Relevant bibliographies by topics / Decolonisation of knowledge

Academic literature on the topic 'Decolonisation of knowledge'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Decolonisation of knowledge"

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Mackinlay, Elizabeth. "Moving and Dancing Towards Decolonisation in Education: An Example from an Indigenous Australian Performance Classroom." Australian Journal of Indigenous Education 34 (2005): 113–22. http://dx.doi.org/10.1017/s1326011100004038.

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AbstractIn this paper I explore the special type of thinking, moving and dancing place which is opened up for decolonisaton when students engage in an embodied pedagogical practice in Indigenous education. I examine what decolonisation means in this context by describing the ways in which the curriculum, the students and me, and more generally the discipline of ethnomusicology itself, undergo a process to question, critique, and move aside the pedagogical script of colonialism in order to allow Indigenous ways of understanding music and dance to be presented, privileged and empowered. Key questions are: What is the relationship between embodiment and disembodiment and decolonisation and colonisation? In what ways is embodiment more than, or other than, the presence of moving bodies? In what ways is performativity an aspect of power/knowledge/subject formations? How can it be theorised? What could the pedagogical scripts of decolonisation look like?
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Rashied, Naiefa. "Decolonisation in universities: The politics of knowledge, edited by Jonathan D. Jansen." Scholarship of Teaching and Learning in the South 5, no. 1 (April 28, 2021): 139. http://dx.doi.org/10.36615/sotls.v5i1.171.

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In this review of Decolonisation in Universities: The Politics of Knowledge, edited by Jonathan D. Jansen, book reviewer Naiefa Rashied explains how this book serves as an enriching resource for understanding decolonisation from a variety of disciplinary perspectives. This book is an important resource for academics and other stakeholders who are interested in decolonisation, particularly with respect to curriculum reform in higher education. Keywords: Universities, Decolonisation, Curriculum Reform, Coloniality, Institutional Curriculum How to cite this article: Rashied, N. 2021. Decolonisation in Universities: The politics of knowledge, edited by Jonathan D. Jansen. Scholarship of Teaching and Learning in the South. 5(1): 139-143. DOI: 10.36615/sotls.v5i1.171. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Rashied, Naiefa Rashied. "Decolonisation in universities: The politics of knowledge, edited by Jonathan D. Jansen." Scholarship of Teaching and Learning in the South 5, no. 1 (April 28, 2021): 139–43. http://dx.doi.org/10.36615/sotls.v5i1.185.

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In this review of Decolonisation in Universities: The Politics of Knowledge, edited by Jonathan D. Jansen, book reviewer Naiefa Rashied explains how this book serves as an enriching resource for understanding decolonisation from a variety of disciplinary perspectives. This book is an important resource for academics and other stakeholders who are interested in decolonisation, particularly with respect to curriculum reform in higher education.
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Eckstein, Lars. "Some Reflections on Entangled Knowledge and Decolonisation." Zeitschrift für Religions- und Geistesgeschichte 65, no. 3 (2013): 283–88. http://dx.doi.org/10.1163/15700739-90000069.

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Cross, Michael, and Logan Govender. "Researching higher education in Africa as a process of meaning-making: Epistemological and theoretical considerations." Journal of Education, no. 83 (August 6, 2021): 1–21. http://dx.doi.org/10.17159/2520-9868/i83a01.

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In this article, we argue for a new way of thinking about knowledge construction in African higher education as a basis for developing new theoretical and epistemological insights, founded on inclusivity, epistemic freedom, and social justice. We recognise coloniality as a fundamental problem that needs us to scrutinise our knowledge of decolonisation (about decolonisation itself) and our knowledge for decolonisation (to make change possible). Following Bourdieu (1972), such thinking also requires degrees of vigilance that entail fundamental epistemological breaks, or put differently, it requires epistemological decolonisation as a point of departure. Thus, the future of tertiary education in Africa must be located within a new horizon of possibilities, informed by a nuanced political epistemology and ontology embedded in the complex African experience and visibility of the colonised and oppressed. In short, there can be no social justice without epistemic justice.
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Baron, Philip. "Changing perspectives in the face of the decolonisation of knowledge at South African public universities." Kybernetes 46, no. 9 (October 2, 2017): 1564–77. http://dx.doi.org/10.1108/k-11-2016-0334.

