides opportunity to challenge the conventions that typically dictate research praxis. In addition, fostering epistemological transformation and pluralism presents a solution to problems derived from dominant cultural assumptions and practices. My aim for this article is to extend upon the literature pertaining to decolonising methodologies, with this contribution of focusing on the research process as a means to avoid paradox in the decolonial intention. Accordingly, a process imperative that focuses on how researchers do research, over the tendency to focus on outcomes, emerges as a strategy to identify and contend with paradoxes within decolonial work. A questioning convention is posited as a means for mining the assumptions and biases of the dominant culture that would otherwise ensnare ones thinking. Consequently, research may be better liberated from oppressive colonising practices that are tacit within research and academic conventions. Narratives are provided throughout for illustrative example, and to better explore the concepts named.
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Cheang, Sarah. "Pausing for thought: Lost and found." International Journal of Fashion Studies 9, no. 2 (October 1, 2022): 429–37. http://dx.doi.org/10.1386/infs_00081_7.
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Decolonizing debates have the potential to revitalize fashion studies by placing greater emphasis on the way we practise, and the conditions under which we see, hear and speak about fashion imagery. Decolonializing projects and anti-racist activism suggest new methodologies and transformational insights, which are riddled with contradictions and personal vulnerabilities. This article reflects on museums and fashion photography as spaces of decolonial reckoning and paradox. Understanding and coming to terms with positionality, a crucial factor in decolonial praxis, emerges as a continually unfolding process of action and compromise in which the researcher may ultimately ground herself.
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Dickenson, Rachelle. "Mind the Gap: Admin Activism, a Thought Piece in Process." Public 32, no. 64 (December 1, 2021): 164–71. http://dx.doi.org/10.1386/public_00080_1.
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In this article, I describe the methodology I understand as admin activism within the context of cultural institutions to consider how we may generate sustainable, productive and enjoyable relationships in decolonial work. Admin activism includes specific priorities, behaviours, and strategies associated with decolonial resistances that can be mobilized by people working within art galleries, museums, and universities. Drawing from scholarly and grassroots practices of settler responsibility and Indigenous methodologies, my professional experience as a curator and educator, as well as important lessons learned from friends, colleagues and family, I intend this article to contribute to growing toolboxes for institutional change.
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Veronelli, Gabriela. "A Coalitional Approach to Theorizing Decolonial Communication." Hypatia 31, no. 2 (2016): 404–20. http://dx.doi.org/10.1111/hypa.12238.
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This article begins by examining the importance that critical intercultural dialogues have within the Modernity/Coloniality Research Program toward reaching an alternative geopolitics and body‐politics of knowledge, in order to raise the question whether the colonial difference creates conditions for dialogical situations that bring together critiques of coloniality emerging from different experiences of coloniality. The answer it offers is twofold. On the one hand, if one imagines such situations to be communicative exchanges à la Bakhtin that put logos at the center, given what is termed the coloniality of language and speech, the possibility of such exchanges is feasible only as an abstract gesture. On the other hand, when one faces the complications of the erasure of dialogue produced by coloniality, the kind of decolonial communicative relations that seem possible among people thinking and acting from the colonial difference are less conscious or agential than emotive. By articulating the relations between coalitional methodologies (María Lugones) and a global sense of connection (Édouard Glissant) the article proposes a nondialogical theory of decolonial communication: a way of orienting ourselves with a sense of permeability and recognition of being on the same side that doesn't need to be politically motivated but is always active.
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Thambinathan, Vivetha, and Elizabeth Anne Kinsella. "Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110147. http://dx.doi.org/10.1177/16094069211014766.
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Though there is no standard model or practice for what decolonizing research methodology looks like, there are ongoing scholarly conversations about theoretical foundations, principal components, and practical applications. However, as qualitative researchers, we think it is important to provide tangible ways to incorporate decolonial learning into our research methodology and overall practice. In this paper, we draw on theories of decolonization and exemplars from the literature to propose four practices that can be used by qualitative researchers: (1) exercising critical reflexivity, (2) reciprocity and respect for self-determination, (3) embracing “Other(ed)” ways of knowing, and (4) embodying a transformative praxis. At this moment of our historical trajectory, it is a moral imperative to embrace decolonizing approaches when working with populations oppressed by colonial legacies.
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Santamaría, Angela, Dunen Muelas, Paula Caceres, Wendi Kuetguaje, and Julian Villegas. "Decolonial Sketches and Intercultural Approaches to Truth: Corporeal Experiences and Testimonies of Indigenous Women in Colombia." International Journal of Transitional Justice 14, no. 1 (January 13, 2020): 56–79. http://dx.doi.org/10.1093/ijtj/ijz034.
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Abstract This article explores the corporeal and testimonial memories of a group of female indigenous ex-combatants and victims in the Colombian Caribbean and Amazon. Although these groups have often been analyzed in the transitional justice literature, our primary objective is to analyze two local processes for retrieving indigenous women’s memories and possible feminist participatory action research methodologies in the Colombian postconflict context. We examined empowering intercultural and intersectional methodologies to promote the political participation of indigenous women – both ‘victims’ and ‘perpetrators’ – in the Colombian Truth Commission implemented after the peace agreement was enacted. We explain how participatory action research should be used, including techniques such as indigenous women’s body mapping, creating testimonial spaces and conducting ethnographic observations. The article is based on a transitional justice ‘from below’ perspective as well as local transitional justice practices.
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Martínez-Rivera, Mintzi Auanda. "Doing Research of/from/at Home: Fieldwork Research Ethics in Latinx Contexts." Journal of American Folklore 135, no. 536 (April 1, 2022): 180–89. http://dx.doi.org/10.5406/15351882.135.536.05.
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Abstract This essay explores the idea, construction, and performance of campo/field. Specifically, it challenges narrow, colonial, Western, imperialistic approaches that imagined campo/field as a remote area, removed from civilization and inhabited by Indigenous others. Contrary to this, and inspired by decolonial and anti-oppressive research methodologies, this essay provides alternative conceptualizations and ways of beingdoingseeing the campo/field. In addition, it provides a brief overview of works conducted by and of Latinx communities, and how scholars have presented different ways of engaging, documenting, and imagining Latinx cultural contexts.
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James, Susan, and Helene Lorenz. "Back to the Source: Moving Upstream in the Curricular Rivers of Coloniality." Review of General Psychology 25, no. 4 (October 21, 2021): 385–404. http://dx.doi.org/10.1177/10892680211046509.
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This article shares choices made as part of an introductory decoloniality curriculum in a non-clinical community psychology M.A./PhD program where the authors are faculty members. We focus on the basics of decoloniality and decolonial pedagogies in two first-year foundational psychology courses: one course on implications of decoloniality for studying differing psychological paradigms, ontologies, and epistemologies, particularly relational ontologies that might reframe community environments, and another course on implications of decoloniality for post-humanist and indigenous qualitative research methodologies. We present currently emerging forms of theory, content, pedagogy, dialogue, artivism, and methodology in process in our work, as well as responses from students and our own reflections.
