Decolonizing research and re-imagining alternative partnerships in Development Studies
By Yafa El Masri, Melis Cin, Kitty Furtado, Paola Minoia and Rahime Süleymanoğlu-Kürüm / New Rhythms of Development blog series
Epistemic erasures continue to exist in a wide range of institutional designs at the local, national, regional, European and international level. Bringing up a debate on this topic not only opens the possibility to raise awareness on the concept, but also motivates research to shed light on alternative partnerships of resistance to these erasures. As Sharon Stein and others have pointed out, partnerships that arise collaboratively between actors from academia, civil society and politics can contribute to recognizing, repairing and re-imagining new decolonial futures.
Continue reading “Understanding epistemic erasures of local & indigenous communities:”
By Sayan Dey
In 2006, the Ministry of Education in Bhutan launched what is officially known as the Green School System. One of the many purposes of introducing this green education system was to counter the mainstream modern/colonial knowledge systems that are anti-ecological, self-profiting and capitalistic in nature, and to build knowledge systems that are centered on the existential and functional values of the natural environment.
Continue reading “Ecocentric pedagogies and green scholarships: Towards green academia”
By Henning Melber
Social organisations tend to be based on asymmetric power relations – almost always, almost everywhere. Inequality characterises interaction both inside and in between societies. Class-based hierarchies, peppered by gender imbalances, sexism, racism, xenophobia, homophobia and many other forms of discrimination are the order of the day, both nationally as well as internationally. Continue reading “On Coloniality/Decoloniality in Knowledge Production and Societies”
by Julia Schöneberg, Arda Bilgen, and Aftab Nasir
Coming from three different educational, geographical, and class backgrounds, the three of us met for the first time in a research institute in Germany. Together with a group of international colleagues, we were eager to be trained in Development Studies and pursue a PhD degree. In reminiscing about this journey many years later, we shared the struggles and challenges we experienced during our so-called ‘fieldwork’ stays in very different geographies and realised that there was a blatant gap not only in the way we approached our research, but also in the way we were trained: a lack of confrontation with the centrality of power and positionality in ‘development’ research (or any kind of research for that matter) – and a disregard of the colonial legacy in the way knowledge is created and considered legitimate.
Continue reading “Why Positionalities Matter and What They Have to do with Knowledge Production”
The discipline’s existence reflects an enduring Western belief in the inferiority of knowledge production specific to different cultures
By David Simon
If you thought that area studies sounded like an odd name for an odd discipline, you’d be right. Its genesis reflects an enduring tension within academia between supposedly systematic (“disciplinary”) and geographically specific knowledge production – deriving from particular histories of how universities evolved in Euro-America and its former imperial and colonial realms. Continue reading “Area Studies Must Be Decolonised”