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Journal articles on the topic 'Decolonisation'

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Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

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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2

J. P., Hungwe, and Ndofirepi A. P. "A critical interrogation of paradigms in discourse on the decolonisation of higher education in Africa." South African Journal of Higher Education 36, no. 3 (2022): 54–71. http://dx.doi.org/10.20853/36-3-4587.

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There have been persistent contestations over the conceptual implications of paradigms in the decolonisation of higher education in Africa. As a contribution towards the continued pursuit of a succinct conceptualisation of decolonisation, this conceptual article interrogates four paradigms that undergird the decolonisation of higher education in Africa. These paradigms – decolonisation as Africanisation, decolonisation as indigeneity in education, racial undertones, and decolonisation as Ubuntu – are employed as benchmarks for decolonisation. The unexamined entrenchment of these paradigms within the decolonisation of higher education, however, tends to encumber the intended goals of that process. The conclusion arrived at here, is that while decolonisation is a noble cause that must be pursued consistently; the distortion of these paradigms ultimately hinders the objectives of decolonizing African higher education.

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3

Gomez, Rodrigo. "Translating Decolonisation." Victoria University of Wellington Law Review 42, no. 2 (August 1, 2011): 183. http://dx.doi.org/10.26686/vuwlr.v42i2.5139.

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Rodrigo Gomez is a Chilean lawyer who completed a Master of Arts in Pacific Studies with Distinction at Victoria University of Wellington in 2010. The thesis was on the self-determination of the people of Rapa Nui (Easter Island). The thesis begins with this poem. It was written before the troubles in Hanga Roa of July 2010 but is well contextualised by those and more recent events on Easter Island. "Sangrienta repression en Rapa Nui" (2010) The Clinic <www.theclinic.cl>.

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4

Levine, Philippa. "Gendering Decolonisation." Histoire@Politique 11, no. 2 (2010): 9. http://dx.doi.org/10.3917/hp.011.0009.

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5

Pali, Khamadi Joseph. "Markers and Tools to Facilitate Decolonisation of Theological Education in Africa." Religions 15, no. 7 (June 27, 2024): 783. http://dx.doi.org/10.3390/rel15070783.

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This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the colonised being and decentre the colonial knowledge and recentre the indigenous knowledge of the native people. Furthermore, the most difficult form of decolonisation is the decolonisation of the mind because colonialism in this context tends to manifest itself into other forms of social structure. This study suggests that there is a need to relearn the meaning of decolonisation and its implications, as there are some students and academics who still do not know much about decolonisation, and this hinders the process. Furthermore, theological education needs to use engaged scholarship and community-based practical research (CBPR) methods as tools to facilitate decolonisation of theological education, as present studies indicate that the Christian religion is failing to make an impact in many African communities. Lastly, this article highlights markers of decolonised (theological) education in Africa. This article has two objectives. The first objective is to highlight markers of decolonised theological education. The second objective is to give special emphasis to the role of engaged scholarship and CBPR in the decolonisation of theological education. This article will use a literature review approach and highlight examples of the decolonisation of (theological) education. The decolonisation theory will underpin this literature review.

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6

Barber, Simon. "Imagining Beyond Decolonisation." Counterfutures 10 (July 27, 2021): 156–67. http://dx.doi.org/10.26686/cf.v10.6946.

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Review of Bianca Elkington et al, Imagining Decolonisation. An ‘ethic of restoration’ as a third way between Fanonian rupture and the exclusionary performativity of Pākehā overtures to decolonisation.

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7

Grey, Sam. "Decolonisation as Peacemaking." International Journal of Critical Indigenous Studies 4, no. 1 (January 1, 2011): 21–29. http://dx.doi.org/10.5204/ijcis.v4i1.68.