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Hollenbach, Julie. "Curating the Living Room: A Queer Feminist Decolonial Intervention in Public and Private Spaces." Public 32, no. 64 (December 1, 2021): 198–209. http://dx.doi.org/10.1386/public_00083_1.
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Many scholars and institutional critique artists have made the role of the museum in the formation of national/state ideologies clear. However, interventions that extend this critique to the private space of the home and its domestic cultures and practices remain few and far between. This article considers the decolonial and queer feminist curatorial methodologies that framed the creation and development of the exhibition Unpacking the Living Room (MSVU University, Kjipuktuk/Halifax, Nova Scotia, 2018). This exhibition was posited as not only an intervention into the settler colonial taxonomies and display practices of Western museum systems and modernist white cube galleries, but also an invitation for guests visiting the Living Room to reflect on their own living room as sites where power and meaning and identity are constantly negotiated. This article outlines the process of curating Unpacking the Living Room and shares it methodological growth and research outcomes.
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Yoong, Diane (Di), and Krystal M. Perkins. "Flowing between the Personal and Collective: Being Human beyond Categories of Study." Societies 10, no. 4 (November 27, 2020): 94. http://dx.doi.org/10.3390/soc10040094.
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Caught between different structures of identity hierarchies, queer and trans Asian American experiences have been systematically erased, forgotten, or purposely buried; as such, their experiences have often been minimized. In this paper, we seek to reimagine personhood in psychology through the perspectives of queer and trans Asian American subjectivities. Beginning with a brief discussion on the impacts of coloniality on conventional conceptualizations of who counts as human, we then consider how this is taken up in psychology, especially for multiply marginalized folx. Moving beyond the possibilities of representational politics, we explore possible decolonial frameworks and alternative methodologies in psychology to center queer and trans Asian American personhoods and to see them as more than just research participants.
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Sebiane Serrano, Leonardo José. "Mestizo Corporalities: Tropical/vibrant Latin American bodies." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 107–25. http://dx.doi.org/10.1386/jdsp_00016_1.
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The research suggests understandings about the importance of activation (of/from/in) the body with the systems (culture/communication/health) through somatic‐performative experiences; by means of which the anaesthetized body is destabilized for an awakening of states of the Mestizo Corporalities in the (re)cognition of the tropical/vibrant body. The initiative has fostered the ecology of knowledge, as well as a decolonial education in a research proposal that aims to anthropofagize these experiences in movement of the performer-researcher for an activation/reactivation of diverse points of view incorporating several principles of the somatic‐performative approach, embracing the (inter)arts as an actuator of relationships with nature-life-world, their religious-ritualistic syncretisms and the day-to-day experiences, as well as the paths-identities of the performer-person-researcher. This narrative aims to incorporate completed performances and expose how these paths affect my identity networks; it is in this flow of interactions that articulate transpositions of learning and their different contributions to systems (culture‐communication‐health) that somatic‐performative experiences renew the awakening to the mestizo vibrational body and in some way force the presence of practice research for other methodologies for a decolonial education and knowledge ecology.
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Núñez Pardo, Astrid. "Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 702–24. http://dx.doi.org/10.17533/udea.ikala.v27n3a07.
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The use of Colombian-authored EFL textbooks as subalternation instruments, the instrumentalization of grammar and foreign methodologies, and the imperialism of a profit-driven publishing industry perpetuates colonial links. This article reports a critical content analysis of six Colombian-authored EFL textbooks from local and foreign publishers. It was framed within a sociocritical paradigm, which included interviews with four authors, six teachers, and two editors. Findings reveal three triads of decolonial criteria: (a) The triad of ontological criteria unsettles the reproduction of foreign beliefs, behaviours, values, and ideologies; (b) the triad of epistemological criteria subverts North and West dominant knowledge and culture, and (c) the triad of power criteria withstands globalised and neoliberal discourses imposed through teaching methods, curricula, materials, testing, training, and standardised English varieties. The findings also indicate that there are still colonial traces in the representation of gender, races, sexual orientations, capacities, and social classes. Thus, developing efl materials from a decolonial perspective contests the commercial, standardised, and colonised textbooks to build contextualised and decolonised efl materials otherwise that are sensitive to cultural diversity. This academic endeavour exhorts teachers to assume a critical stance towards EFL materials content, learning activities and strategies, underpinning language pedagogies, iconography, language policy, and assessment practices, and to exert their agency to contest hegemony and recreate situated EFL pedagogical practices.
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Figueroa, Yomaira C. "Faithful Witnessing as Practice: Decolonial Readings ofShadows of Your Black MemoryandThe Brief Wondrous Life of Oscar Wao." Hypatia 30, no. 4 (2015): 641–56. http://dx.doi.org/10.1111/hypa.12183.
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This article considers María Lugones's concept of faithful witnessing as a point of departure to think about the ethics and possibilities of faithful witnessing in literary contexts. For Lugones, faithful witnessing is an act of aligning oneself with oppressed peoples against the grain of power and recognizing their humanity, oppression, and resistance despite the lack of institutional endorsement. I engage the work of Linda Tuhiwai Smith, Denise Oliver, and other scholars who offer methodologies and discourses on recognition, witnessing, and resistance. I argue that the feminist philosophical concept of faithful witnessing is a critical element of reading decolonial imaginaries. The article undertakes close readings of two novels in the Afro‐Latinx and Afro‐Hispanic tradition: Donato Ndongo'sShadows of Your Black Memoryand Junot Díaz'sThe Brief Wondrous Life of Oscar Wao. In these readings, the concept of faithful witnessing enriches the analysis of religious colonization and the gender violence inherent to coloniality.
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Ndhlovu, Finex. "Decolonising sociolinguistics research: methodological turn-around next?" International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 193–201. http://dx.doi.org/10.1515/ijsl-2020-0063.
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Abstract This short article argues that notwithstanding theoretical advances that have sought to unsettle the hegemony of mainstream theoretical frameworks, language in society researchers and other social science scholarly communities from the Southern orbit of the globe, continue to be wedded to conventional Euro-modernist methodologies. I suggest that the need to delink from imperial logics of doing research is a must and not an option. We need a language to explore spaces and modes of being that do not exist in the spaces of current Euro-modernist frameworks but that do exist in the majority of other communities around the world. In advancing this line of argument, I join ongoing conversations among indigenous and decolonial scholars speaking from the margins of the mainstream on the need for epistemic reconstitution of the discourse and praxis of research.
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Williams, Hayley M., Kate Hunter, Bronwyn Griffin, Roy Kimble, and Kathleen Clapham. "Fire and Smoke: Using Indigenous Research Methodologies to Explore the Psychosocial Impact of Pediatric Burns on Aboriginal and Torres Strait Islander Families." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199048. http://dx.doi.org/10.1177/1609406921990486.
