On December 7th 2017 I gave a Sussex Development Lecture in which I offer a conversation between personal experiences, reflections and decolonial scholarship to reflect on the fundamental, practical, institutional and epistemological implications of recognising the coloniality in the international development project. When we seek to part with the coloniality but not with the desire and imperative of global solidarity and justice, the following questions impose themselves: What do we keep? What do we throw out?
Later in the year I had the chance to turn the talk into a book chapter (full text) for the edited volume Sara de Jong, Rosalba Icaza and myself put together for the ATGENDER series with Routledge, titled ‘Decolonization and feminisms in global teaching and learning’.
List of contributors; Acknowledgments; Introduction: decolonization and feminisms in global teaching and learning – a radical space of possibility, Rosalba Icaza and Sara de Jong; PART I Knowledge;Chapter1 CarteArte: below and on the left in purple, Batallones Femeninos; Chapter2 Pacific peoples, higher education and feminisms, Sereana Naepi; Chapter3 Feminizing and decolonizing higher education: pedagogies of dignity in Colombia and Australia, Sara C. Motta; Chapter4 Undoing colonial patriarchies: life and struggle pathway,s Xochitl Leyva Solano; Chapter5 About the Transnational Network Other Knowledges: La Red Trasnacional Otros Saberes (RETOS) between crises and other possible worlds, Red Trasnacional Otros Saberes; PART II Voice;Chapter6 The decolonization manifesto, Wanelisa Xaba; Chapter7 The liability of foreignness: decolonial struggles of migrants negotiating African identity within UK nurse education, Roselyn Masamha; Chapter8 Decolonial feminist teaching and learning: what is the space of decolonial feminist teaching? Françoise Vergès; Chapter9 ATELIER IV Manifesto, Françoise Vergès et al.; PART III Institutions;Chapter10 What a new university in Africa is doing to decolonize social sciences, Jess Auerbach; Chapter11 Coloniality of power, knowledge and modes of (des)authorization: occupation practices in Brazilian schools and universities, Marta Fernández and Andréa Gill; Chapter12 Learning from prisons: decolonial feminism and teaching approaches from prison to university, Elena Vasiliou; Chapter13 Post-it notes to my lecturers, Roselyn Masamha; PART IV Disciplines;Chapter14 Intervention, Sixteen participants of the “Crossing Borders” conference in Lesbos, Greece, July 2016; Chapter15 On babies and bathwater: decolonizing International Development Studies, Olivia U. Rutazibwa; Chapter16 “Straight from the heart”: a pedagogy for the vanquished of history, Asha Varadharajan; Chapter17 Notes on Europe and Europeans for the discerning traveller, Robbie Shilliam; Index