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Purpose The legacy of colonisation and apartheid in South Africa has resulted in a radical challenge to the public universities. The successful #FeesMustFall campaign that took place in 2015 accentuated several aspects of post-apartheid transformation that have not been adequately attended to. The public universities are now faced with meeting the needs of students and interested parties who would like to see transformation at various levels, in particular, the decolonisation of knowledge. This paper aims to present an approach to address the decolonisation of knowledge. Design/methodology/approach Shifting universities’ approach to teaching and learning is a challenging endeavour, especially as it entails an embrace of previously ignored worldviews. Taking a metaphoric approach, an analysis of this problem is presented in systemic terms from a family therapy approach adhering to second-order cybernetics. A solution to bridging the disconnect between the participants in the decolonisation of knowledge in a South African context is presented. Findings Early successes were attained on the back of a therapeutic approach to meeting the needs of students who took part in curriculum and policy changes. The findings suggest that for a transformation to take place, all the participants in the university should acknowledge that the problem (which may have different forms) is a shared one and that decolonisation requires the participants to learn about other participants in the system. Reflecting on historical narratives and its present status quo from the epistemology of the directly affected parties is suggested as an indispensable step that should occur prior to the implementation of any solutions. Without the reflection process, the other members of the system may not understand the context and reasoning for the decolonisation, resulting in friction and fear, in turn mitigating the decolonisation process. Research limitations/implications Methods of empathetically engaging people who have been discriminated against is important in the goal of restoring equality and social justice. Family therapy is presented as a vehicle for communal dialogue in a therapeutic empathetic context. This approach has value in many settings other than in the education arena. Social implications Legacies of apartheid are still in effect in the South African public university system. Decolonising knowledge is one topic that may address social justice which helps to diffuse social tension and subsequent protest action. Originality/value Family therapy as an approach to decolonisation of knowledge and as an approach to appeasing social tension in the educational context is unique.
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Macleod, Catriona Ida, Sunil Bhatia, and Wen Liu. "Feminisms and decolonising psychology: Possibilities and challenges." Feminism & Psychology 30, no. 3 (August 2020): 287–305. http://dx.doi.org/10.1177/0959353520932810.

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In this special issue, we bring together papers that speak to feminisms in relation to decolonisation in the discipline of psychology. The six articles and two book reviews address a range of issues: race, citizenship, emancipatory politics, practising decolonial refusal, normalising slippery subjectivity, Islamic anti-patriarchal liberation psychology, and decolonisation of the hijab. In this editorial we outline the papers’ contributions to discussions on understanding decolonisation, how feminisms and decolonisation speak to each other, and the implications of the papers for feminist decolonising psychology. Together the papers highlight the importance of undermining the gendered coloniality of power, knowledge and being. The interweaving of feminisms and decolonising efforts can be achieved through: each mutually informing and shaping the other, conducting intersectional analyses, and drawing on transnational feminisms. Guiding principles for feminist decolonising psychology include: undermining the patriarchal colonialist legacy of mainstream psychological science; connecting gendered coloniality with other systems of power such as globalisation; investigating topics that surface the intertwining of colonialist and gendered power relations; using research methods that dovetail with feminist decolonising psychology; and focussing praxis on issues that enable decolonisation. Given the complexities of the coloniality and patriarchy of power-knowledge-being, feminist decolonising psychology may fail. The issues raised in this special issue point to why it mustn’t.
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Seedat, Mohamed, and Shahnaaz Suffla. "Community psychology and its (dis)contents, archival legacies and decolonisation." South African Journal of Psychology 47, no. 4 (December 2017): 421–31. http://dx.doi.org/10.1177/0081246317741423.