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Aboriginal and Torres Strait Islander children and adolescents are disproportionately affected by burn injuries, yet often omitted from burns literature or inadequately portrayed under Western frameworks. We highlight and address the urgent need for knowledge about pediatric burns among Aboriginal and Torres Strait Islander people to be produced from within Indigenous research methodologies and in response to Aboriginal and Torres Strait Islander peoples’ expressed needs. Through the use of decolonial ethnography, we applied a novel combination of participant observations, retrospective thinking aloud, and yarning methods to explore the psychosocial impact of pediatric burn injuries and care on Aboriginal and Torres Strait Islander families. To our knowledge, this is the first example of these three methods being interwoven to explore a multifaceted health issue and in a way that privileges Aboriginal and Torres Strait Islander peoples' knowledge systems, voices, and experiences. We suggest that these approaches have strong relevance and potential for other complex issues affecting Aboriginal and Torres Strait Islander people.
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Theriault, Noah, and Simi Kang. "Toxic Research." Environment and Society 12, no. 1 (September 1, 2021): 5–24. http://dx.doi.org/10.3167/ares.2021.120102.
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In a world saturated by toxic substances, the plight of exposed populations has figured prominently in a transdisciplinary body of work that we call political ecologies of toxics. This has, in turn, sparked concerns about the unintended consequences of what Eve Tuck calls “damage-centered research,” which can magnify the very harms it seeks to mitigate. Here, we examine what political ecologists have done to address these concerns. Beginning with work that links toxic harm to broader forces of dispossession and violence, we turn next to reckonings with the queerness, generativity, and even protectiveness of toxics. Together, these studies reveal how the fetishization of purity obscures complex forms of toxic entanglement, stigmatizes “polluted” bodies, and can thereby do as much harm as toxics themselves. We conclude by showing, in dialog with Tuck, how a range of collaborative methodologies (feminist, decolonial, Indigenous, and more-than-human) have advanced our understanding of toxic harm while repositioning research as a form of community-led collective action.
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Yumagulova, Lilia, Darlene Yellow Old Woman-Munro, Casey Gabriel, Mia Francis, Sandy Henry, Astokomii Smith, and Julia Ostertag. "Preparing Our Home by reclaiming resilience." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (July 9, 2020): 138–55. http://dx.doi.org/10.7577/njcie.3626.
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Indigenous communities in Canada are faced with a disproportionate risk of disasters and climate change (CIER, 2008). Indigenous communities in Canada are also at the forefront of climate change adaptation and resilience solutions. One program in Canada that aids in decolonizing curriculum for reclaiming resilience in Indigenous communities is Preparing Our Home (POH). Drawing on three POH case studies, this article seeks to answer the following question: How can community-led decolonial educational processes help reclaim Indigenous youth and community resilience? The three communities that held POH workshops, which this article draws upon, include: The Líľwat Nation, where Canada’s first youth-led community-based POH Home curriculum was developed at the Xet̓ólacw Community School; The Siksika Nation, where the workshop engaged youth with experienced instructors and Elders to enhance culturally informed community preparedness through actionable outcomes by developing a curriculum that focused on hazard identification, First Aid, and traditional food preservation; and Akwesasne Mohawk Nation, where political leaders, community members, and community emergency personnel gathered together to discuss emergency preparedness, hazard awareness and ways to rediscover resilience. The participants shared their lived experiences, stories, and knowledge to explore community strengths and weaknesses and community reaction and resilience. The article concludes with a discussion section, key lessons learned in these communities, and recommendations for developing Indigenous community-led curricula. These recommendations include the importance of Indigenous Knowledge, intergenerational learning, land-based learning, participatory methodologies, and the role of traditional language for community resilience. We contribute to the Indigenous education literature by providing specific examples of community-owned curricula that move beyond decolonial education to Indigenous knowledges and experiences sharing, owned by the people and led by the community.
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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Starblanket, Gina. "Complex Accountabilities: Deconstructing “the Community” and Engaging Indigenous Feminist Research Methods." American Indian Culture and Research Journal 42, no. 4 (October 1, 2018): 1–20. http://dx.doi.org/10.17953/aicrj.42.4.starblanket.
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Scholars have focused significant attention on the need for relational conceptions of “accountability” as alternatives to Western modes of knowledge production. This article suggests that conceptualizing accountability through the normative frame of the “community” can narrow the breadth of possible ways of realizing ethical and accountable research relationships and that critical analytical strategies to help ensure researcher accountability to diverse perspectives and experiences within Indigenous communities also demand our attention. The need for research to be driven by and for Indigenous communities has been emphasized, yet within colonial heteropatriarchy, deference to collective units has historically functioned to homogenize and/or erase the knowledge and experience of Indigenous women, girls, and GLBTQ2 peoples. Researchers and academics have the potential to either challenge or reproduce these tendencies in our own works; thus, a decolonial research and activist agenda must be informed by a commitment to address patriarchal and heteronormative structures both internal and external to Indigenous communities. To this end, I propose a turn to Indigenous feminist methodologies as a means of informing broader notions of responsibility and accountability.
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Müller, Tobias. "Secularisation theory and its discontents: Recapturing decolonial and gendered narratives. Debate on Jörg Stolz’s article on Secularization theories in the 21st century: ideas, evidence, and problems." Social Compass 67, no. 2 (May 21, 2020): 315–22. http://dx.doi.org/10.1177/0037768620917328.
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Secularisation theory has been a central element of research and teaching in sociology since the middle of the twentieth century. This article discusses the current state of the art in secularisation research through the perspectives of decolonial theory, global sociology, feminist theory and the experiences of minority religions. Responding to Jörg Stolz, the article argues that current secularisation research suffers from conceptual shortcomings regarding the socio-political implications of secularism and the secular, that the parochial nature of secularisation theory has led to its entanglement in modernist, catching-up narratives, and that a feminist perspective is necessary to provide more detailed accounts of the gendered nature of processes of secularisation, particularly regarding new religious movements and the religious transformations within minority religious groups. The article concludes that secularisation theory needs to take into account minority religious experiences, the religiosity of women and religion beyond Euro-America in order to understand the significant shifts in religiosity that remain overlooked by methodologies operating solely at the level of nation-states.
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Henderson-Espinoza, Robyn. "Decolonial Erotics: Power Bottoms, Topping from Bottom Space, and the Emergence of a Queer Sexual Theology." Feminist Theology 26, no. 3 (April 20, 2018): 286–96. http://dx.doi.org/10.1177/0966735018756255.
