Gotowe bibliografie tematyczne / Decolonisation

Gotowa bibliografia na temat „Decolonisation”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 28 lipca 2024

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Artykuły w czasopismach na temat "Decolonisation"

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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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J. P., Hungwe, i 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, nr 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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Gomez, Rodrigo. "Translating Decolonisation". Victoria University of Wellington Law Review 42, nr 2 (1.08.2011): 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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Levine, Philippa. "Gendering Decolonisation". Histoire@Politique 11, nr 2 (2010): 9. http://dx.doi.org/10.3917/hp.011.0009.

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Pali, Khamadi Joseph. "Markers and Tools to Facilitate Decolonisation of Theological Education in Africa". Religions 15, nr 7 (27.06.2024): 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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Barber, Simon. "Imagining Beyond Decolonisation". Counterfutures 10 (27.07.2021): 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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Grey, Sam. "Decolonisation as Peacemaking". International Journal of Critical Indigenous Studies 4, nr 1 (1.01.2011): 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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Hewett, Rosalind. "CHILDREN OF DECOLONISATION". Indonesia and the Malay World 43, nr 126 (9.02.2015): 191–206. http://dx.doi.org/10.1080/13639811.2014.1001598.

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Salois, Kendra Renée. "Listening towards decolonisation". Sound Studies 4, nr 2 (3.07.2018): 217–20. http://dx.doi.org/10.1080/20551940.2019.1572056.

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Gardner, Helen, i Christopher Waters. "Decolonisation in Melanesia". Journal of Pacific History 48, nr 2 (czerwiec 2013): 113–21. http://dx.doi.org/10.1080/00223344.2013.774766.

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Rozprawy doktorskie na temat "Decolonisation"

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Taylor, James Lee. "Shakespeare, decolonisation, and the Cold War". Thesis, Open University, 2018. http://oro.open.ac.uk/56056/.

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This study considers the role that touring Shakespeare productions played in securing British interests during the Cold War and decolonisation. Focusing on a selection of British Council supported tours during the period the relationship between Shakespeare in Britain and Shakespeare abroad is examined. The evolution of touring Shakespeare’s use in cultural diplomacy is located within the broader history of Britain’s imperial decline and Cold War entanglements. The thesis draws upon the National Archive’s Records of the British Council; the Shakespeare Birthplace Trust’s collections; and the British Library’s Newspaper, and Manuscript collections. A wide-range of performance, administrative, and anecdotal accounts are brought to light in order to reveal the political and cultural tensions characterising each tour. The shift to using Shakespeare in post-war cultural diplomacy is determined through an examination of tours supporting British colonial interests in Egypt between 1939 and 1946, a formative era of anti-colonial agitation and emerging Cold War dynamics. The late 1940s saw touring Shakespeare assist in the re-colonisation of Australia, with cultural-diplomatic initiatives dedicated to strengthening Britain’s imperial and Cold War objectives. As the military stalemate of the 1950s witnessed the compensatory rise of culture as a political resource, Shakespeare tours countered Soviet influence in Austria, Yugoslavia, and Poland. The 1960s saw Shakespeare used in support of British economic interests in West Africa in general, and UK publishing interests in Nigeria in particular. The thesis concludes that Shakespeare productions were dispatched to Cold War and colonial destinations with the purpose of supporting Britain’s commercial and political interests; that Shakespeare proved to be an effective and protean cultural weapon in service to the British nation; and that contradictory results ensued, including resistance from reluctant hosts and disagreements within Britain’s metropolitan Shakespeare culture itself over Shakespeare’s global role.
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Kaapanda, M. N. "Decolonisation and the narration of international community". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63080.pdf.

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Shoman, Assad. "Belize's road to independence : decolonisation by internationalisation". Thesis, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498409.

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Ndlovu, Siphiwe. "Frantz Fanon and the Dialetic of Decolonisation". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3571.

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It has been more than five decades since the wave of decolonization swept across Africa. For people on the continent, the rise to power by the former liberation movements brought hope for a better future in the post-colonial state. However later developments showed that independence would, in fact, not change the material and social conditions of the ordinary people. Although the national liberation movement took over the government of the former colony, colonial institutions and structures of power, which were founded on the economic exploitation of the colony, remained unchanged. Thus in this thesis I set out to examine Frantz Fanon’s thought in order to provide a critique of post-independence failures in Africa. I will argue that whilst Fanon shared the same ideals as the anti-colonial movements in their objective to remove colonial regimes from power, that Fanon, in fact, had a critical attitude towards the anti-colonial movement. Whereas the latter conceived of freedom as independence, Fanon conceived of freedom as disalienation, premised on the complete recovery of the black self from the negative effects of colonialism. Thus the study sets out to examine the extent to which Fanon offered an alternative idea of freedom and liberation to the one which was being advanced by the national liberation movements.
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Overton, Derek. "Decolonisation and the Kenya Highlands European settler community". Online version, 2005. http://dds.crl.edu/CRLdelivery.asp?tid=12450.