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For decades now, Canada has been seen as a global exemplar of peacemaking and peacekeeping, yet the troubled relationship between its state and the Indigenous peoples within its borders doeslittle to support this image. There is, in fact, a strong case to be made that the ongoing crisis of Indigenous–settler state relations in Canada is best understood as a protracted war; or more succinctly, as a failure to achieve peace following the initial violence of conquest and colonisation. Accordingly, it makes sense to apply just war theory - a doctrine of military ethics - to the issue. Grounded in familiar moral and legal principles, the just war tradition is fully legible to the state, yetits principles also resonate with the Indigenous philosophy of 'decolonisation'. Because it articulatespowerful theories of justice while mapping a theoretical common ground between Indigenouspeoples and the settler state, just war theory emerges as a promising, and thus far neglected, framework for evolving a just peace in the wake of colonial conquest in Canada.

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8

Hewett, Rosalind. "CHILDREN OF DECOLONISATION." Indonesia and the Malay World 43, no. 126 (February 9, 2015): 191–206. http://dx.doi.org/10.1080/13639811.2014.1001598.

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9

Salois, Kendra Renée. "Listening towards decolonisation." Sound Studies 4, no. 2 (July 3, 2018): 217–20. http://dx.doi.org/10.1080/20551940.2019.1572056.

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10

Gardner, Helen, and Christopher Waters. "Decolonisation in Melanesia." Journal of Pacific History 48, no. 2 (June 2013): 113–21. http://dx.doi.org/10.1080/00223344.2013.774766.

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11

Kluytmans, J. "S465 Decolonisation strategies." International Journal of Antimicrobial Agents 29 (March 2007): S98. http://dx.doi.org/10.1016/s0924-8579(07)70309-6.

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12

Clayton, Daniel, and M. Satish Kumar. "Geography and decolonisation." Journal of Historical Geography 66 (October 2019): 1–8. http://dx.doi.org/10.1016/j.jhg.2019.10.006.

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13

Hopkins, A. G. "Globalisation and Decolonisation." Journal of Imperial and Commonwealth History 45, no. 5 (September 3, 2017): 729–45. http://dx.doi.org/10.1080/03086534.2017.1370218.

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14

Contractor, Sana Qais, and Jashodhara Dasgupta. "Is decolonisation sufficient?" BMJ Global Health 7, no. 12 (December 2022): e011564. http://dx.doi.org/10.1136/bmjgh-2022-011564.

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15

Brulon Soares, Bruno, and Andrea Witcomb. "Editorial: Towards Decolonisation." Museum International 74, no. 3-4 (July 3, 2022): iv—xi. http://dx.doi.org/10.1080/13500775.2022.2234187.

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16

Davids, Nuraan. "Decolonisation and the Risks of Exception in South African Higher Education." Philosophy and Theory in Higher Education 5, no. 3 (January 1, 2023): 491–510. http://dx.doi.org/10.3726/ptihe.032023.0491.

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Abstract Amid competing arguments of what it “looks like” and what it “should be doing”, decolonisation in higher education in post-apartheid South Africa has become increasingly problematised and stultified. On the one hand, a coalescence between decolonisation and Africanisation has taken root in a propagation of decolonisation-as-Blackness and, hence, by implication, anti-whiteness. On the other hand, there is a worrying resort to structural and epistemic violence, which has come to characterise student protests. I argue that decolonisation can neither erase colonialism through a language of exception nor through a language of violence. Decolonisation calls for an epistemic re-prioritisation and restoration of what makes us all human. This means that until students (and others) liberate themselves from a discourse of dichotomous binaries (as found in constructions of Blackness/whiteness), and until they unlearn the violence of colonialism, decolonisation will not evolve in South Africa.

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17

Lorenz, M. B., P. Gkogkolou, R. Köck, and T. Goerge. "MRSA decolonisation using polyhexanide 0.1 % with application where necessary of systemic antibiotics." Phlebologie 46, no. 02 (March 2017): 98–104. http://dx.doi.org/10.12687/phleb2350-2-2017.

