Relevant bibliographies by topics / Decolonizing approaches

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Decolonizing approaches'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Decolonizing approaches"

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Connell, Raewyn. "Decolonizing European Sociology: Transdisciplinary Approaches." Contemporary Sociology: A Journal of Reviews 40, no. 3 (2011): 341–42. http://dx.doi.org/10.1177/0094306110404515jj.

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Ibrahima, Aissetu Barry, and Mark A. Mattaini. "Social work in Africa: Decolonizing methodologies and approaches." International Social Work 62, no. 2 (2018): 799–813. http://dx.doi.org/10.1177/0020872817742702.

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Decolonizing social work requires becoming genuine, returning to one’s cultural roots for direction. Decolonization entails resistance to social work’s ‘West to the Rest’ movement, which seeks to ‘internationalize’ and ‘standardize’ the profession. For social work to be useful in Africa, reorientation of its methods toward facilitating holistic and indigenous intervention is mandatory. This conceptual article analyzes literature on decolonization, indigenous methodology, and social work in Africa, stressing that decolonization of social work requires challenging dominant models of practice and research, while integrating traditional values and practices that have withstood centuries of oppression into culturally consonant forms of service and inquiry.
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Phillips, Nia L., Glenn Adams, and Phia S. Salter. "Beyond Adaptation: Decolonizing Approaches to Coping With Oppression." Journal of Social and Political Psychology 3, no. 1 (2015): 365–87. http://dx.doi.org/10.5964/jspp.v3i1.310.

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How should one respond to racial oppression? Conventional prescriptions of mainstream social psychological science emphasize the idea ofcopingwith oppression—whether via emotional management strategies that emphasize denial or disengagement; problem-focused strategies that emphasize compensation, self-efficacy, or skills training; or collective strategies that emphasize emotional support—in ways that promote adaptation to, rather than transformation of, oppressive social structures. Following a brief review of the literature on coping with racism and oppression, we present an alternative model rooted in perspectives of liberation psychology (Martín-Baró, 1994). This decolonial approach emphasizes critical consciousness (rather than cultivated ignorance) of racial oppression, a focus on de-ideologization (rather than legitimation) of status quo realities, and illumination of models of identification conducive to collective action. Whereas the standard approach to coping with oppression may ultimately both reinforce and reproduce systems of domination, we propose a decolonial approach to racism perception as a more effective strategy for enduring prosperity and well-being.
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Runcie, Sarah C. "Decolonizing “La Brousse”." French Politics, Culture & Society 38, no. 2 (2020): 126–47. http://dx.doi.org/10.3167/fpcs.2020.380207.

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This article examines French responses to transnational influences on medical education and rural health in Cameroon in the era of decolonization. As international organizations became increasingly involved in Cameroon in the postwar period, French military doctors claimed authority through specific expertise on medicine in the African “bush.” After Cameroon became independent, however, the building of new medical school became a focus of French anxieties about maintaining power in new African institutions of technical expertise and knowledge production. While scholars have begun to foreground the international context of Franco-African relations after independence, this article reveals how the distinct politics of Cameroon’s decolonization, growing out of its history as a United Nations (UN) trust territory, shaped French approaches to medical institutions there. Moreover, negotiations over the future of rural medicine in Cameroon highlighted the ways in which the approaches championed by French doctors relied on colonial authority itself.
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Ndimande, Bekisizwe S. "Decolonizing Research in Postapartheid South Africa." Qualitative Inquiry 18, no. 3 (2012): 215–26. http://dx.doi.org/10.1177/1077800411431557.

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This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The author discusses the politics of qualitative research design and methodology along two primary dimensions: decolonizing research and the importance of Indigenous languages in research. First, the author argues that the language used in qualitative interviews should be situated within the larger sociocultural context of the inquiry in order to affirm and reinforce cultural identities of research participants, not just of the researcher. Second, the author contends that decolonizing approaches in research interrupt and interrogate colonial tendencies at multiple levels, thereby challenging traditional ways of conducting qualitative research. Following on Smith, and Mutua and Swadener, and Denzin, Lincoln, and Smith, and others, the author argues that decolonizing approaches and culturally affirming linguistic choices in research have the potential to return marginalized epistemologies to the center.
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Darder, Antonia. "Decolonizing interpretive research: subaltern sensibilities and the politics of voice." Qualitative Research Journal 18, no. 2 (2018): 94–104. http://dx.doi.org/10.1108/qrj-d-17-00056.

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Purpose The purpose of this paper is to explore the notion of decolonizing interpretive research in ways that respect and integrate the qualitative sensibilities of subaltern voices in the knowledge production of anti-colonial possibilities. Design/methodology/approach The paper draws from the decolonizing and post-colonial theoretical tradition, with a specific reference to Gayatri Chakravorty Spivak’s contribution to this analysis. Findings Through a critical discussion of decolonizing concerns tied to qualitative interpretive interrogations, the paper points to the key assumptions that support and reinforce the sensibilities of subaltern voices in efforts to move western research approaches toward anti-colonial possibilities. In the process, this discussion supports the emergence of an itinerant epistemological lens that opens the field to decolonizing inquiry. Practical implications Its practical implications are tied to discursive transformations, which can impact social and material transformations within the context of research and society. Originality/value Moreover, the paper provides an innovative rethinking of interpretive research, in an effort to extend the analysis of decolonizing methodology to the construction of subaltern inspired intellectual labor.
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Malhotra, Ravi. "Occupying disability: critical approaches to community, justice and decolonizing disability." Disability & Society 32, no. 2 (2016): 274–75. http://dx.doi.org/10.1080/09687599.2016.1249632.

