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Artykuły w czasopismach na temat „Decolonisation”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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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 ques

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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 with

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Gomez, Rodrigo. "Translating Decolonisation." Victoria University of Wellington Law Review 42, no. 2 (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, no. 2 (2010): 9. http://dx.doi.org/10.3917/hp.011.0009.

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Chibvongodze, Brian. "Should Africans give up on the epistemic decolonisation project? A critical evaluation of Bernard Matolino’s “<i>Whither epistemic decolonisation</i>”." Arụmarụka: Journal of Conversational Thinking 4, no. 1 (2024): 1–24. http://dx.doi.org/10.4314/ajct.v4i1.1.

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In 21st-century Africa, decolonisation has become the heartbeat of African philosophy, and epistemic decolonisation has taken the protagonist role in the theatre of African philosophy. As contemporary African philosophers continue to philosophise within the decolonial discourse, a debate has emerged on the importance of the epistemic decolonisation project in post-independence Africa. Bernard Matolino has unequivocally expressed his scepticism in this debate against the epistemic decolonisation project. He argues that theorising on epistemic decolonisation is fruitless, a waste of time, and mu

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Pali, Khamadi Joseph. "Markers and Tools to Facilitate Decolonisation of Theological Education in Africa." Religions 15, no. 7 (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 struct

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Davids, Nuraan. "Decolonisation and the Risks of Exception in South African Higher Education." Philosophy and Theory in Higher Education 5, no. 3 (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 o

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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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Grey, Sam. "Decolonisation as Peacemaking." International Journal of Critical Indigenous Studies 4, no. 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

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Hewett, Rosalind. "CHILDREN OF DECOLONISATION." Indonesia and the Malay World 43, no. 126 (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, no. 2 (2018): 217–20. http://dx.doi.org/10.1080/20551940.2019.1572056.

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Pavón Cuéllar, David, and Andréa Máris Campos Guerra. "Decolonisation and psychoanalysis." Psychotherapy & Politics International 22, no. 2 (2024): 1–6. http://dx.doi.org/10.24135/ppi.v22i2.02.

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Muller, Sean M. "Feyerabend and Decolonisation." Epistemology & Philosophy of Science 61, no. 3 (2024): 175–90. http://dx.doi.org/10.5840/eps202461349.

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The last decade has seen a dramatic increase in literature on decolonisation of knowledge. The impression often given in recent literature is of wholesale neglect of the concerns of the decolonisation literature in what might be called ‘Western thought’ of preceding decades. This paper argues that Feyerabend was a notable figure within Western epistemic communities who expressed positions analogous to those of proponents of decolonisation. The first section presents the most striking contributions from Feyerabend’s work that, I suggest, bear on questions of decolonisation. Four specific issues

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

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

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

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

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Pavón-Cuéllar, David, and Guerra Andréa Máris Campos. "Decolonisation and psychoanalysis." Psychotherapy and Politics International 22, no. 2 (2024): 1–6. https://doi.org/10.24135/ppi.v22i2.02.

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This article is an editorial for a special issue of <em>Psychotherapy and Politics International </em>dedicated to psychoanalysis and decolonization. The editorial begins with a historical overview of the connections between the Freudian legacy and the colonial order. Then we present the papers published in this issue. Finally, we dedicate a section to the Ubuntu International Network and the Second International Colloquium on Decolonisation and Psychoanalysis—Colonial Discontent: Our Lands, Languages, Bodies, Memories, and Horizons of Transformation, held from 13 to 15 November 202

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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 (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 wer

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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 (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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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 (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.

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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 (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 co

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Parasram, Ajay. "Pluriversal sovereignty and the state of IR." Review of International Studies 49, no. 3 (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

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Masoga, Mogomme. "African Indigenous Research to Decolonisation of African Universities’ Curricula." African Journal of Political Science 11, no. 2 (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 engage

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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 (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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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 (2021): 139–43. https://doi.org/10.36615/a04h4728.

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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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Koch, R., J. Pool, and Y. Heymans. "The nature of decolonisation in health sciences curricula: A scoping review." South African Journal of Higher Education 38, no. 4 (2024): 81–106. http://dx.doi.org/10.20853/38-4-5893.

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The amassed momentum from recent student protests applied pressure on Higher Education to respond to the calls for curriculum transformation. While decolonisation is viewed as an opportunity to create an inclusive and diverse learning environment, decolonising health curricula seems unachievable because the concept is not clearly defined, resulting in curricula that continue to marginalise and exclude certain groups. This scoping review explores the nature of decolonisation within Health Sciences. Online databases were used to identify 21 sources addressing the nature of decolonisation in Heal

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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

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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 (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 internationa

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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 F

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Wintle, Claire. "Decolonising the Museum: The Case of the Imperial and Commonwealth Institutes." Museum & Society 11, no. 2 (2015): 185–201. https://doi.org/10.29311/mas.v11i2.232.

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This article investigates the relationship between museums and decolonisation in the under-examined middle years of the twentieth century (c. 1945-1970). Focusing on London’s Imperial Institute and its successor, the Commonwealth Institute, it argues that material culture and museums not only reflected wider political change, but exercised agency on processes of decolonisation. Museums helped multiple stakeholders in both metropole and (ex)colony to trial and enact forms of decolonisation, neo-colonialism, independence and anti-colonial resistance and acted as microcosms of wider political enc

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Kras, Stefan. "Senghor's Rise to Power 1948–1951. Early Roots of French Sub-Saharan Decolonisation." Itinerario 23, no. 1 (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

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Minton, Steve. "Ongoing attempts towards decolonising a British D.Clin.Psy. research space." Clinical Psychology Forum 1, no. 371 (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

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

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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 (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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Quentin-Baxter, Alison. "Human Rights and Decolonisation." Victoria University of Wellington Law Review 30, no. 2 (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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Sugden, Chris. "Decolonisation and Christian Identity." Journal of Religion and Public Life 1, no. 2 (2024): 86–91. https://doi.org/10.70600/482097bbymjt.

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

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

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

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van Beurden, Jos. "Decolonisation and Colonial Collections." BMGN - Low Countries Historical Review 133, no. 2 (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 (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 (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 Po

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

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Pavón-Cuéllar, David. "Decolonisation of psychoanalysis and Mesoamerican conceptions of subjectivity." Psychotherapy & Politics International 22, no. 1 (2025): 1–14. https://doi.org/10.24135/ppi.v22i2.09.

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In this article, situating myself in the context of Mexico and Central America, I critically reflect on psychoanalysis in relation to coloniality, cultural intercourse, native peoples, their ancestral knowledge, and their conceptions of subjectivity. I highlight the cohabitation of psychoanalysts and traditional healers in the Mesoamerican context. I interpret this cohabitation as an expression of the coexistence of European and Mesoamerican cultures. The coexistence of cultures leads me to the question of mestizaje, which, conceived as a cultural-symbolic and divisive-conflictive process, can

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Mutongoza, Bonginkosi Hardy. "Epistemic justice, institutional transformation and the pursuit of a decolonised African academe." Interdisciplinary Journal of Sociality Studies 5, no. 1 (2025): a04. https://doi.org/10.38140/ijss-2025.vol5.1.04.

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Decolonisation aims to create a more just, inclusive, and equitable academic landscape in Africa by centring marginalised voices and embracing diverse epistemologies. Despite the clamour for truly decolonised universities and the incessant calls for transformation, several studies have demonstrated the pervasiveness of epistemic injustice and the laboured pace at which genuine change is happening. Against this background, this article examines the need for decolonising higher education within the African context, exploring the enduring legacies of colonialism and their continued influence on a

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