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SummaryBackground: Increasing infections and drug resistances lead to new treatment concepts in terms of MRSA decolonisation. An antibiotic-free decolonisation treatment with topical antiseptics is of great clinical interest. We investigated the effectiveness of MRSA decolonisation therapy using the topical antiseptic agent polyhexanide 0.1 %. If needed, a systemic antibiotic was added in case of hospitalisation, abscess formation, chronic wounds and others.Patients and methods: 63 patients were introduced to our outpatient clinic within a period of record of 15 months. 42 (66.7 %) of them were confirmed MRSA-positive and 27 (64.3 %) of these colonised patients were included to the protocol of decolonisation. Patients who followed the protocol of decolonisation (n=27) were investigated in terms of the site of MRSA-colonisation, parameters that minimize the effect of decolonisation, spa types as well as the effectiveness of the topical antiseptic agent polyhexanide 0.1 %.Results: 22 patients (81.5 %) were successfully decolonised within the group that followed the decolonisation protocol (n=27). Using polyhexanide 0.1 % as single treatment regime seven people (31.8 %) were successfully decolonised, whereas 15 patients (68.2 %) were in need of an additional systemic treatment with antibiotics in order to be decolonised. The implementation of one topical eradication cycle with polyhexanide 0.1 % was effective in case of an exclusive colonisation of the nose (n=3). At maximum, three decolonisation runs were necessary. Within six months of post-eradication investigations no relapses of MRSA were registered.Conclusions: One third of the decolonised patients were successfully treated with the topical antiseptic polyhexanide 0.1 %, whereas two thirds of the patients that followed the decolonisation protocol were in need of an additional systemic antibiotic.

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18

Welikala, Thushari. "Editorial Perspectives: Confronting Coloniality and Whiteness in Higher Education – From What ‘Is’ to What ‘If’." Philosophy and Theory in Higher Education 5, no. 3 (January 1, 2023): 405–21. http://dx.doi.org/10.3726/ptihe.032023.0405.

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Decolonisation is the new mantra in higher education, in particular in the West, and the term decolonisation has become an indispensable ingredient in almost all major projects – be it on Equality, diversity and inclusion (EDI), intersectionality, LGBT+ or issues of indigeneity.1,2,3 ‘Decolonisation’ has become ubiquitous in higher education.

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19

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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20

Madhav, Natasha, and Philip Baron. "Curriculum Transformation at a Private Higher Educational Institution: An Exploratory Study on Decolonisation." Scholarship of Teaching and Learning in the South 6, no. 3 (December 8, 2022): 26–48. http://dx.doi.org/10.36615/sotls.v6i3.267.

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Decolonisation of higher education is an important subject which has gained much support in public universities in South Africa. While curricular and other changes are currently being implemented in public universities to align with decolonisation goals, there currently does not exist a decolonisation and transformation strategy for private higher education institutions (PHEIs). The private sector’s role in education is becoming increasingly important, with a higher growth rate than that of the public sector. Despite this, most studies on decolonisation continue to reflect the public sector context. There is little scholarly work, if any, that reflects decolonisation initiatives in the private educational sector. However, private higher education has an important role to play in South Africa, and decolonisation is thus also important in this domain. The purpose of this study is to explore ways to transform curricula at a private higher education institution in South Africa. This article, which is an exploratory study, aims at initiating conversations that support curriculum change and to unpack some of the obstacle’s lecturers face regarding transformation at a private tertiary educational institution.

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21

Parasram, Ajay. "Pluriversal sovereignty and the state of IR." Review of International Studies 49, no. 3 (July 2023): 356–67. http://dx.doi.org/10.1017/s0260210523000165.

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AbstractIR proceeds on a Eurocentric ontological assumption that sovereignty has universal validity today. How can IR be decolonised, when in spite of countless examples of the enactment of ‘sovereignty otherwise’, the discipline remains unconcerned with the fact that the logic of sovereignty remains uni-versal. The question is as much political as it is intellectual, because as a discipline, we have allowed the inertia of our professional rhythms to marginalise pluri-versal sovereignty, or the organisation of sovereignty along different ontological starting points. I argue IR must abandon its disciplinary love affair with uni-versal sovereignty. The tendency to ‘bring in’ new perspectives by inserting them into an already ontologically constituted set of assumptions works to protect IR’s Eurocentricity, which makes disciplinary decolonisation untenable. I propose that as a starting point, IR needs to be more mature about recognising the decolonisations that are happening under our very feet if we are to stand a chance at disciplinary level decolonisation. As an illustrative example, I explore an ongoing collision of settler-colonial and Mi’kmaw sovereignty through the issue of lobster fisheries in Mi’kma’ki, or Nova Scotia as the territory is known to Canadians.

