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Decolonial Pluriversalism offers a unique, powerful, and crucial perspective on decolonial theories, political thoughts, aesthetics, and activisms. In going beyond a postcolonial critique of eurocentrism, it provides some of the most original interventions in the field of decolonial theory. Drawing from the Francophone worlds, Latin American and Caribbean philosophies, it explores concepts of creolization, racialization, Afropean aesthetics, arts and cultural productions, feminisms, fashion, education, and architecture. Contributors: Zahra Ali, Luis Martínez Andrade, Sonia Dayan-Herzbrun, Jane Anna Gordon, Mariem Guellouz, Léopold Lambert, Alanna Lockward, Fátima Hurtado López, Olivier Marboeuf, Donna Edmonds Mitchell, Corinna Mullin, Marine Bachelot Nguyen, Minh-Ha T. Pham, Françoise Vergès, Patrice Yengo
This book explores the potential of Pan-African thought in contributing to advancing psychological research, theory and practice. Euro/American mainstream psychology has historically served the interests of a dominant western paradigm. Contemporary trends in psychological work have emerged as a direct result of the impact of violent histories of slavery, genocide and colonisation. Hence, this book proposes that psychology, particularly in its social forms, as a discipline centered on the relationship between mind and society, is well-placed to produce the critical knowledge and tools for imagining and promoting a just and equitable world.
Sociology, as a discipline, was born at the height of global colonialism and imperialism. Over a century later, it is yet to shake off its commitment to colonial ways of thinking. This book explores why, and how, sociology needs to be decolonized. It analyses how sociology was integral in reproducing the colonial order, as dominant sociologists constructed theories either assuming or proving the supposed barbarity and backwardness of colonized people. Ali Meghji reveals how colonialism continues to shape the discipline today, dominating both social theory and the practice of sociology, how exporting the Eurocentric sociological canon erased social theories from the Global South, and how sociologists continue to ignore the relevance of coloniality in their work. This guide will be necessary reading for any student or proponent of sociology. In opening up the work of other decolonial advocates and under-represented thinkers to readers, Meghji offers key suggestions for what teachers and students can do to decolonize sociology. With curriculum reform, innovative teaching and a critical awareness of these issues, it is possible to make sociology more equitable on a global scale.
"An extraordinary book. Mohamed Amer Meziane's breathtaking analysis of the making of fossil states opens to a new genre of history writing where the very layers of earth's riches are at its center." —Ann Laura Stoler, author of Carnal Knowledge and Imperial Power, Along the Archival Grain How the disenchantment of empire led to climate change While industrial states competed to colonize Asia and Africa in the nineteenth century, conversion to Christianity was replaced by a civilizing mission. This new secular impetus strode hand in hand with racial capitalism in the age of empires: a terrestrial paradise was to be achieved through accumulation and the ravaging of nature. Far from a defence of religion, The States of the Earth argues that phenomena such as evangelism and political Islam are best understood as products of empire and secularization. In a world where material technology was considered divine, religious and secular forces both tried to achieve Heaven on Earth by destroying Earth itself.
This book, "Education Systems Around the World", is a collection of reviewed and relevant research chapters that offer a comprehensive overview of recent developments in the field of social sciences and humanities. The book comprises single chapters authored by various researchers and edited by an expert active in the field of social studies and humanities. All chapters are unique but are united under a common research study topic. This publication aims to provide a thorough overview of the latest research efforts by international authors on social studies and humanities, and open new possible research paths for further novel developments.
As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , this volume illuminates the challenges and contradictions which have prevented critical curriculum theory from establishing itself as an alternative to dominant Western Eurocentric epistemologies. Curriculum and the Generation of Utopia re-visits the work of leading progressive theorists and draws on a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America. Paraskeva illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics through an exploration of key issues including: itinerant curriculum theory, globalization and internationalization, as well as utopianism. Foregrounding critical curriculum theory as a vector of de-colonization and de-centralization, the text puts forth Itinerant Curriculum Theory (ITC) as an alternative form of anti-colonial, theoretical engagement. This work forms an important addition to the literature surrounding critical curriculum theory. It will be of interest to post-graduate scholars, researchers and academics in the fields of curriculum studies, curriculum theory, and critical educational research.
The first truly global commentary on a papal encyclical, Fratelli Tutti is a reflection on Pope Francis' 'Fratelli Tutti' and its publication in 2020 in the midst of interrelated global crises. Including responses from a diversity of locations and perspectives, the scholars seek to model Francis's call to fraternity and sorority and embody a creative openness to the reciprocal gifts of others. Pope Francis' encyclical provided both a sobering assessment of the crises and a hopeful vision of solidarity and healing. Francis' vision is taken forward by the scholars in this volume, answering the invitation to continue talking, thinking, and acting in a climate of confidence and audacity and to promote social friendship among the people of the world.
African Higher Education in the 21st Century explores the philosophical dimension of higher education systems in Africa by analysing its ontological, epistemological and ethical foundations.
This book seeks to reposition international relations (IR) theory by providing insights into non-Western concepts and theories. By engaging with understandings of power, identity, the state and the individual from a range of states outside of the Western hemisphere, the contributors to this book introduce new methods for understanding aspects of IR in context considerate ways. Engagements with Western theories and cases highlight how we need to reposition traditional understandings to allow non-Western approaches to IR develop alongside and inform their Western counterparts. Moreover, the book reinforces the need to move beyond the traditionally used Western-centric lenses without removing them completely, instead it advocates a harmonisation between them to reduce generalisations across the local, state and regional levels.
This book promotes constructive and nuanced transdisciplinary understandings of some of the critical problems that we face on a global scale today by thinking with and from the Global South. It is engaged in transmodernising, pluriversalising, decolonising, queering, and/or posthumanising thinking and practice. The book aims to contribute to and challenge current debates regarding knowledge, diversity, and change. This is achieved through the application of transdisciplinary and indisciplined perspectives to the Himalayan Anthropocene; transport services in Mexico City; the EU-Turkey border regimes and policy; egoism and the decolonisation of whiteness; the Witch and the decolonisation of the gender binary; Nepalese students in Denmark; and the decolonisation of global health promotion. The book thereby provides the reader a multiplicity of pathways of knowledges and practices that address current problems co-produced by the dominant Western colonial onto-epistemic outset, giving way to ‘other’ knowledge-practices, towards a pluriversal approach. This book will be of interest to upper-level undergraduate and graduate students in disciplines such as human geography, development studies, politics, international relations, sociology, anthropology, cultural studies, planning, and philosophy. It is also relevant to researchers, development workers and human rights/environmental activists, and other intellectual practitioners.