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Indecent Theology has provided both Feminist Theology and Liberation Theology with new contours for rethinking bodies, power, dominance, and submission. With regard to the logic of dominance that radically pushes the margins of the margins into a form of inexistent living, I suggest a material turn to rethink the contours that are evoked with Indecent Theology. Materialism has long stood as a philosophy opposing the overwhelming dominance of language and the poststructuralist emphasis that has emerged as the ‘linguistic turn’. Considering ‘new materialism’ as a theoretical platform to reread Indecent Theology provides theologies and ethics an opportunity to re-imagine indecent methodologies through indecency, a sort of ethical perversion. I suggest an indecent turn in mobilizing materialism and kink as theories to reread indecent theology for a productive queer materialist sexual theology. The feminist liberation theology of Marcella Althaus-Reid pushes both feminism and liberation into new contours of power and submission and initiates new contours of queer sexuality into the discourse. When analysing Althaus-Reid’s work, we are brought to attention to the margins of the margins, an awareness of the struggle for power and control by those deemed less than. There are contours of power at and in the margins of the margins, those who occupy ‘bottom space’. From a kink/BDSM orientation, I propose to reread Alrhaus-Read’s feminist liberation theology as decolonial erotics that helps to generate a productive materialist queer sexuality. The overarching methodology of this article is a quasi-auto ethnographic investigation into the ways in which the contours of race, class, gender, sex, sexuality, and ability affect power and submission and in turn reframes both queer theology and queer sexuality that is rooted in the living out of a very particular theology and ethics, which is rooted in queer relating. Theology can neither materialize in a vacuum nor in isolation. An indecent turn to(wards) a queer sexual theology that is rooted in a queer relationality demands attention to the interdependence of queer relating that is materialized through the interdependency of the growing queer desires of bodies, power, dominance, and submission.
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Raphael, Juliet. "Decoloniality in the Psychedelic Research Space." BJPsych Open 8, S1 (June 2022): S68—S69. http://dx.doi.org/10.1192/bjo.2022.237.
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AimsSince the 1950's, there has been increasing interest in the potential of the psychedelic experience to generate an enhanced state of emotional well-being in those suffering from a range of mental disorders. Following the so-called ‘War on Drugs’, much of this research was curtailed until a new surge of interest resulting in a ‘psychedelic renaissance’. This has come at a time where powerful institutions, including the medical sphere, are being asked to address their oppressive and damaging pasts; these narratives bear particular relevance to psychedelic research given the widespread use of entheogenic plants as medicines and tools for spiritual healing amongst indigenous groups worldwide, and the political history of the War on Drugs. The aim of this study was to explore how those in the psychedelic community have come to understand what it means to ‘decolonise’ this space and to situate these conversations within existing literature.MethodsSemi-structured interviews were conducted with 10 participants who were recruited using theoretical and snowball sampling. Data collection and analysis were carried out from a critical theoretical standpoint, further borrowing from aspects of constructivist grounded theory methodologies. This involved open coding of existing literature to devise an interview guide, followed by coding of interview transcripts to generate several key themes as they emerged from the primary data.ResultsAnalysis of the data generated 8 sub-themes, which were then combined to create the 4 main themes; •The Making of a ‘New’ Medicine•Scientism and Spirituality•Appreciation vs Appropriation•Beyond DecriminalisationA theoretical framework which sought to bridge decolonial and social justice approaches was used to understand how participants made links between these two related but distinct concepts. Foucauldian theories of biopower were also explored and integrated into the discussion. Participants assigned wide-ranging meaning to the concept of decoloniality in reference to psychedelic research, though there were calls not to appropriate the term itself and senselessly apply it to any issues of injustice.ConclusionThe study demonstrated the participants’ willingness to engage in a discussion which explored some uncomfortable truths regarding psychedelic research. There was a suggestion amongst some participants that the space can never be truly decolonised given the capitalist and neo-colonial manifestations within the current space. Future research should seek to facilitate more critical discussion of the epistemic, material, and geopolitical injustices which exist, and critical indigenous methodologies offer a meaningful way of understanding and undoing the hierarchical power structures currently at play.
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Segalo, Puleng, Einat Manoff, and Michelle Fine. "Working With Embroideries and Counter-Maps: Engaging Memory and Imagination Within Decolonizing Frameworks." Journal of Social and Political Psychology 3, no. 1 (August 21, 2015): 342–64. http://dx.doi.org/10.5964/jspp.v3i1.145.
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As people around the world continue to have their voices, desires, and movements restricted, and their pasts and futures told on their behalf, we are interested in the critical project of decolonizing, which involves contesting dominant narratives and hegemonic representations. Ignacio Martín-Baró called these the “collective lies” told about people and politics. This essay reflects within and across two sites of injustice, located in Israel/Palestine and in South Africa, to excavate the circuits of structural violence, internalized colonization and possible reworking of those toward resistance that can be revealed within the stubborn particulars of place, history, and culture. The projects presented here are locally rooted, site-specific inquiries into contexts that bear the brunt of colonialism, dispossession, and occupation. Using visual research methodologies such as embroideries that produce counter-narratives and counter-maps that divulge the complexity of land-struggles, we search for fitting research practices that amplify unheard voices and excavate the social psychological soil that grows critical analysis and resistance. We discuss here the practices and dilemmas of doing decolonial research and highlight the need for research that excavates the specifics of a historical material context and produces evidence of previously silenced narratives.
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Chaka, Chaka, Thembeka Shange, Sibusiso Ndlangamandla, and Dumisile Mkhize. "Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories." Journal of Contemporary Issues in Education 17, no. 2 (December 13, 2022): 6–24. http://dx.doi.org/10.20355/jcie29494.
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This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to be problematized, critiqued, and contextualized according to the Global South HE settings in which it is applied. One of its key points in this regard is that SoTL has to question and critique the dominant epistemic practices and scholarly practices underpinning the curricula of Global South higher education institutions (HEIs), and through which students are framed in these HEIs. With reference to both decoloniality and transversality, the paper foregrounds components of SoTL that are aligned to these two approaches in a way that dismantles their hierarchical relations. Most importantly, it contends that transversality is capable of decentering Western truth claims in favor of polycentric epistemologies, frameworks, and methodologies that resonate with and that have applicability to the Global South.
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Kostenko, Ganna. "IMPERIAL SRATEGIES AND DISCIURCES OF DOMINATION IN UKRAINIAN CULTURE." Almanac of Ukrainian Studies, no. 23 (2018): 129–36. http://dx.doi.org/10.17721/2520-2626/2018.23.21.
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The imperial strategies and discourses of domination in modern Ukrainian culture, their manifestations in the Ukrainian literature on the basis of post-colonial and cultural-anthropological methodologies are analyzed. Integration and consolidation of Ukrainian national culture is an important state-building and globalization process. The very state of postcoloniality of contemporary Ukrainian culture demands new integrated philosophical studies of Ukrainian studies, including the emancipatory, decolonial socio-therapeutic goal. The questions of imperial strategies of domination, postcolonial discourse and globalization were covered in his writings by G. Grabovich, T. Gundorov, N. Zborovsk, M. Pavlyshyn, O. Titar, E. Thomson, O. Yurchuk. It is argued that the proliferation of an anti-colonial narrative is a definite step in overcoming the colonial heritage, but much more effective in overcoming colonialism is through democratization and the simultaneous spread of different types of discourses - postcolonial, decolonial, postimperial, anti-colonial, multicultural. Modern Ukrainian culture demonstrates both anti-colonial and post-colonial discourses. Socio-political and socio-cultural events of the last time especially actualize anti-colonial discourses, which is due to awareness of Ukraine as a former colony. At the same time, post-colonial discourses also demonstrate not only global but also national Ukrainian specifics. We see that colonialism in Ukraine, and, accordingly, the imperial resentment of the former metropolis with respect to Ukrainian lands, is not only a historical phenomenon, but a condition that determines and generates new conflicts up to an armed confrontation. In general, the texts of Ukrainian contemporary literature in view of the state of postcolonialism are classified into two types: 1) the type that focuses on the deconstruction of the imperial (postmodern post-colonialism), 2) the type that restores the Ukrainian national mythology (nationally oriented post-colonialism). The traces of the imperial are analyzed in the useful sense of the national-centered construction, and in the negative, when under the postmodern mask the cultural field of the Empire-Colony relations is restored. It is concluded that national Ukrainian culture will develop effectively only if the main imperial strategies are deconstructed and the main imperial myths are debunked.