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22

Masoga, Mogomme. "African Indigenous Research to Decolonisation of African Universities’ Curricula." African Journal of Political Science 11, no. 2 (February 1, 2024): 68–78. http://dx.doi.org/10.36615/r2wgm116.

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The phrase African indigenous research (AIR) depicts a novel research thrust that seeks a global entrance into the mainstream research assortment as a competitive area of study. A discourse on decolonisation attempts to reverse the gains of colonialism. Existing studies show that most (South) African universities’ curricula can be traced to the colonial era. A rereading of available scholarly conversations depicts some reluctance on the part of education authorities towards decolonising the (South) African universities’ curricula. It is in the context of the above that the present study engages conversations on decolonisation in order to establish a common ground that affords AIR a notable articulation on decolonisation of (South) African Universities’ curricula. The present research is anchored on a critical race theory (CRT) in which narrative inquiry as a methodological approach is utilised. Although the phrase African universities’ curricula is employed, the study will focus on the (South) African universities’ curricula as representative examples. The (South) African scenario is preferred as a case study due to the author’s familiarisation with (South) African universities as well as African decolonisation discourses. The study attempts to answer the following three questions (1) what motivated research conversations on decolonisation? (2) why is the study on decolonisation of the curricula in (South) African universities necessary? and (3) what is the global impact of decolonisation processes in (South) Africa?

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23

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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24

Onwuegbuchulam, Sunday Paul C. "Decolonisation, knowledge construction, and legitimation at African universities in the 21st century: Relevance of François Lyotard." Journal of Education, no. 91 (July 13, 2023): 64–110. http://dx.doi.org/10.17159/2520-9868/i91a06.

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The Fallist movement in South Africa, among other points, called into question the relevance of maintaining aspects of colonial heritage, especially as they relate to knowledge construction at South African higher education institutions. The issues of transformation and knowledge decolonisation also came into the limelight with some students calling for the decolonisation/Africanisation of science as a system of knowledge, hence #ScienceMustFall. These issues can be placed in the wider context of the argument that African centres of learning are founded on colonial epistemologies and forms of education. It is notably a reality that impedes the project of proper transformation and decolonisation at African centres of learning. Utilising desktop methods, this article engages the debate on knowledge decolonisation at African universities in the 21st century. Based on Francois Lyotard's postmodern views, the article theorises a possible philosophical grounding for knowledge decolonisation. It argues for openness to subjectivity in the enterprise of knowledge construction, and for the integration and mainstreaming of African knowledge systems at African universities.

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25

Cooke, Lesley Anne, Bwalya Lungu, and Lavern Samuels. "Virtual Engagement: A Nexus Between Internationalisation and Decolonisation of the Curriculum in the PEESA III Project?" Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 35–43. http://dx.doi.org/10.2478/cplbu-2020-0005.

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AbstractInternationalisation and decolonisation are both prominent issues currently being discussed in South African Higher Education institutions. There is a strong impetus for decolonisation of curriculum design, development and delivery. Experience with the implementation of Collaborative Online International Learning at Durban University of Technology (DUT) has demonstrated that this approach to has immense potential for transformation of learning and teaching. The broader concepts of e-internationalisation and Virtual Engagement allow for even greater flexibility in fostering international collaboration, and opportunities for decolonisation of the curriculum. This paper briefly discusses internationalisation and decolonisation in general and at DUT specifically, and explores the opportunities that VE offers to address these imperatives in the implementation of the Personalised Engineering Education (PEESA) III Project.

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26

de Ploeg, Max, and Chris de Ploeg. "‘No democratisation without decolonisation’." Tijdschrift voor Genderstudies 20, no. 3 (September 1, 2017): 321–32. http://dx.doi.org/10.5117/tvgn2017.3.ploe.