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This article serves as the introduction to the Special Issue on Liberatory and Critical Voices in Decolonising Community Psychologies. The Special Issue was inspired by the Sixth International Conference on Community Psychology, held in South Africa in May 2016, and resonates with the call for the conscious decolonisation of knowledge creation. We argue that the decolonial turn in psychology has re-centred critical projects within the discipline, particularly in the Global South, and offered possibilities for their (re)articulation, expansion, and insertion into dominant and mimetic knowledge production. In the case of Africa, we suggest that the work of decolonising community psychologies will benefit from engagement with the continent’s multiple knowledge archives. Recognising community psychologies’ (dis)contents and the possibilities for its reconstruction, and appealing to a liberatory knowledge archive, the Issue includes a distinctive collection of articles that are diverse in conceptualisation, content, and style, yet evenly and singularly focused on the construction of insurgent knowledges and praxes. As representations of both production and resistance, the contributions in this issue provide the intellectual and political platforms for social, gender, and epistemic justice. We conclude that there are unexplored and exciting prospects for scholarly work on the psychologies embedded in the overlooked knowledge archives of the Global South. Such work would push the disciplinary boundaries of community psychologies; help produce historicised and situated conceptions of community, knowledge, and liberation; and offer distinctive contributions to the global bodies of knowledge concerned with the well-being of all of humanity.
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Paul, Vinil Baby. "Dalit Conversion Memories in Colonial Kerala and Decolonisation of knowledge." South Asia Research 41, no. 2 (April 1, 2021): 187–202. http://dx.doi.org/10.1177/02627280211000166.

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This article seeks to decolonise knowledge of the conventional history of Dalits’ Christian conversion and its implications in colonial Kerala. As the missionary archive is the only source of Dalit Christian history writing in Kerala, in this historiography social historians have been unable to include the memories of Protestant missionary work at the local level by the local people themselves. Their experiences and rich accounts are marked by dramatic actions to gain socio-economic freedom and to establish a safe environment with the scope for future development. This article identifies how Dalit Christians themselves, in a specific locality, remember their conversion history, suggesting thereby the scope for a valuable addition to the archive.
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Rodríguez, Denisse. "Transdisciplinarity and epistemic communities: Knowledge decolonisation through university extension programmes." Geographical Research 60, no. 1 (December 6, 2021): 113–25. http://dx.doi.org/10.1111/1745-5871.12524.

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Dissertations / Theses on the topic "Decolonisation of knowledge"

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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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Phillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.

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The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resistance as they progressed through their studies. This study explains resistance to compulsory Indigenous and how it can be targeted by Indigenist Standpoint Pedagogy. The beginning transformations in pre-service teacher positioning in relation to Australian history, contemporary educational practice, and professional identity was also explored.
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Nur, Goni Marian. "Réparer (avec) l'archive ? Histoires de photographies somalies et de leurs circulations (1890-2016)." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0092/document.