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LE, HENAFF JACQUES. "Francois mauriac, un romancier temoin de la decolonisation francaise". Poitiers, 1994. http://www.theses.fr/1995POIT5003.

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La carriere litteraire de francois mauriac s'est prolonge, a partir du prix nobel obtenu en 1952, par une importante oeuvre journalistique rassemblee dans le bloc-notes qui comprend cinq volumes. Bien que le romanicer se soit interesse a tous les problemes de son temps, les repercussions du processus de decolonisation sur les institution et sur la societe francaise y occupent une place essentielle. La these se propose d'en rechercher la dimension historique et d'apprecier la vision de francois mauriac sur des evenements qui ont marque profondement et durablement la vie des francais. Title: "francois mauriac, the novelist as a witness to french decolonisation" contents of the thesis after the nobel prize he got in 1952, francois mauriac's literary career has been followed by important journalistic works collected in the "bloc-notes" which comprises five volumes. Though the novelist has taken interest in all the problems of the time, the effects of the process of decolonisation on institutions and on french society hold on an important ( a preponderant) place in this work. The thesis intends to search for its historic dimension and to estimate francois mauriac's vision on events which have affected french people's life deeply and for long.
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Smyth, Gerard Anthony Martin. "Decolonisation and criticism : a study of the relationship between political decolonisation and literary criticism in Ireland, with special emphasis on the period 1948-1958". Thesis, Staffordshire University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320508.

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Gold, Jennifer Margaret. "British decolonisation, 'Manpower Resource' debates and the politics of scientific governance". Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609538.

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Livsey, Timothy Rothwell. "The university age : development and decolonisation in Nigeria, 1930 to 1966". Thesis, Birkbeck (University of London), 2014. http://bbktheses.da.ulcc.ac.uk/79/.

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This thesis is a study of Nigerian universities in the global age of development. It focuses on three themes: first, the place of the university in development; second, the relationship between the global and the local in development; and third, the connections between decolonisation and development. A development consensus arose during the 1930s and the Second World War that produced plans for universities through an interaction between deep-rooted Nigerian aspirations and networks that mediated western ideas. University College, Ibadan (UCI), Nigeria’s first university founded by the British in 1948, and the Nigerian-led university projects of the 1950s, exemplify relationships between decolonisation and development. Their history offers new perspectives on British decolonisation policy. It highlights the complex nature of neo-colonialism, the crucial importance of the state in decolonising nations, and the role of the United States in the late British empire. Analyses of university built environments and student culture offer alternative ways to consider development and decolonisation. UCI’s buildings are analysed to reinterpret the relationship between built environments and late colonialism, rediscovering Nigerian planning contributions, tensions within the British colonial establishment, and the importance of the buildings’ reception and use. Student culture exemplifies the variety of forms of agency in everyday life at UCI. Evidence from practices of eating, dress, dance and rebellion shows that student culture was not defined by university authorities, but created by students who drew on a variety of cultural styles. Finally, the thesis considers Nigerian universities after independence in 1960. New universities were founded, and foreign aid flowed in to support their role in national development. The thesis shows how national political crises interacted with tensions within global development ideologies to contribute to growing disenchantment about the importance of universities in Nigerian development.
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Spence, Daniel Owen. "Imperialism and identity in British colonial naval culture, 1930s to decolonisation". Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/20391/.

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During the Second World War, around 8,000 men from fifteen colonial territories fought for the British Empire in locally-raised naval volunteer forces. Their relatively small size has meant that up to now they have remained merely a footnote within the wider historiography of the war. Yet, if examined beyond their ambiguous wartime contribution and placed within the broader context of imperial history, they provide an important new lens for analysing the dynamics of imperialism during the twilight of the British Empire. Through a comparative analysis of three case studies: the Caribbean, Southeast Asia and East Asia - and by reconciling the 'official' record in the 'metropole' with 'subaltern' sources located in those regions, this thesis examines for the first time the political, social and cultural impact of these forces. It explores how they emerged out of a climate of 'imperial overstretch' as bulwarks for the preservation of British 'prestige'; how imperial ideology and racial discourses of power influenced naval recruitment, strategy and management, affecting colonial conceptions of identity, indigenous belief systems and ethnic relations; and how naval service, during both war and peacetime, influenced motivations, imperial sentiment, group cohesion and force discipline. This thesis will also assess the evolution of these part-time colonial volunteer forces into professional sovereign navies within the context of decolonisation. It will investigate the extent to which British hegemonic influence was maintained within post-colonial relationships. Issues of nationalisation, its utilisation as a tool for 'nation-building', and the impact of nationalist ideology and social engineering upon service efficiency and esprit de corps will also be examined. In the process this thesis furthers developments within the 'new naval history', by reconceptualising our understanding of navies as not merely organisations for the physical projection and maintenance of political and economic influence, but as human and cultural institutions, in which power was expressed as much in the ideas and relations they cultivated, as the barrels of their guns.
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Książki na temat "Decolonisation"

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Lin, Angel, i Peter Martin, red. Decolonisation, Globalisation. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598265.