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Barkaskas, Patricia, and Derek Gladwin. "Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks." Journal of Teaching and Learning 15, no. 1 (2021): 20–38. http://dx.doi.org/10.22329/jtl.v15i1.6519.

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This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada’s Truth and Reconciliation Commission’s (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary).
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Muasya, Juliet Njeri. "Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature." East African Journal of Education Studies 3, no. 1 (2021): 77–86. http://dx.doi.org/10.37284/eajes.3.1.320.

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Decolonizing knowledge is the process of questioning, changing and transforming imposed theories and interpretations brought about by colonial systems. In particular, decolonizing Religious Education involves challenging religious systems and structures imposed by colonial masters. During the colonial period, religion was used as a tool of 'racism', 'apartheid' ‘indoctrination’, ‘evangelisation’ and ‘exploitation’, yet it is a subject that acknowledges and respects the diversity of African beliefs and culture. By decolonizing the Religious Education curriculum, the subject is likely to become a powerful tool for promoting sustainable development in Africa. In this paper, I argue that decolonized Religious Education is likely to contribute to development in Africa in a variety of ways; resolving conflict and peacebuilding, management and conservation of natural resources, in addition to promoting appropriate religious beliefs and moral values. I conclude this paper by presenting a rationale for the inclusion of a multi-faith Religious Education curriculum in Kenya, while decolonizing Religious Education pedagogical approaches, in order to actualise Kenya's Vision 2030 and Big Four Agenda of the Jubilee Government
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Mangcu, Xolela. "DECOLONIZING SOUTH AFRICAN SOCIOLOGY." Du Bois Review: Social Science Research on Race 13, no. 1 (2016): 45–59. http://dx.doi.org/10.1017/s1742058x16000072.

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AbstractOn 14 June 2014 the Council of the University of Cape Town (UCT) voted to change race-based affirmative action in student admissions. The Council was ratifying an earlier decision by the predominantly White University Senate. According to the new policy race would be considered as only one among several factors, with the greater emphasis now being economic disadvantage. This paper argues that the new emphasis on economic disadvantage is a reflection of a long-standing tendency among left-liberal White academics to downplay race and privilege economic factors in their analysis of disadvantage in South Africa. The arguments behind the decision were that (1) race is an unscientific concept that takes South Africa back to apartheid-era thinking, and (2) that race should be replaced by class or economic disadvantage. These arguments are based on the assumption that race is a recent product of eighteenth century racism, and therefore an immoral and illegitimate social concept.Drawing on the non-biologistic approaches to race adopted by W. E. B. Du Bois, Tiyo Soga, Pixley ka Seme, S. E. K. Mqhayi, and Steve Biko, this paper argues that awareness of Black perspectives on race as a historical and cultural concept should have led to an appreciation of race as an integral part of people’s identities, particularly those of the Black students on campus. Instead of engaging with these Black intellectual traditions, White academics railroaded their decisions through the governing structures. This decision played a part in the emergence of the #RhodesMustFall movement at UCT.This paper argues that South African sociology must place Black perspectives on race at the center of its curriculum. These perspectives have been expressed by Black writers since the emergence of a Black literary culture in the middle of the nineteenth century. These perspectives constitute what Henry Louis Gates, Jr. calls a shared “text of Blackness” (Gates 2014, p. 140). This would provide a practical example of the decolonization of the curriculum demanded by students throughout the university system.
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Dissertations / Theses on the topic "Decolonizing approaches"

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Mahl, Beate. ""Constantly revisit your position" : Researchers' application of Indigenous methodologies in working with reindeer herders." Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170354.

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The aim of this study is to explore if Western researchers with different academic backgrounds comply with requests articulated by Indigenous scholars in establishing relationships with Indigenous Sámi reindeerherders. I examine if the researchers’ motivations, attitude and their possible decolonizing approaches are in accordance with the requests of Indigenous scholars, and how these differ between social and natural scientists.The results illustrate that the researchers’ general mind set,as well as their decolonizing approaches-ifexisting-only partly meet the requests of Indigenous scholars. However,the herders are still interested in participating in research projects,even though the outcomes of these projects often do not seem to have direct positive effects on the reindeerherding community.The differences between social and natural scientists are not strongly pronounced and may possibly be caused by other factors than the academic background only
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Hanson, Aubrey Jean. "Decolonizing pedagogical approaches to Aboriginal literatures in Canada." 2008. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=772072&T=F.