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Cette thèse suit les trajectoires de quelques images choisies, d'abord réalisées sur et puis par des hommes et des femmes somalis de la Corne de l'Afrique depuis la fin du 19ème siècle à nos jours.Supports et vecteurs de la production et diffusion de savoirs anthropologiques auXIXème siècle, notamment dans le cadre d'exhibitions ethnographiques somalies en Europe - dont l'étude propose une reconstruction chronologique à partir de 1890 - ou au cours de missions d'explorations à caractère politico-commercial, ce travail entreprend d’étudier modalités et contextes de production, appréciation et filiation des « images somalies » produites en France dans les milieux savants et populaires.L’étude des circulations et réappropriations de quelques-unes de ces images historiques sur Internet, pour servir des enjeux contemporains, a conduit ensuite à analyser comment, à l’ère numérique, une jeune génération issue de la diaspora somalienne prend aujourd'hui la parole (et questionne ainsi qui peut parler et comment) à travers des projets de blogs/sites et tente ainsi de constituer (réparer ?) une « autre » archive photographique somalie. Ce faisant, elle interroge à la fois l’image du pays dans le médias internationaux (image associée, en grande partie, à la famine, au terrorisme islamique, à la piraterie et/ou à l’« État en faillite ») et les modalités de transmission d’autres mémoires, enfouies, de ce pays, dans un contexte de « destruction de l’histoire ».Enfin, la troisième et dernière partie de l’étude s'intéresse brièvement aux pratiques photographiques observées à Djibouti de 2010 à 2012, ici aussi avec une attention particulière à la manière dont les images produites ont été (ou sont aujourd’hui) conservées.Ce travail fait le pari d’une écriture de l’histoire (en cours) qui assume les manques et les vides – point que partagent ici chercheuse et sujets de la recherche - et s’élabore à partir de fragments (matériels tout autant que numériques) en mouvement, en s’efforçant de mettre en relief comment leurs circulations affectent à chaque fois leur compréhension et significations
This thesis traces the trajectories of some selected images, first taken of and then by Somali men and women from the Horn of Africa since the late 19th century to the present.Taken during ethnographic exhibitions of Somalis in Europe (of which this workproposes a detailed timeline since 1890) or commercial and political exploration missions to East Africa, these photographs have been both the medium and vector through which a certain knowledge has been produced and circulated concerning these people. This study undertakes, therefore, to examine the modes and contexts ofproduction, consumption and filiation of these "Somali images" in learned societies and popular newspapers in France.The study of the circulation and reappropriation of these historical images today on the Internet to serve contemporary purposes then leads to an analysis of how, in the digital era, a young, Internet-savvy generation from the Somali diaspora is now reclaiming its voice (raising questions about who can speak and how) through new website and blog projects, which attempt to establish (or mend?) an alternative Somali photographic archive. Thus, these projects both question the image of Somalia in the international media (an image associated, to a great extent, with famine, Islamic terrorism, piracy and "failed states") and offer new ways of preserving and transmitting other, often buried, memories of this country and its past before the civil war in the context of a certain "destruction of history".Finally, the third and last part of this study briefly revolves around photographicpractices observed in Djibouti during fieldwork from 2010 to 2012, here again with aparticular attention to the ways in which images are produced and conserved.This thesis raises the challenge of writing an on-going history that embraces itslacunae and voids – a feature that the researcher and the "subjects" of the research share – based on evolving material and digital fragments, in an attempt to highlight how their circulations profoundly affect their meanings and they ways in which we understand and make sense of them
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Beetson, Alethea A. "Always was, always will be: Continuing ancestral connectivity through performance." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228636/1/Alethea_Beetson_Thesis.pdf.

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Perombelon, Brice Désiré Jude. "Prioritising indigenous representations of geopower : the case of Tulita, Northwest Territories, Canada." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:71e14c26-d00a-4320-a385-df74715c45c8.

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Recent calls from progressive, subaltern and postcolonial geopoliticians to move geopolitical scholarship away from its Western ontological bases have argued that more ethnographic studies centred on peripheral and dispossessed geographies need to be undertaken in order to integrate peripheralised agents and agencies in dominant ontologies of geopolitics. This thesis follows these calls. Through empirical data collected during a period of five months of fieldwork undertaken between October 2014 and March 2015, it investigates the ways through which an Indigenous community of the Canadian Arctic, Tulita (located in the Northwest Territories' Sahtu region) represents geopower. It suggests a semiotic reading of these representations in order to take the agency of other-than/more-than-human beings into account. In doing so, it identifies the ontological bases through which geopolitics can be indigenised. Drawing from Dene animist ontologies, it indeed introduces the notion of a place-contingent speculative geopolitics. Two overarching argumentative lines are pursued. First, this thesis contends that geopower operates through metamorphic refashionings of the material forms of, and signs associated with, space and place. Second, it infers from this that through this transformational process, geopower is able to create the conditions for alienating but also transcending experiences and meanings of place to emerge. It argues that this movement between conflictual and progressive understandings is dialectical in nature. In addition to its conceptual suggestions, this thesis makes three empirical contributions. First, it confirms that settler geopolitical narratives of sovereignty assertion in the North cannot be disentangled from capitalist and industrial political-economic processes. Second, it shows that these processes, and the geopolitical visions that subtend them, are materialised in space via the extension of the urban fabric into Indigenous lands. Third, it demonstrates that by assembling space ontologically in particular ways, geopower establishes (and entrenches) a geopolitical distinction between living/sovereign (or governmentalised) spaces and nonliving/bare spaces (or spaces of nothingness).
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Mwamba, Richard. "Decolonisation of knowledge in Zambia : the quest for epistemic liberation." Diss., 2021. http://hdl.handle.net/10500/27900.