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Chao, Sophie, and Dion Enari. "Decolonising Climate Change: A Call for Beyond-Human Imaginaries and Knowledge Generation." eTropic: electronic journal of studies in the Tropics 20, no. 2 (September 10, 2021): 32–54. http://dx.doi.org/10.25120/etropic.20.2.2021.3796.
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This article calls for transdisciplinary, experimental, and decolonial imaginations of climate change and Pacific futures in an age of great planetary undoing. Drawing from our personal and academic knowledge of the Pacific from West Papua to Samoa, we highlight the need for radical forms of imagination that are grounded in an ethos of inclusivity, participation, and humility. Such imaginations must account for the perspectives, interests, and storied existences of both human and beyond-human communities of life across their multiple and situated contexts, along with their co-constitutive relations. We invite respectful cross-pollination across Indigenous epistemologies, secular scientific paradigms, and transdisciplinary methodologies in putting such an imagination into practice. In doing so, we seek to destabilise the prevailing hegemony of secular science over other ways of knowing and being in the world. We draw attention to the consequential agency of beyond-human lifeforms in shaping local and global worlds and to the power of experimental, emplaced storytelling in conveying the lively and lethal becoming-withs that animate an unevenly shared and increasingly vulnerable planet. The wisdom of our kindred plants, animals, elements, mountains, forests, oceans, rivers, skies, and ancestors are part of this story. Finally, we reflect on the structural challenges in decolonising climate change and associated forms of knowledge production in light of past and ongoing thefts of sovereignty over lands, bodies, and ecosystems across the tropics.
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Martos Núñez, Eloy. "Alterliteraturas (Los 100 ojos de la Educacion literaria en la era poscovid)." Alabe Revista de Investigación sobre Lectura y Escritura 12, no. 2 (July 1, 2021): 1–21. http://dx.doi.org/10.15645/alabe2021.24.11.
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A panoptic (Foucault) and not synoptic vision of literature, and of literary education in particular, is needed. This is in order to “tear down” the categories or rigid borders that surround the “center” of the canon and so called marginal literature, which is full of prejudices, and from a time in the history of education anchored in stereotypes of national literature or in eurocentrism that decolonial thought is correctly taking apart. It is necessary to visualize diversity by integrating all the richness of expression from the artistic word, from ancestral orality, through classical written culture, and up to ciberculture, which has overcome the classical margins from the oral or written realm, to enter the terrain of multimodality. Of all the concurrent codes with the word that now, beyond theater or cinema, are also expressed literarily through new alphabets. In the same way that dramatic literature is discussed, now the field must be opened to television, anime and many other audiovisual expressions from the digital world. The change is that not only the margins of reading formats have been overcome (Chartier) but also the themes and genres and what was a “marginal” or “marginalized” literature (like LIJ) today moves to the center of the literary-educational universe. This is what is symbolized with the figure of the monster Argos Panoptes and the need of the 100 eyes of literary education, and didactic instruments, which has been symbolized in three parts: sharing the imaginary, creating “compasses” for reading itineraries, and promoting alternative methodologies.
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Carcelén-Estrada, Antonia. "Oral Histories in the Black Pacific." Radical History Review 2022, no. 144 (October 1, 2022): 77–105. http://dx.doi.org/10.1215/01636545-9847816.
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Abstract This article examines women’s erasure from the Spanish colonial imagination in South America. While Black women are completely absent in the official colonial narratives about the various frontier expeditions to Esmeraldas featured in documents housed at the Archivo General de Indias in Seville, Spain, they are certainly present in testimonial records in court archives in the American colonies, and often appear demanding their freedom. Meanwhile, in the Black Pacific, a territory always conceived as free despite the lack of written records, the African diaspora prospered with a river economy that still depends today on the health of rivers, mangroves, and the ocean. In the Chocó, women carried ancestral knowledge in chants, by planting, through cooking, praying, or fishing, sustaining the memory of a territory that conceived itself as outside master-slave relations. Yet Black women’s role in shaping national history is hard to trace. Oral history projects in Bojayá and Esmeraldas are trying to change that by bridging the digital archive, by using memory and orality as shields of truth, and by using traditional methods such as song and prayer to access the knowledge for resistance and re-existence that is needed today in the defense of the Chocó against deadly extractivist development. The encoding of women’s legacies in the Black Pacific serves as an example of how Blackness and freedom continue to be political concepts in this important diaspora that is developing decolonial methodologies that do not neatly fit in the confines of the Afropolitan, especially when it comes to class and migration.
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Heinz, Melinda, and Keith Kleszynski. "OPPORTUNITIES AND CHALLENGES OF INNOVATIVE QUALITATIVE RESEARCH METHODS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 245. http://dx.doi.org/10.1093/geroni/igac059.973.
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Abstract Using new qualitative methods can be exciting and add value to the field. However, Institutional Review Boards (IRB) approval can be a challenge if the methods are relatively new. This symposium provides an overview of 1) how several new methodologies have been used 2) IRB approval challenges and resolutions and 3) how varied disciplines can work together to understand phenomena. The first presentation explains how older adults used photographs to document meaning/purpose in their lives. IRB expressed concerns over identifying information in photographs. Discussion of how interdisciplinary collaborations create opportunities for diverse data dissemination will be included. The second presentation focuses on intersectionality and the benefits/challenges to understanding socially constructed identities. Discussion explains how to implement this methodology, including how category complexity creates additional possibilities for data analysis but also difficulties with narrowing down approaches. In the third presentation, examples of how to conduct co-research, such as photovoice with older adults will be reviewed, including best practices. Smartphones offer extensive possibilities for co-research; but developing IRB protocols to address concerns are needed. The fourth presentation outlines digital storytelling between older adults and university students. An explanation of how digital storytelling is connected to the narrative method and critical gerontology framework will be addressed. Advantages and pitfalls of digital storytelling with also be discussed. The last presentation focuses on using reminiscence with older migrant workers who have dementia, using a decolonial framework. The project seeks to improve participatory action research, with increased focus on “hearing” participants.
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Burdock, Maureen. "Compassionate Comics." ALTERNATIVE FRANCOPHONE 3, no. 1 (November 23, 2022): 56–72. http://dx.doi.org/10.29173/af29446.
