{"id":1754,"date":"2024-02-20T09:57:01","date_gmt":"2024-02-20T08:57:01","guid":{"rendered":"http:\/\/www.developmentresearch.eu\/?p=1754"},"modified":"2024-04-29T12:16:59","modified_gmt":"2024-04-29T10:16:59","slug":"reflections-on-decolonising-knowledge-for-development-an-invitation-to-a-conversation","status":"publish","type":"post","link":"https:\/\/www.developmentresearch.eu\/?p=1754","title":{"rendered":"Reflections on Decolonising Knowledge for Development: An invitation to a conversation"},"content":{"rendered":"\n

By Peter Taylor<\/em><\/p>\n\n\n\n

A moment to reflect<\/strong><\/h3>\n\n\n\n

Anniversaries are times to celebrate, and also opportunities to reflect on the past, the present, and the future. As we enter 2024 and see EADI\u2019s 50th anniversary coming into view, we are taking a moment for reflection amidst what is increasingly viewed as a time of crisis in development and in Development Studies itself, particularly in regard to coloniality and how it manifests today in multiple ways. These are not new reflections, and they have featured in many other conversations and blogs<\/a>, including within EADI<\/a>.<\/p>\n\n\n\n\n\n\n\n

In fact, EADI occupies a special position as it brings together a diverse array of organisations, people, histories and perspectives. Its members bring a wealth of different influences and experiences of coloniality, located within the context of Europe which, itself, continues to evolve and change. EADI represents an incredibly valuable resource of knowledge and experience to help inform and shape collective thinking around processes and approaches that can support decolonisation without reproducing it in yet new ways.<\/p>\n\n\n\n

Decolonising knowledge and questions for reflection<\/strong><\/h3>\n\n\n\n

In Development Studies, alongside many other debates on development and coloniality, interest has grown around intellectual \u2018decolonisation\u2019 or decolonising knowledge. This seeks to shift teaching and research in ways that ensure different knowledges and experiences from around the world are acknowledged and integrated, whilst also paying attention to addressing racial and social hierarchies. Within these debates, inequalities and asymmetries loom large, including knowledge asymmetries. It is now widely accepted that there is no such thing as a single homogenous voice which can represent \u2018the local perspective\u2019 or \u2018the global South\u2019. Individuals, groups, social classes, etc. in the global South have their own, often conflicting, aims and agendas which can contribute to new forms of decolonisation or hierarchy. Further asymmetries are seen in the global North, including within the context of \u201cEurope\u201d.<\/p>\n\n\n\n

With its normative agenda, Development Studies is interested in the generation and use of knowledge not simply for its own sake but as a means of offering concrete approaches that can contribute to wider political change towards a more equitable and sustainable world. Drawing on the notion of a \u201cPluriverse<\/a>\u201d, the co-existence of different development debates is important to acknowledge and welcome, since each can inform the other to identify potential areas for practical action on decolonising knowledge. Indeed these debates and discourses can offer ideas and insights to EADI members, who in turn will generate further valuable learning based on their own inquiries, analyses, practices and experience, providing lessons that can be shared more widely.<\/p>\n\n\n\n

A group of EADI members<\/a> has been reflecting on these issues, and together have written a \u201creflection piece<\/a>\u201d which seeks to help EADI consider the implications of decolonising knowledge for development. The aim is to open a conversation and promote exchange of knowledges and experiences from across the EADI membership, and potentially beyond. The reflection piece draws on four guiding questions that were first suggested by Peter Taylor and Crystal Tremblay in an earlier EADI blog<\/a>:<\/p>\n\n\n\n

  1. What, and whose, knowledge is valued, counted, and integrated into development processes?<\/li>
  2. How do we go about decolonising knowledge asymmetries \u2013 learning through research and teaching, and as researchers and educators?<\/li>
  3. What kinds of investment are needed to promote learning and change?<\/li>
  4. What is \u2018our\u2019 role in needed transformations, as individuals, as organisations, as institutions?<\/li><\/ol>\n\n\n\n

    An invitation to engage and co-create<\/strong><\/p>\n\n\n\n

    Our reflection paper<\/a> raises many questions and issues, but also offers examples of work and engagement that EADI is already undertaking. We hope you will enjoy reading it and find it interesting. But it is important to question also whether past and recent efforts and actions are sufficient, and if are they joined up enough. As already noted, this is a moment of opportunity for EADI and its members to promote such conversations in ways that build trust, question one\u2019s own biases and assumptions, and inquire reflectively into the established processes, policies, practices and forms of leadership. There is of course no \u201cmagic bullet\u201d in the quest towards decolonisation, and indeed decolonising knowledge is an on-going, boundless, and likely perpetual process. As we ask in our paper, what does EADI still need to do if serious about taking on the challenge of decolonising knowledge for development? Does EADI have an advocacy and mobilisation role in this regard, without feeding into yet another agenda being pushed by the global North which forces global South partners to jump through yet more hoops and adjust their actions and language once again? If we do take actions, and make progress along the lines laid out in our paper, what will our world look like as a result?<\/p>\n\n\n\n

    These are big challenges, and many ideas to explore. The approach and intent here is to be invitational. Progress is being made with thanks due to all those within and outside EADI who are stimulating and calling for the journey to continue. EADI has the opportunity to do more, particularly with its 50th anniversary presenting the chance to create spaces where reflection and debate can occur. EADI aims to offer a supportive community and to establish a safe space to have these discussions which admittedly are often quite challenging and uncomfortable.<\/p>\n\n\n\n

    We are also exploring several other strands of activity.<\/p>\n\n\n\n