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The quest for epistemic liberation remains an important project in the post-colonial era of Zambia, and entails challenging the existing inequalities in knowledge representation at the epistemic front in the country. At the core of this quest is the position that the continued dominance of Western knowledge and the corresponding marginalisation of indigenous knowledges amount to an epistemic injustice that affects the contemporary existence of the peoples in the country. This study critically examines the problem of epistemic injustice in Zambia while reflecting on the country’s uncompleted project of decolonisation. It traces the problem from the theoretical assumption of modernity that Western knowledge is universal and that it should, therefore, be applied to all societies in the world. It is submitted that the current education system in Zambia is based on this assumption, and, consequently, favours Western knowledge to the exclusion of indigenous knowledges. This practice is identified as a conduit for accelerating epistemic injustice and its intensity in the country. The study approaches this problem from an African philosophical standpoint, and draws its current from the history of the political struggle against domination on the continent. To adequately confront the problem of epistemic injustice in Zambia, the study suggests parity and equilibrium in representation between indigenous knowledges and Western knowledge in the country.
School of Arts
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Sibanda, Faith. "Indigenous knowledge and communicative strategies for peace and conflict management among Zimbabwean Ndebeles: a case of Silobela district." Thesis, 2018. http://hdl.handle.net/10500/25560.

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Indigenous knowledge systems are ―a body or bodies of knowledge‖ which Africans have survived on for a very long time (Mapara, 2010). This study intends to examine the various communicative and indigenous strategies that are employed by the Zimbabwean Ndebeles in issues of peace and conflict management. It is necessitated by the realisation that there is an increase in conflict in the region and country as a result of political and socio-economic challenges. The study adopts a bottom-up approach where conflict management becomes a process that starts from the grassroots going outward. This should also provide an opportunity to demonstrate that indigenous people are as sophisticated as every other society in dealing with their challenges (Warren, 1991). At the same time, it seeks to examine effectiveness of the indigenous and communicative conflict management strategies used by the Ndebele people. The study makes use of research questionnaires and interviews as well as descriptive and content analysis for data gathering and analysis respectively. The main theoretical concept guiding this study is ubuntu because it is considered best for Afrocentric approach to African studies. This is emphasised by Moyo and Lantern (2015:103) who state that ―... the philosophy of ubuntu should be the guiding philosophy in a Zimbabwe poisoned by ill-understood and often ill-digested ontological philosophies of individual rights that give rise to selfishness, violence, fragmentation and the sterile, barren philosophy of each man for himself‖ which continues to tear our society apart. The study focuses mainly on the Ndebele speaking communities in Silobela District of Zimbabwe. The study helps the nation in combating and addressing cases of conflict by ushering in the cultural dimension which is albeit not foreign in the worldview of the local people. This compliments all other efforts being made by the government to address socio-political challenges. By documenting (indigenous knowledge systems) that which has been otherwise ignored and side-lined for a long time, the study is part of an on-going process of mental decolonisation of the African people at the same time empowering them to face a globalising world with confidence and pride.
African Languages
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Nyoka, Bongani. "Archie Mafeje : an intellectual biography." Thesis, 2017. http://hdl.handle.net/10500/23899.

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This thesis is not a life history of Archie Mafeje. Instead, it is an attempt to grapple with his ideas. This thesis is said to be a ‘biography’ insofar as it is dedicated to a study of one individual and his contribution to knowledge. In trying to understand Mafeje’s ideas and the intellectual and political environment that shaped them, the thesis relies on Lewis R. Gordon’s concept of ‘epistemic possibility’. The thesis comprises four main parts. Part I locates Mafeje and his work within the broader African intellectual and political environment. Part II evaluates his critique of the social sciences. Part III focuses on his work on land and agrarian issues in sub-Saharan Africa. Part IV deals with his work on revolutionary theory and politics. Broadly speaking, this thesis is the first comprehensive engagement with the entire body of Mafeje’s scholarship. Specifically, the unique perspective of this thesis, and therefore its primary contribution to the existing body of knowledge, is that it seeks to overturn the idea that Mafeje was a critic of the discipline of anthropology only. The view that Mafeje was a mere critic of anthropology is in this thesis referred to as the standard view or the conventional view. The thesis argues that Mafeje is best understood as criticising all of the bourgeois social sciences for being Eurocentric and imperialist. This is offered as the alternative view. The thesis argues that the standard view makes a reformist of Mafeje, while the alternative view seeks to present him as the revolutionary scholar that he was. This interpretation lays the foundation for a profounder analysis of Mafeje’s work. In arguing that all the social sciences are Eurocentric and imperialist, he sought to liquidate them and therefore called for ‘non-disciplinarity’. It should be noted that in this regard, the primary focus of this thesis consists in following the unit of his thought and not whether he succeeded or failed in this difficult task.
Sociology
D. Litt. et Phil. (Sociology)
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Makobe-Rabothata, Molebogeng Kalija. "Positive experiences of working in academia : reflections on a higher learning institution." Thesis, 2019. http://hdl.handle.net/10500/26764.