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The 2015 publication of Nick Sousanis’s graphic dissertation, Unflattening, opened doors for artist-scholars who challenge conventional research methodologies by producing graphic dissertations, graphic research, and comics-based publications in academic, scientific, and medical journals. Unflattening came out one year after I began a PhD program in cultural studies at the University of California, Davis, with a proposed graphic dissertation of my own. In this essay, I will discuss how my intended project, a graphic narrative about my maternal grandmother and her experiences of the Second World War in Germany, became a graphic memoir—an intersectional feminist Bildungsroman that explores themes of transgenerational memory, displacement, and childhood sexual abuse. As an astute scholar in my cohort put it, “You’ve found a new way of ‘doing’ psychology and history.” How is the very particular kind of subjectivity, a seeing from the ground up, or from a “snail’s eye view,” engendered by the comics form, useful for contemporary decolonial scholarship? In addition to writing about my graphic memoir, Queen of Snails (forthcoming by Graphic Mundi, an imprint of Penn State University Press in 2022), I will interview Kay Sohini, a PhD candidate at Stonybrook, about Unbelonging, her graphic dissertation in progress, Helen Blejerman (Lulu La Sensationelle, Presque Lune Editions, 2014), and Sarah Lightman (Book of Sarah, Myriad Press and Penn State University Press, 2021). How has the process of creating their graphic narratives changed their approaches to research? What have they learned by employing drawing and writing in crafting works that include autobiographical elements? How might some of these processes be useful to scholars seeking to unpack intersectional issues of transgenerational trauma, misogyny, and racism?
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Carvajal Ruiz, Salomé. "Una experiencia estudiantil y colectiva de investigación feminista decolonial en la Universitat de València. Trayectorias epistémicas y metodológicas." Cuestiones de género: de la igualdad y la diferencia, no. 12 (June 24, 2017): 21. http://dx.doi.org/10.18002/cg.v0i12.4847.
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<p class="Cuerpodetexto"><strong>Resumen</strong></p><p class="Cuerpodetexto">Necesitábamos producir conocimientos situados y llevar a cabo prácticas feministas al margen de las epistemes eurocéntricas y metodologías positivistas aprendidas en las aulas universitarias en favor de <em>querer-hacer-vivir</em> feminismos no hegemónicos. Nos propusimos crear y dinamizar una Colectiva como estrategia de participación universitaria sociocultural que sostuviera una complementariedad dinámica tanto epistemológica como metodológica. El presente texto narra parte de la trayectoria de la Colectiva como <em>locus </em>propicio para llevar a cabo una experiencia colectiva de investigación estudiantil liderada por mujeres-migrantes-racializadas-estudiantes de la Universitat de València, compartiendo y conviviendo trayectorias feministas que devinieron inexcusablemente decoloniales.</p><p class="Cuerpodetexto"> </p><p class="Cuerpodetexto"><strong>Abstract</strong></p><p class="Cuerpodetexto">We needed to produce situated knowledges and undertake feminist practices, apart from the eurocentric episthemes and positivist methodologies learned in university classrooms, with the aim to <em>want-do-live</em> non-hegemonic feminisms. We intended to create and energize a Collective as a strategy for sociocultural university participation which could support a dynamic complementarity both episthemological and methodological. The present paper narrates part of the trajectory of the Collective as a favorable <em>locus </em>to bring about a collective experience of student research lead by migrant-racialized-student-women from University of Valencia, sharing and living altogether feminist trajectories which became inexcusably decolonial.</p><p class="Cuerpodetexto"> </p><div id="SLG_balloon_obj" style="display: block;"><div id="SLG_button" class="SLG_ImTranslatorLogo" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/imtranslator-s.png'); display: none; opacity: 1;"> </div><div id="SLG_shadow_translation_result2" style="display: none;"> </div><div id="SLG_shadow_translator" style="display: none;"><div id="SLG_planshet" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/bg2.png') #f4f5f5;"><div id="SLG_arrow_up" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/up.png');"> </div><div id="SLG_providers" style="visibility: hidden;"><div id="SLG_P0" class="SLG_BL_LABLE_ON" title="Google">G</div><div id="SLG_P1" class="SLG_BL_LABLE_ON" title="Microsoft">M</div><div id="SLG_P2" class="SLG_BL_LABLE_ON" title="Translator">T</div></div><div id="SLG_alert_bbl"> </div><div id="SLG_TB"><div id="SLG_bubblelogo" class="SLG_ImTranslatorLogo" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/imtranslator-s.png');"> </div><table id="SLG_tables" cellspacing="1"><tr><td class="SLG_td" align="right" width="10%"><input id="SLG_locer" title="Fijar idioma" type="checkbox" /></td><td class="SLG_td" align="left" width="20%"><select id="SLG_lng_from"><option value="auto">Detectar idioma</option><option value="">undefined</option></select></td><td class="SLG_td" align="center" width="3"> </td><td class="SLG_td" align="left" width="20%"><select id="SLG_lng_to"><option value="">undefined</option></select></td><td class="SLG_td" align="center" width="21%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" width="10%"> </td><td class="SLG_td" align="right" width="8%"> </td></tr></table></div></div><div id="SLG_shadow_translation_result" style="visibility: visible;"> </div><div id="SLG_loading" class="SLG_loading" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/loading.gif');"> </div><div id="SLG_player2"> </div><div id="SLG_alert100">La función de sonido está limitada a 200 caracteres</div><div id="SLG_Balloon_options" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/bg3.png') #ffffff;"><div id="SLG_arrow_down" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/down.png');"> </div><table width="100%"><tr><td align="left" width="18%" height="16"> </td><td align="center" width="68%"><a class="SLG_options" title="Mostrar opciones" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?bbl" target="_blank">Opciones</a> : <a class="SLG_options" title="Historial de traducciones" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?hist" target="_blank">Historia</a> : <a class="SLG_options" title="ImTranslator Ayuda" href="http://about.imtranslator.net/tutorials/presentations/google-translate-for-opera/opera-popup-bubble/" target="_blank">Ayuda</a> : <a class="SLG_options" title="ImTranslator Feedback" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?feed" target="_blank">Feedback</a></td><td align="right" width="15%"><span id="SLG_Balloon_Close" title="Cerrar">Cerrar</span></td></tr></table></div></div></div>
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River & Fire Collective, The, Antony Pattathu, Olivia Barnett-Naghshineh, Oda-Kange Diallo, Nico Miskow Friborg, Zouhair Hammana, Lisette Van den Berg, et al. "The Fires Within Us and the Rivers We Form." Teaching Anthropology 10, no. 4 (December 1, 2021): 92–109. http://dx.doi.org/10.22582/ta.v10i4.627.
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This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it burn’ (Jobson, 2020). Exploring this question is done by way of discussing decolonial potentialities within the discipline(s), the classroom and exploring fire and water as a radical potential to think through the tensions between abolition and transformation. The reflections engage with concepts of decolonization, whiteness/white innocence, knowledge creation and -sharing, the anthropological self, ethics and accountability and language. The paper emphasizes Anthropology’s embeddedness in colonial narratives, structures and legacies and draws attention to how these colonial, able-bodied realities are being continuously reaffirmed through multiple educational practices and methodologies. It suggests that collectivity in writing, thinking and being is part of a healing process for those of us feeling our way through colonial continuities and prospective potentialities of Anthropology.