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Darwin, John. Britain and Decolonisation. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19547-3.

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Hanrahan, Eileen. West Papuan Decolonisation. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4302-3.

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Betts, Raymond F. France and decolonisation. Basingstoke: Macmillan, 1991.

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Duvenage, Amy. Roads to Decolonisation. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003468400.

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Chambers, Claire, i Ipek Demir. Translation and Decolonisation. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003351986.

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Ndhlovu, Finex, i Sabelo J. Ndlovu-Gatsheni. Language and Decolonisation. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003313618.

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

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

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Amita, Dhanda, i Parashar Archana, red. Decolonisation of legal knowledge. New Delhi: Routledge, 2009.

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Części książek na temat "Decolonisation"

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Borup, Jørn. "Decolonisation". W Decolonising the Study of Religion, 9–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003454274-2.

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Darwin, John. "Decolonisation". W Britain and Decolonisation, 3–33. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19547-3_1.

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Levine, Philippa. "Decolonisation". W The British Empire, 185–211. Third edition. | New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351259682-11.

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Ross, Mike, Rebecca Kiddle, Amanda Thomas, Bianca Elkington, Ocean Ripeka Mercier i Jennie Smeaton. "Decolonisation". W Introducing Human Geographies, 963–76. Wyd. 4. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429265853-84.

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Miller, Stuart. "European Decolonisation". W Mastering Modern European History, 408–20. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13789-3_31.

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Lois, María. "Negotiating Decolonisation?" W The Latin American Studies Book Series, 51–65. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37748-8_4.

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Wylie, Marlene. "Personalising Decolonisation". W A Practical Guide to Teaching Art and Design in the Secondary School, 207–20. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003377429-19.

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Luke, Allan. "Foreword: On the Possibilities of a Post-postcolonial Language Education". W Decolonisation, Globalisation, redaktorzy Angel Lin i Peter Martin, xiv—xx. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598265-002.

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Lin, Angel M. Y., i Peter Martin. "1. From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice". W Decolonisation, Globalisation, redaktorzy Angel Lin i Peter Martin, 1–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598265-003.

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Annamalai, E. "2. Nation-building in a Globalised World: Language Choice and Education in India". W Decolonisation, Globalisation, redaktorzy Angel Lin i Peter Martin, 20–37. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598265-004.

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Streszczenia konferencji na temat "Decolonisation"

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Chen, Yizhu, i Aline Khoury. "Decolonisation of Past and Present Identities:". W 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.191.

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Kost, Yana, i Robert van den Heuvel. "Bacterial decolonisation effective against radiation dermatitis". W ASCO Annual Meeting 2022, redaktorzy Yana Kost i Stefan Rauh. Baarn, the Netherlands: Medicom Medical Publishers, 2022. http://dx.doi.org/10.55788/52404bf7.

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Weijers, Dan. "Self-decolonisation in Aotearoa: Pushing through programmatic Pākehā paralysis". W Te Puna Aurei LearnFest 2022. Cardiff University Press, 2024. http://dx.doi.org/10.18573/conf2.b.

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Te reo, tīkanga, mātauranga, te Ao, and kaupapa Māori are finally seeing a resurgence in Aotearoa. This revitalisation is occurring in the tertiary education sector, but staff and skill deficits are holding back many academic disciplines. This chapter documents the challenges facing a traditionally colonial tertiary programme—philosophy—attempting to de-colonise itself. The overlapping nature of the challenges can make decolonising appear to be so difficult that some programmes may feel paralysed. This chapter argues that the importance of decolonisation requires that programmes push through any paralysis they may be experiencing by prioritising decolonisation above other goals.
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Seehawer, Maren. "Approaching Ubuntu in Education Through Bottom-Up Decolonisation". W Pivot 2021 Dismantling/Reassembling: Tools for Alternative Futures. Design Research Society, 2021. http://dx.doi.org/10.21606/pluriversal.2021.0050.

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Temmerman, Laura, i Wendy Van den Broeck. "The Decolonisation of the Smart City through Degrowth and Serendipity". W 2021 IEEE International Smart Cities Conference (ISC2). IEEE, 2021. http://dx.doi.org/10.1109/isc253183.2021.9562902.

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Egan, John P. "DIGITAL DECOLONISATION: DIASPORA REFLECTIONS ON TECHNOLOGY-MEDIATED INDIGENOUS LANGUAGE LEARNING". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0312.