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27

Haas, Benjamin. "Decolonisation, Directionality and Digitalisation." Voluntaris 10, no. 1 (2022): 144–54. http://dx.doi.org/10.5771/2196-3886-2022-1-144.

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Mantle, Peter. "Nasal Decolonisation of MRSA." Antibiotics 8, no. 1 (February 4, 2019): 14. http://dx.doi.org/10.3390/antibiotics8010014.

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The recent demonstration for the first time of urinary monic acid A as a clinical urinary biomarker of exposure to intra-nasal mupirocin during medication for methicillin-resistant Staphylococcus aureus (MRSA) offers a way of verifying adherence to the regimen. However, absence of the biomarker in some patients needs explanation, to ensure that efficient decolonisation has not been compromised by confounding circumstances, and that additional resistance to mupirocin has not unwittingly been encouraged.

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29

Quentin-Baxter, Alison. "Human Rights and Decolonisation." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 563. http://dx.doi.org/10.26686/vuwlr.v30i2.5986.

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This article provides a brief introduction to Professor RQ Quentin-Baxter and Alison Quentin-Baxter's papers found in this journal. They reveal insights which the authors derived from their personal involvement in areas of both national and international decision-making: the international implementation of human rights, and the transformation of Niue from its position as a colony to a self-governing state in a relationship of free association with New Zealand.

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30

Biney, Ama. "Epistemology, freedom and decolonisation." Journal of Southern African Studies 45, no. 5 (September 3, 2019): 993–95. http://dx.doi.org/10.1080/03057070.2019.1658953.

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31

Muckle, Adrian, Antoinette Burton, Helen Gardner, Keith L. Camacho, and Tracey Banivanua Mar. "Decolonisation and the Pacific." Journal of Pacific History 51, no. 4 (October 2016): 451–62. http://dx.doi.org/10.1080/00223344.2016.1261317.

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32

Darwin, J. G. "In Search of Decolonisation." History 73, no. 237 (February 1988): 55–62. http://dx.doi.org/10.1111/j.1468-229x.1988.tb02146.x.

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33

van Beurden, Jos. "Decolonisation and Colonial Collections." BMGN - Low Countries Historical Review 133, no. 2 (May 2018): 66–78. http://dx.doi.org/10.18352/bmgn-lchr.10551.

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Hack, Karl. "Unfinished Decolonisation and Globalisation." Journal of Imperial and Commonwealth History 47, no. 5 (September 3, 2019): 818–50. http://dx.doi.org/10.1080/03086534.2019.1677337.

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Futter, Dylan B. "Wiredu on Conceptual Decolonisation." Theoria 70, no. 175 (June 1, 2023): 24–41. http://dx.doi.org/10.3167/th.2023.7017503.

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Abstract Kwasi Wiredu defines conceptual decolonisation as an activity in which Africans divest themselves of undue colonial influences, but his descriptions of this process are either unrelated to divesting or work quite generally, and not in favour of an African point of view. Wiredu's approach to decolonisation appears to be largely indistinguishable from the business of philosophy.

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Fisher, A. O., S. A. Oludemi, and W. T. Ojo. "Decolonisation: African Political thought." International Journal of Teaching, Learning and Education 2, no. 2 (2023): 10–17. http://dx.doi.org/10.22161/ijtle.2.2.4.

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African political thought is fundamentally rooted in African heritage and culture. It is a frontal assault against the imperial powers of Great Britain, France, Spain, Portugal, Belgium, and the Union of South Africa, which denied the diverse African peoples of their right to self-government. Thus, the political concepts of African leaders at various times and places were intended to be last attacks against the denial of the basic human rights of the people. At the period, political thinking centred on two major threats to African states and the continent: colonialism and racism. In African Political Thought, the notion of Decolonization is best investigated and analysed in the context of its processes. Any attention that was paid to the African past highlighted the savage character of intergroup interactions. As colonial education was influenced by the need to explain the ills of colonialism, African history was filled with European discoveries of Africa. In order to rectify this anomaly, the concepts of Pan-Africanism and Negritude were developed within an African setting. These concepts aided in reinforcing the significance of African heritage despite the European invasion. This research seeks to investigate the origins of African political philosophy and the decolonization process in certain African locations. The major source of data collecting is secondary sources.