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Belaid, Loubna, Richard Budgell, Caroline Sauvé, and Neil Andersson. "Shifting paradigm from biomedical to decolonised methods in Inuit public health research in Canada: a scoping review." BMJ Global Health 7, no. 11 (November 2022): e008311. http://dx.doi.org/10.1136/bmjgh-2021-008311.
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BackgroundThe National Inuit Strategy on Research focuses on advancing Inuit governance in research, increasing ownership over data and building capacity. Responding to this call for Inuit self-determination in research, academic researchers should consider cultural safety in research and ways to promote Inuit-led methods.MethodsThis scoping review collated academic literature on public health research in Inuit communities in Canada between 2010 and 2022. A critical assessment of methods used in public health research in Inuit communities examined cultural safety and the use of Inuit-attuned methods. Descriptive and analytical data were summarised in tables and figures. Knowledge user engagement in the research process was analysed with thematic analysis.Results356 articles met the inclusion criteria. Much of the published research was in nutrition and mental health, and few initiatives reported translation into promotion programmes. Almost all published research was disease or deficit focused and based on a biomedical paradigm, especially in toxicology, maternal health and chronic diseases. Recent years saw an increased number of participatory studies using a decolonial lens and focusing on resilience. While some qualitative research referred to Inuit methodologies and engaged communities in the research process, most quantitative research was not culturally safe. Overall, community engagement remained in early stages of co-designing research protocols and interventions. Discussion on governance and data ownership was limited. Recent years saw emerging discussions on these issues. Knowledge user capacity-building was limited to brief training on conventional data collection methods.ConclusionsThe last decade of published public health research has not responded to the National Inuit Strategy on Research. Participatory research is gaining ground, but has not reached its full potential. A shift from biomedical to decolonised methods is slowly taking place, and public health researchers who have not yet embraced this paradigm shift should do so.
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Jiroutová Kynčlová, Tereza. "Postkoloniální, dekoloniální a genderové paralely v možnostech reprezentace ženství a tzv. druhých." Acta Musei Nationalis Pragae – Historia 75, no. 1-2 (2022): 18–31. http://dx.doi.org/10.37520/amnph.2021.003.
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Intersectional perspectives in postcolonial theories and gender studies have long argued that femininity represented in museums and exhibitions is subjected to multiple forms of othering. 1) Acquired social modes of looking at artifacts, women and/or Others correlate with androcentric male gaze that passivizes the object being looked at. 2) Women’s social roles in binary androcentric system further render femininity and feminine activities as associated with passivity. Thus, reproduction, care, and socialization as women’s tasks are symbolically relegated to domestic, immanent sphere as a type of work that merely maintains the continuity of a society’s life. 3) In traditional patriarchal schemes, then, transcendental masculine activity is linked with political, economic, scientific, and decision-making realms that are socially constructed as more influential and significant factors in shaping history, thereby being viewed as more worthy of remembering and recording. 4) Representations of minorities in terms of their gender, racial, class, sexual and/or indigenous identities in institutions safeguarding knowledge and historical memory take place in a pre-defined and pre-mediated context shaped by Euro-centric, Judeo-Christian, orientalist epistemologies, which inherently relate knowledge to power and objectification. Tackling such a value system and epistemological bias posits a major challenge for today’s museums, institutions of memory and educational approaches. The following article follows suit in discussing the theoretical and practical potentials of decolonial methodologies which have been formulated from bellow by (formerly) othered, gendered, racialized and objectified positions. The text seeks to demonstrate some of the opportunities this standpoint offers in analyzing a case of (more or less) good practice in the American Museum of Natural History in its attempt to contrast historical narratives pertaining to early European settlements in what is now New York City. Further, elaborating on the tradition of quilting in the U.S., human zoos and exhibits of the Berlin Wall beyond Europe, the article argues for nuanced contextualization and intersectional methods in current musem work.
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Held, Mirjam B. E. "Decolonizing Research Paradigms in the Context of Settler Colonialism: An Unsettling, Mutual, and Collaborative Effort." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882157. http://dx.doi.org/10.1177/1609406918821574.
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All research is guided by a set of philosophical underpinnings. Indigenous methodologies are in line with an Indigenous paradigm, while critical and liberatory methodologies fit with the transformative paradigm. Yet Indigenous and transformative methodologies share an emancipatory and critical stance and thus are increasingly used in tandem by both Western and Indigenous scholars in an attempt to decolonize methodologies, research, and the academy as a whole. However, these multiparadigmatic spaces only superficially support decolonization which, in the Canadian context of settler colonialism, is a radical and unsettling prospect that is about land, resources, and sovereignty. Applying this definition of decolonization to the decolonization of research paradigms, this article suggests that such paradigms must be developed, from scratch, conjointly between Indigenous and Western researchers.
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Oppong, Nana Yaw. "Still the Dark Continent? Towards contextual methodological approaches to management development research in foreign multinational firms in Africa." International Journal of Cross Cultural Management 17, no. 2 (May 22, 2017): 237–56. http://dx.doi.org/10.1177/1470595817706384.
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Following the widespread implementation of liberalization policies across the continent and resultant ‘subsidiarity’ of the industrial sectors by mostly Western multinational firms, management development in Africa has been dominated by Western approaches. The alternative is contextualization of research approaches that take into account the cultural and societal values of the people being researched. The article therefore proposes two methodologies believed to be contextual to management development research in multinational firms in Africa. These include indigenous methodology and postcolonial methodology. The two methodologies are complemented by appropriate data collection and analytical approaches, which have also been suggested. Data for this conceptual paper were mainly from review of extant popular and academic literature. The article concludes that applying the proposed methodologies could help tackle the neocolonial influence in African industries to decolonize indigenous people from Western hegemony and management development approaches that do not tackle the development problems of indigenous managers. Theoretically, the article contributes to literature on postcolonial management and organizational studies and, practically, contributes to alternative and appropriate approach to research into managerial skills development problems in Africa.
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Girei, Emanuela. "Decolonising management knowledge: A reflexive journey as practitioner and researcher in Uganda." Management Learning 48, no. 4 (March 27, 2017): 453–70. http://dx.doi.org/10.1177/1350507617697867.
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In the past decade, much research has critically addressed the Westocentric character of management knowledge, highlighting its role in the reproduction of global and historical inequalities and power asymmetries between the west (especially Anglo-American contexts) and the rest of the world. Many of these revealing critiques have predominantly taken a theoretical orientation. This article addresses this gap, focusing on the search for methodologies and research practices sensitive to these critiques and committed to supporting efforts to decolonise management knowledge. More precisely, on the basis of my empirical work in Uganda as an organisation development advisor and researcher, this research illustrates and reflects on the challenges I faced in the field and how I addressed them in my effort to decolonise my methodological approach. In this sense, this article provides an empirically-grounded example of how it is possible to take into account sensitivities coming from postcolonialism, critical management and critical development studies, intellectual streams usually known for their alleged distance from research practice and practical action.