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Brunette, Candace. "Returning Home Through Stories: A Decolonizing Approach to Omushkego Cree Theatre through the Methodological Practices of Native Performance Culture (NPC)." Thesis, 2010. http://hdl.handle.net/1807/24224.

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This research examines Native Performance Culture (NPC), a unique practice in Native theatre that returns Aboriginal people to the sources of Aboriginal knowledge, and interrupts the colonial fragmenting processes. By looking at the experiences of six collaborators involved in a specific art project, the artist-researcher shares her journey of healing through the arts, while interweaving the voices of artistic collaborators Monique Mojica, Floyd Favel, and Erika Iserhoff. This study takes a decolonizing framework, and places NPC as a form of Indigenous research while illuminating the methodological discourses of NPC, which are rooted in an inter-dialogue between self-in-relation to family, community, land, and embodied legacies. Finally, this research looks at the ways that artists work with Aboriginal communities and with Aboriginal knowledge, and makes recommendations to improve collaborative approaches.
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Books on the topic "Decolonizing approaches"

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Rodríguez, Encarnación Gutiérrez. Decolonizing European sociology: Transdisciplinary approaches. Ashgate Pub., 2010.

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Block, Pamela, Devva Kasnitz, Akemi Nishida, and Nick Pollard, eds. Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3.

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Encarnación, Gutiérrez Rodríguez, Boatcă Manuela, and Costa Sérgio 1962-, eds. Decolonizing European sociology: Transdisciplinary approaches. Ashgate Pub., 2009.

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Encarnación, Gutiérrez Rodríguez, Boatcă Manuela, and Costa Sérgio 1962-, eds. Decolonizing European sociology: Transdisciplinary approaches. Ashgate Pub., 2009.

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Ward, Thomas. Decolonizing Indigeneity: New Approaches to Latin American Literature. RL, 2018.

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Decolonizing Indigeneity: New Approaches to Latin American Literature. Lexington Books/Fortress Academic, 2016.

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Liebel, Manfred. Decolonizing Childhoods. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447356400.001.0001.

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This book addresses key aspects of the post- and decolonial analysis of childhood, such as the scope and limitations of Eurocentric concepts of childhood and the impact of social inequality aggravated by capitalist globalization on children's life prospects. In this context, it discusses the specific modes of agency emerging in children of the Global South. It reconstructs the way in which the colonialization process and the ideologies that supported it have used the metaphor of childhood, and investigates the extent to which they are reproduced in processes of colonizing childhoods. The book presents some colonial and postcolonial policy approaches to modelling childhood in different regions of the world, and asks how, within the postcolonial constellation, children's rights are to be understood and how to deal with them to overcome postcolonial paternalism. Particularly, it discusses various forms of paternalism and asks how they can be overcome in the field of rights-based children’s protection and participation and how child-led movements in the Global South can be understood as a form of citizenship from below. The book explains theoretical and conceptional reflections by case studies from Africa, Latin America and Asia. Finally, the book portrays efforts directed against the invisibilization, marginalization and social exclusion of childhoods and the recuperation of a dignified life of children.
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Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer, 2016.

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Pollard, Nick, Pamela Block, Devva Kasnitz, and Akemi Nishida. Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer, 2016.

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Researching With: A Decolonizing Approach to Community-Based Action Research. BRILL, 2020.

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Book chapters on the topic "Decolonizing approaches"

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Dadabaev, Timur. "Critical assessment of contemporary approaches to Central Asia." In Decolonizing Central Asian International Relations. Routledge, 2021. http://dx.doi.org/10.4324/9781003176459-2.

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Kuppers, Petra. "Landings: Decolonizing Disability, Indigeneity and Poetic Methods." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_5.

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Castro-Klarén, Sara. "Notes from the Field: Decolonizing the Curriculum/The “Spanish” Major." In Decolonial Approaches to Latin American Literatures and Cultures. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-93358-7_1.

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Block, Pamela, Devva Kasnitz, Akemi Nishida, and Nick Pollard. "Critical Approaches to Community, Justice and Decolonizing Disability: Editors’ Summary." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_25.

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Sanjinés, Javier C. "Decolonizing Aesthetic Representation: The Presence of the European Savage in Bolivian Modernity." In Decolonial Approaches to Latin American Literatures and Cultures. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-93358-7_6.

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Dev, Laura. "Plant Knowledges: Indigenous Approaches and Interspecies Listening Toward Decolonizing Ayahuasca Research." In Plant Medicines, Healing and Psychedelic Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76720-8_11.

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Block, Pamela, Devva Kasnitz, Akemi Nishida, and Nick Pollard. "Occupying Disability: An Introduction." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_1.

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Nishida, Akemi. "Neoliberal Academia and a Critique from Disability Studies." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_10.

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Mirza, Mansha, Susan Magasi, and Joy Hammel. "Soul Searching Occupations: Critical Reflections on Occupational Therapy’s Commitment to Social Justice, Disability Rights, and Participation." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_11.

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Nepveux, Denise M. "Refusing to Go Away: The Ida Benderson Seniors Action Group." In Occupying Disability: Critical Approaches to Community, Justice, and Decolonizing Disability. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9984-3_12.

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