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Caelenberghe, Mathias, Mark Lochrie, Jack Burrows, Robin Das, John Mills, John Law i Misbahu Zubair. "Empowering Young Voices: Prototyping Method for AR in Decolonisation Discussions". W 36th International BCS Human-Computer Interaction Conference. BCS Learning & Development, 2023. http://dx.doi.org/10.14236/ewic/bcshci2023.31.

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Greatorex, Jackie, i Victoria Coleman. "DEFINING AND UNDERSTANDING DECOLONISATION IN THE CONTEXT OF THE 14 TO 18 CURRICULUM IN ENGLAND". W 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0854.

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Dlamini, Noxolo, Alfred Masinire i Paul Maluleka. "NAVIGATING THE COMPLEXITIES OF CURRICULUM DECOLONISATION: PERSPECTIVES AND PRACTICES IN A SOUTH AFRICAN HIGHER EDUCATION INSTITUTION". W 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2301.

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Gautam, Matma, i Snehal Tambulwadikar. "Design Education and Multiculturalism". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.86.

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Design education exists at the cross-disciplinary intersection of sociology, cognitive psychology, technology and material history. In India, as in many other countries which have experienced colonisation, the wave of decolonisation demands questioning the normative ways of knowing, doing and being. The idea of decolonisation is reflected upon as peeling off the layers of dogmas created by other cultures on existing ones. In the wake of decolonisation, there is a rising concern for plural and multicultural societies. The practise of living out day to day varies across the cultures and often ends up alienating or excluding multiplicity of voices. In today's context digital disruption, with added layers of social media, the concept of ‘self’ and the ‘other’, the idea of ‘identity’ has become a complex phenomenon equated with cultural studies. The case study shared through this paper is carried out with students of first year at NID Haryana, in their first year first semester of undergraduate programme, Bachelor in Design. Facilitating a course on Indian Society and Culture for design students, posed a pedagogical challenge to bring together diverse and eclectic approaches while training the students to deepen their understanding of their own subjective positions and exploring cultural narratives in which their design ought to function. The findings and discussion points are an outcome of the assignment attempted by the student during the module inputs ‘Approaches to Indian Culture’, structured using autoethnography research framework. The said assignment was introduced in the context of online education due to Covid -19 where students were encouraged to pay attention to their immediate home environment as a living cultural repository. The day-to-day cultural resources available to us often become invisibilised, in favour of tangible predefined ones like those of museums or tangible objects. The students were encouraged to look at being part of the cultural context, but still retain a distance from which they could question, interrogate and challenge some of the normative assumptions that come as part of belonging to the said cultural context. The paper discusses the need to become aware and situate oneself as a designer in the cultural context that has shaped his/her/their identity and intrinsic motivations. The aspirant designer was subjected to become aware of his/her vulnerable position in the light of his newly acknowledged socio-cultural context through the means of mapping cultural changes in his family over last three generations. This has been instrumental in initiating a journey to engage with cultural change with sensitivity, appreciate and become aware of the role of oneself in making conscious choices. Through this paper, we would like to investigate this process of decolonising the identity of the designer. The paper expands on complexity of aspects mapped by the students, their reflections and probes further on methods, approach that ought to be adopted in the process of decolonising the designer.
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Raporty organizacyjne na temat "Decolonisation"

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Morini, Luca, i Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, wrzesień 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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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, październik 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, październik 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, październik 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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Taylor, Peter, i Crystal Tremblay. Decolonising Knowledge for Development in the Covid-19 Era. Institute of Development Studies (IDS), marzec 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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Shifting power in global health: Decolonising discourses - series synthesis. United Nations University - International Institute for Global Health, Development Reimagined, Wilton Park, 2022. http://dx.doi.org/10.37941/mr-f/2022/3.

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There have been an increasing number of voices – both individual and institutional – that have called for a reassessment of global health and greater recognition of its colonial heritage. Whilst there is currently no unified definition of what it would mean to decolonise global health, in its broadest sense, it has been described as the ‘imperative of problematising coloniality'. It is within this context that the “Shifting Power in Global Health: Decolonising Discourses” series was co-convened by the United Nations University’s International Institute for Global Health, Development Reimagined, and Wilton Park. Held as a set of three dialogues between November 2021 and May 2022, the series took as its point of departure the many discussions, webinars, and publications presenting the ways coloniality manifests within global health, with the aim of shifting from problematising coloniality to catalysing decoloniality. While colonialism refers to the physical occupation of a bounded territory, coloniality, in both its historical and present-day manifestations, is understood as a globally persistent and geographically unbounded extractive process that drives inequities. Consequently, while decolonisation is easily recognised by the physical removal or exit of the colonising force, a similarly straightforward definition for decoloniality is not so easily found.
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