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Carvalho, António, Paulo Ferrinho, and Isabel Craveiro. "Towards post-colonial capacity-building methodologies – some remarks on the experiences of health researchers from Mozambique and Angola." Ciência & Saúde Coletiva 24, no. 5 (May 2019): 1617–26. http://dx.doi.org/10.1590/1413-81232018245.04442019.
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Abstract This paper analyzes capacity building in practice, addressing the expectations, imaginaries and experiences of health researchers from Mozambique and Angola. The empirical data stems from the Erasmus+ funded project “University Development and Innovation – Africa (UDI-A)”, a consortium established between European and African institutions to promote the mobility and empowerment of African academics, the establishment of North/South research partnerships and the strengthening of African institutions. Through qualitative research methods – semi-structured interviews and a focus group with African participants, and participant observation – this article analyzes the experiences of African academics working in the health field, their perceptions of capacity building and aspirations during their stay in Portugal in 2018. By addressing some of their concerns and achievements, this paper reflects on the performativity of capacity building methodologies, exploring a wide range of issues that emerge within the framework of North/South partnerships, inquiring whether it would be possible to decolonize capacity-building methodologies.
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Cottrell, Michael, and Kristine Dreaver-Charles. "Indigenizing Internationalization and Internationalizing Indigenization: Insights From a Virtual Study Abroad to Ireland, Jamaica, and Aotearoa/New Zealand." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (October 31, 2022): 1–7. http://dx.doi.org/10.18357/otessac.2022.1.1.135.
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This paper aligns with the themes found in “The Transitions of Online Learning and Teaching” and “Sustaining Positive Change,” and reports on the collaborative work of a faculty member and an instructional designer from the University of Saskatchewan, Canada, where Indigenization and internationalization are leading institutional priorities. Here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit, which the shift to virtual learning during the Covid pandemic enabled. We explore the capacity of Virtual Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive of innovative curriculum consistent with the negotiation of epistemological third spaces through the design of a Virtual Study Abroad course focusing on educational systems in Ireland, Jamaica, and New Zealand. Major themes emerging from the data include the capacity of virtual learning to enhance the democratization of knowledge and the potential of participatory pedagogies and innovative assessment approaches to decolonize postsecondary curriculum. Ultimately, we hope that this work will serve to inform new institutional models and approaches, whereby Indigenization strategies serve to decolonize internationalization programs, and Indigenization efforts benefit from innovative programming emanating from internationalization initiatives. Such a reconceptualization holds the promise of mobilizing Higher Education in the service of social justice and the ‘global good.’
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Cottrell, Michael, and Kristine Dreaver-Charles. "Indigenizing Internationalization and Internationalizing Indigenization: Insights From a Virtual Study Abroad to Ireland, Jamaica, and Aotearoa/New Zealand." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (December 23, 2022): 1–7. http://dx.doi.org/10.18357/otessac.2022.2.1.135.
Full textAbstract:
This paper aligns with the themes found in “The Transitions of Online Learning and Teaching” and “Sustaining Positive Change,” and reports on the collaborative work of a faculty member and an instructional designer from the University of Saskatchewan, Canada, where Indigenization and internationalization are leading institutional priorities. Here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit, which the shift to virtual learning during the Covid pandemic enabled. We explore the capacity of Virtual Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive of innovative curriculum consistent with the negotiation of epistemological third spaces through the design of a Virtual Study Abroad course focusing on educational systems in Ireland, Jamaica, and New Zealand. Major themes emerging from the data include the capacity of virtual learning to enhance the democratization of knowledge and the potential of participatory pedagogies and innovative assessment approaches to decolonize postsecondary curriculum. Ultimately, we hope that this work will serve to inform new institutional models and approaches, whereby Indigenization strategies serve to decolonize internationalization programs, and Indigenization efforts benefit from innovative programming emanating from internationalization initiatives. Such a reconceptualization holds the promise of mobilizing Higher Education in the service of social justice and the ‘global good.’
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Russell, Virginia L., and Sarah De Leeuw. "Intimate Stories: Aboriginal Women’s Lived Experiences of Health Services in Northern British Columbia and the Potential of Creative Arts to Raise Awareness About HPV, Cervical Cancer, and Screening." International Journal of Indigenous Health 8, no. 1 (June 9, 2013): 18. http://dx.doi.org/10.18357/ijih81201212385.
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Guided by feminist and community-based participatory methodologies and by efforts to decolonize health research practices, and undertaken with qualitative research methods (interviews, open-ended questionnaires, and analysis of arts-based expressions like storytelling, journaling, and picture-making), this research identified challenges and barriers that (predominantly Aboriginal) women in northern British Columbia faced when trying to access sexual health care services related to HPV and cervical cancer screening. The research also examined the possible effectiveness of creative or arts-based strategies to promote cervical health and screening awareness among young and/or traditionally underserved or marginalized women. We review findings from data gathered over six months during multiple interactions with 22 women from a wide range of ethnic backgrounds. Results confirm that ethnicity, finances, and formal education are determinants in women’s awareness about, access to, and use of cervical screening services, and that experiences of gendered victimization, feelings of disempowerment, and life circumstances all influenced women’s comfort levels with, access to, and use of cervical cancer screening services.
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Mbah, Marcellus, Sandra Ajaps, and Petra Molthan-Hill. "A Systematic Review of the Deployment of Indigenous Knowledge Systems towards Climate Change Adaptation in Developing World Contexts: Implications for Climate Change Education." Sustainability 13, no. 9 (April 25, 2021): 4811. http://dx.doi.org/10.3390/su13094811.
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Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.
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Healey Akearok, Gwen, Katie Cueva, Jon Stoor, Christina Larsen, Elizabeth Rink, Nicole Kanayurak, Anastasia Emelyanova, and Vanessa Hiratsuka. "Exploring the Term “Resilience” in Arctic Health and Well-Being Using a Sharing Circle as a Community-Centered Approach: Insights from a Conference Workshop." Social Sciences 8, no. 2 (February 2, 2019): 45. http://dx.doi.org/10.3390/socsci8020045.
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In the field of Arctic health, “resilience” is a term and concept used to describe capacity to recover from difficulties. While the term is widely used in Arctic policy contexts, there is debate at the community level on whether “resilience” is an appropriate term to describe the human dimensions of health and wellness in the Arctic. Further, research methods used to investigate resilience have largely been limited to Western science research methodologies, which emphasize empirical quantitative studies and may not mirror the perspective of the Arctic communities under study. To explore conceptions of resilience in Arctic communities, a Sharing Circle was facilitated at the International Congress on Circumpolar Health in 2018. With participants engaging from seven of the eight Arctic countries, participants shared critiques of the term “resilience,” and their perspectives on key components of thriving communities. Upon reflection, this use of a Sharing Circle suggests that it may be a useful tool for deeper investigations into health-related issues affecting Arctic Peoples. The Sharing Circle may serve as a meaningful methodology for engaging communities using resonant research strategies to decolonize concepts of resilience and highlight new dimensions for promoting thriving communities in Arctic populations.