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The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing.
Psychology
D. Litt. et Phil. (Consulting Psychology)
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Books on the topic "Decolonisation of knowledge"

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Critical Legal Studies Conference (2007 Hyderabad, India). Decolonisation of legal knowledge. Edited by Dhanda Amita and Parashar Archana. New Delhi: Routledge, 2009.

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Amita, Dhanda, and Parashar Archana, eds. Decolonisation of legal knowledge. New Delhi: Routledge, 2009.

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Critical, Legal Studies Conference (2007 Hyderabad India). Decolonisation of legal knowledge. New Delhi: Routledge, 2009.

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Bailey, Roxanne. The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning. Durbanville: AOSIS, 2019.

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Joyce, Derrida, Lacan, and the trauma of history: Reading, narrative and postcolonialism. Cambridge: Cambridge University Press, 1999.

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Decolonisation of legal knowledge. New Delhi: Routledge, 2009.

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Dhanda, Amita, and Archana Parashar. Decolonisation of Legal Knowledge. Taylor & Francis Group, 2012.

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Dhanda, Amita, and Archana Parashar. Decolonisation of Legal Knowledge. Taylor & Francis Group, 2019.

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Dhanda, Amita, and Archana Parashar. Decolonisation of Legal Knowledge. Taylor & Francis Group, 2012.

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Dhanda, Amita, and Archana Parashar. Decolonisation of Legal Knowledge. Taylor & Francis Group, 2012.

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Book chapters on the topic "Decolonisation of knowledge"

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Brock-Utne, Birgit. "Decolonisation of Knowledge in the African University." In Knowledge and Change in African Universities, 161–81. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-842-6_10.

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Cummings, Sarah, Nyamwaya Munthali, and Peter Shapland. "A systemic approach to the decolonisation of knowledge." In The Politics of Knowledge in Inclusive Development and Innovation, 65–79. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003112525-7.

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Mungwini, Pascah. "Decolonisation as Self-Recovery: The Path to Intellectual Independence." In Knowledge Production and the Search for Epistemic Liberation in Africa, 37–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07965-8_4.

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Abudu, Kenneth Uyi. "Colonial Legacy and Knowledge Production in Africa: Re-echoing the Need for Epistemic Decolonisation." In Knowledge Production and the Search for Epistemic Liberation in Africa, 49–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07965-8_5.

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Gayá, Patricia Carolina. "Towards Ever More Extended Epistemologies: Pluriversality and Decolonisation of Knowledges in Participatory Inquiry." In The SAGE Handbook of Participatory Research and Inquiry, 169–84. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n13.

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Naudé, Piet. "Decolonising Knowledge:." In Decolonisation in Universities, 217–38. Wits University Press, 2019. http://dx.doi.org/10.18772/22019083351.16.

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"Responsibility for Legal Knowledge." In Decolonisation of Legal Knowledge, 213–39. Routledge India, 2012. http://dx.doi.org/10.4324/9780203151556-12.

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"The Female Diaspora: Interrogating the Female Trafficked Migrant." In Decolonisation of Legal Knowledge, 162–86. Routledge India, 2012. http://dx.doi.org/10.4324/9780203151556-10.