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37

Antonia, Alethia. "Decolonisation and contemporary dance." Studies in Theatre and Performance 44, no. 1 (January 2, 2024): 146–47. http://dx.doi.org/10.1080/14682761.2024.2342643.

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Kras, Stefan. "Senghor's Rise to Power 1948–1951. Early Roots of French Sub-Saharan Decolonisation." Itinerario 23, no. 1 (March 1999): 91–113. http://dx.doi.org/10.1017/s0165115300005453.

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The historiography of the decolonisation of the French overseas empire offers its students a highly mixed picture. While the atrocities committed during the independence wars in Indochina and Algeria belong to the black pages of contemporary French history, the decolonisation of the French sub-Saharan territories is presented in a much more positive light. In 1960, France ‘gracefully’ agreed to the independence of fourteen of its African territories, after which close relations with the regimes of nearly all those states were nurtured until at least the 1980s. This smooth transfer of power is all the more remarkable when one compares it to the much more problematic British and Portuguese decolonisations in black Africa. How did the French do it? Or should one say: how did the Africans in the French territories do it? In this paper, I will attempt to unveil some of the critical political processes that took place in Senegal at the end of the 1940s, because this period was crucial in the formulation of die relation between French policymakers and an upcoming African political elite. In many ways, die processes that took place in Senegal during this period would determine die course of French policy towards all of its African possessions. A study of this period seems therefore more than justified.

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Islam, Rama. "Power Dynamics and Cultural Clashes in Doris Lessing’s The Grass Is Singing: Decolonising the Discourse of Differences." Outlook: Journal of English Studies 15 (July 15, 2024): 69–79. http://dx.doi.org/10.3126/ojes.v15i1.67761.

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This paper examines the power dynamics and cultural clashes in Doris Lessing’s The Grass Is Singing, focusing on the interactions between the white protagonist, Mary Turner, and her black servants Samson and Moses, as well as a white servant Tony. Set in colonial Southern Rhodesia (today Zimbabwe), the novel portrays the pervasive racism and superiority complex of the white colonialists. Mary’s negative perceptions of black culture highlight the colonialists’ failure to appreciate indigenous traditions, reinforcing unequal power structures. Drawing attention to theoretical frameworks such as Franz Fanon’s concept of anti-racism and Ngugi wa Thiang’o’s theory of decolonisation, this paper examines Moses’s resistance to oppression and his quest for decolonisation as manifestations of individual agency within imperialism. Moses’ journey toward decolonisation symbolises a broader struggle for psychological, cultural, and economic liberation from colonial oppression. This analysis underscores the complexities of authority and resistance, illustrating how Mary’s attitudes inadvertently trigger Moses’s decolonisation process. This paper contributes to a deeper understanding of Lessing’s exploration of colonial authority, cultural differences, and the necessity of decolonisation.

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Minton, Steve. "Ongoing attempts towards decolonising a British D.Clin.Psy. research space." Clinical Psychology Forum 1, no. 371 (December 1, 2023): 23–29. http://dx.doi.org/10.53841/bpscpf.2023.1.371.23.

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In this article, a summary is provided of certain actions towards decolonising the research space within a British D.Clin.Psy. programme, and some of the thinking that informed these actions. The importance of decolonisation in universities, and in clinical psychology – despite the ‘challenges’ that it seems to pose to some - is discussed. Genuine efforts towards decolonisation are rendered distinct from more general equality, diversity and inclusion activities - unlike ‘diversification’, decolonisation demands systemic changes in spaces, such that colonising / recolonising functions cease to operate. It is noted that some British D.Clin.Psy. programmes have made concrete steps towards decolonisation; and in complementing such initiatives, and also in drawing inspiration from experiences and perspectives from elsewhere in the world, some actions towards decolonisation in Plymouth University’s D.Clin. Psy. programme’s research space have been initiated. These have included recognising, challenging and providing alternatives to the Western and Eurocentric models that have dominated how we have traditionally thought and taught about, and conducted research in, clinical psychology; communicating the importance of recognising the adoption of the Western ‘scientific method’ as a deliberate epistemological and ontological choice; and, actively supporting the undertaking of social justice and community-orientated research by D.Clin.Psy. trainees. In the interests of collaboration and mutual support, a suggestion is made to establish a nationwide network devoted to the meaningful decolonisation of clinical psychology in the UK.

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Muraina, Luqman, Yonela Toshe-Mlambo, and Siviwe Cingo. "South African Higher Education: Transformation or/and Decolonisation?" Scholarship of Teaching and Learning in the South 8, no. 1 (April 30, 2024): 183–205. http://dx.doi.org/10.36615/sotls.v8i1.321.

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Transformation is the christened name of institutional activities seeking to change South Africa ‘into the opposite of apartheid’, including in higher education (HE). However, transformation failures meant that students at universities in South Africa, through several #MustFall movements, protested around their misgivings about ‘transformation’ and advocated for a decolonial turn. Decolonisation, therefore, has become the preferred name for change to some sections of HE, thereby creating a conflict with ‘transformation’. Our study collected responses on the meaning of transformation and decolonisation and their capability to change the hegemonic structure and Western institutional culture in universities. The qualitative study was anchored in Fomunyam’s social transformation theory and used semi-structured interviews to collect data from 11 participants from a South African university. They were analysed thematically (reflexively). Findings depicted opinions favouring both transformation and decolonisation to achieve changes required in HE. The liberal and linguistic nature of transformation means it can be manipulated for different agendas and research purposes. Meanwhile, decolonisation, anchored in histories of Africa’s oppression, is specific about recentring Africa in the universities. In conclusion, it is vital to exercise caution to avoid ‘decolonial fatigue’ which would make decolonisation a rhetoric just like transformation.

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Monari, Kennedy. "Exploring the Intellectual Legacies of Patrice Lumumba: An Analysis of his Contributions to the Decolonisation and Liberation of Africa." Thinker 99, no. 2 (May 30, 2024): 24–34. http://dx.doi.org/10.36615/g9mtw517.

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This paper focuses on the intellectual legacy of Patrice Lumumba, a Congolese independence leader and the first democratically elected Prime Minister of the Democratic Republic of Congo (DRC). The paper examines his contributions to the decolonisation and liberation of Africa through his political and leadership roles, ideas, and writings. The paper provides background information on Patrice Lumumba’s life and political career, highlighting his key contributions to the decolonisation movement in the Congo and Africamore broadly. The paper then analyses the key ideas and themes from Lumumba’s speeches and writings, particularly his ideas on decolonisation, Pan-Africanism, and African unity. Moreover, it also explores how Lumumba’s ideas and legacy continue to shape contemporary scholarship and intellectual discourse on decolonisation and liberation in Africa. Furthermore, it examines his influence on later leaders and movements on the continent and in the African diaspora. The scope of this paper is limited to the historical context and dynamics of the time, drawing upon a wide range of scholarly works and academic sources that delve into the intellectual legacy of Patrice Lumumba and his significant contributions to the decolonisation and liberation movements in Africa.

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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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White, Nicholas J. "Decolonisation, Diversification, and Decline: Liverpool Shipping and the End of Empire." Transactions of the Historic Society of Lancashire and Cheshire 171, no. 1 (January 1, 2022): 105–30. http://dx.doi.org/10.3828/transactions.171.9.

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The publishing and curating career of Mike Stammers demonstrated Liverpool’s multifarious colonial connections. The port city’s overseas trade remained heavily oriented towards markets in the Global South into the era of decolonisation after the Second World War. The non-European trade bias was reflected in the cluster of world-renowned imperial shipping lines which continued to be based on Merseyside. Drawing upon the rich archive collections of the Merseyside Maritime Museum, as well as company histories often written by ex-employees or authors with privileged access to business records, this article explores Liverpool’s experience of decolonisation. It analyses how Liverpool’s maritime cluster was affected by the ending of the European empires, how Liverpool shipowners reacted to decolonisation through diversification, and how the combination of decolonisation and diversification led to the decline of Merseyside’s overseas shipping sector by the late-twentieth century.