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"Sexualised Economics: Divorce and the Division of Farming Property in Australia." In Decolonisation of Legal Knowledge, 187–212. Routledge India, 2012. http://dx.doi.org/10.4324/9780203151556-11.

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"The Governance of Power: Taxing Choices." In Decolonisation of Legal Knowledge, 240–66. Routledge India, 2012. http://dx.doi.org/10.4324/9780203151556-13.

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Conference papers on the topic "Decolonisation of knowledge"

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Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2022 4th Conference in Creative Practice, Research and Global South." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.191.

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It is increasingly overwhelming that our societies are living in disintegrating environments and need for more sustainable design approaches and wiser ways of living and being. Anthropogenic design impact in corporate spheres is causing socio-ecological destruction that threatens the underpinnings of civilisation and bio-diverse nature. Hence, economies and life worlds are facing the limitations of narratives of progress and creeds of growth with their designs and actions that are inapposite to the flourishing of life on our planet. In this context that the LINK Conference has emerged. LINK is a research group created from reflections we always had about our actions as educators, researchers, and practitioners in the field of Art and Design. Over the last few years, we have noticed that such concerns have remained while they have multiplied, diversified, and become more complex. The more we dialogued with people worldwide, especially from the so-called “Global South”, the more we realised that these same issues were also dear to our colleagues, albeit with their colours and contours. The intensification of globalisation and commodities fostered by markets and technology has led today’s critical theorists to advocate for new kinds of engagement between Art, Design and the world. Not coincidentally, the last decades saw significant contributions to Art and Design Research in the Global South and Indigenous contexts, where inquiry is situated within an intelligent and intelligible world of natural systems, replete with relational patterns for being in the world. Indigenising methodologies centre the production of knowledge around Art and Design processes and pieces of epistemologies derived from Indigenous Cultures. The relationships between researchers, practitioners and practice are being challenged and redefined, empowering Indigenous peoples to collect, analyse, interpret, and control research data instead of simply participating in projects as subjects. These shifting orientations and approaches respond for the decolonisation of research in higher education institutions and research methodologies employed by academics. Art and Design can help to transform obsolete social and economic practices into novel forms of life or living a meaningful life, thus replacing anthropo-centric Design for more pluriversal and transformational approaches beyond apocalyptical visions and dystopia. LINK Conference focuses on ways of knowing that inform research and methods involving Art and Design Research in the Global South and Indigenous contexts . LINK 2022 will challenge emerging themes, new epistemologies, and the multiple relationships between theory and practice (if such a distinction can be made). This recipe has consolidated as a sort of amalgam of LINK Conference. In its 4th edition, LINK 2022 celebrates the relationship between practice-led Art and Design research, Global South and Indigenous world views, fostering cognitive shifts to address twenty-first-century issues and the creation of inclusive communities that emphasise the interconnectedness (physical, social, emotional, spiritual, and intellectual) between people and landscapes. We hope you enjoy the reading.
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Reports on the topic "Decolonisation of knowledge"

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Taylor, Peter, and Crystal Tremblay. Decolonising Knowledge for Development in the Covid-19 Era. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/ids.2022.018.

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This Working Paper seeks to explore current and emerging framings of decolonising knowledge for development. It does this with the intent of helping to better understand the importance of diverse voices, knowledges, and perspectives in an emerging agenda for development research. It aims to offer conceptual ideas and practical lessons on how to engage with more diverse voices and perspectives in understanding and addressing the impacts of Covid-19. The authors situate their thoughts and reflections around experiences recently shared by participants in international dialogues that include the Covid Collective; an international network of practitioners working in development contexts; engagement and dialogue with Community-based Research Canada, and their work with the Victoria Forum. Through these stories and reflections, they bring together key themes, tensions, and insights on the decolonisation of knowledge for development in the context of the Covid-19 era as well as offering some potential ways forward for individuals and organisations to transform current knowledge inequities and power asymmetries. These pathways, among other solutions identified, call for the inclusion of those whose challenges are being addressed, reflective spaces for inclusive processes, and connection, sharing and demonstrating the value of decolonised knowledge for liberation and trust.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 1: What are the Strengths and Weaknesses of INGOs Delivering Development Outcomes? Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.151.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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