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Jansen, Jonathan. "The problem with decolonisation: entanglements in the politics of knowledge." Journal of Modern African Studies 61, no. 1 (March 2023): 139–56. http://dx.doi.org/10.1017/s0022278x23000162.

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AbstractIn the heat of the decolonisation struggles of the 2000s, there has been little space or tolerance for conceptual criticism of this important moment in global history. Using the South African case, this article outlines some of the dilemmas of decolonisation as a concept and method for dealing with legacy knowledge in the aftermath of colonialism and apartheid. The status of whites as citizens rather than colonials, the lack of determination of meanings of decolonisation within public universities, and the defanging of a potentially radical concept are among the concerns raised in this critical work on the uptake of the idea in post-apartheid society. What this criticism points to is the need for a theory of institutions when dealing with radical curriculum change rather than a politics that relies so much on the rhetorical, the symbolic and the performative in the demand for decolonisation.

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Oelofsen, Rianna. "DECOLONISATION OF THE AFRICAN MIND AND INTELLECTUAL LANDSCAPE." Phronimon 16, no. 2 (January 29, 2018): 130–46. http://dx.doi.org/10.25159/2413-3086/3822.

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This paper deals with the question of what the goal of African philosophy ought to be. It will argue that African philosophy ought to be instrumental in the project of decolonising the African mind. In order to argue for this conclusion, there will be an investigation with regards to what it might mean to decolonise oneâ€™s mind, and, more precisely, what the relationship is between the decolonisation of the mind and the decolonisation of the intellectual landscape. The intellectual landscape refers to universities and other institutions of knowledge production. The claim is that the decolonisation of the intellectual landscape will result in the decolonisation of the mind. It will be argued that African philosophy has the ability to develop concepts with their roots in Africa, and that this is African philosophyâ€™s main project if taken from a perspective of understanding of African philosophy as â€œphilosophy-in-placeâ€. The development of concepts rooted in Africa has the prospect of working towards the decolonisation of the African intellectual landscape and so eventually the African mind. As a philosophy which aims for health, African philosophy therefore has a responsibility to focus on such a development of concepts rooted in Africa.

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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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Forjwuor, Bernard. "Colonising ‘Free’ Will." Theoria 67, no. 164 (September 1, 2020): 48–85. http://dx.doi.org/10.3167/th.2020.6716403.

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While colonialism, in general, is a contested concept, as are the conditions that constitute its negation, political decolonisation seems to be a relatively settled argument. Where such decolonisation occurred, political independence, and its attendant democratic system and the undergirding of the rule of law, signify the self-evidentiality of such political decolonisation. This article rethinks this self-evidentiality of political independence as necessarily a decolonial political accomplishment in Ghana. This critical enterprise opens the documents that founded the newly independent state to alternative reading to demonstrate how the colonial folded itself into the dictate of freedom.

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Simangaliso Kumalo, R. "Educating for Social Holiness in Institutions of Higher Education in Africa: Toward an Innovative Afrocentric Curriculum for Methodist Theological Education." Holiness 6, no. 1 (January 1, 2020): 21–34. http://dx.doi.org/10.2478/holiness-2020-0004.

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Abstract In 2016, South Africa saw student and staff protests calling for the decolonisation of the teaching curriculum in institutions of Higher Education. Although these protests were centred in public universities, the issue of decolonisation also affects private institutions such as seminaries that need to transform curricula from being permeated with Western idealism to being authentically African. This article explores this issue for Methodist theological education. It argues that decolonisation affects not only the content of the teaching curriculum but also matters such as staffing and curriculum development. Its focus is to develop ways of implementing an Afrocentric curriculum in African Methodist seminaries.

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Gopal, Priyamvada. "On Decolonisation and the University." Textual Practice 35, no. 6 (May 28, 2021): 873–99. http://dx.doi.org/10.1080/0950236x.2021.1929561.

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