European colonization of other continents has had far-reaching and lasting consequences for the construction of childhoods and children’s lives throughout the world.
Liebel presents critical postcolonial and decolonial thought currents along with international case studies from countries in Africa, Latin America, and former British settler colonies to examine the complex and multiple ways that children throughout the Global South continue to live with the legacy of colonialism.
Building on the work of Cannella and Viruru, he explores how these children are affected by unequal power relations, paternalistic policies and violence by state and non-state actors, before showing how we can work to ensure that children’s rights are better promoted and protected, globally.
Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula.
What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all?
Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.
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Introduction This chapter begins by briefly dwelling on decolonisation. Here we aim to concisely discuss issues related to the struggle for national independence, involving emerging African states and more recent efforts intent on decolonising the knowledge base and teaching in western universities. Unsurprisingly, the latter project has begun, to different degrees, to impact on the field of social work education. Underpinning this book is the rooted understanding that theoretical approaches, often originating in the West, should not simply be discarded
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Introduction Raising and addressing decolonizing perspectives and approaches through every stage of the research process, regardless of discipline, creates numerous opportunities and challenges. It is fundamentally based on the reconsideration of the concepts and priorities of academic practices in higher education (HE), including their links with research, curriculum development and teaching. A key feature of this project is exploring pedagogical approaches that explicitly solicit, incorporate, and validate individual experiences and research interests
Informal justice systems and decolonized justice alternatives play significant roles for rural crime control and dispute settlement. They are two distinct types of mechanisms with different backgrounds, evolution and functions. ‘Informal justice system’ is an umbrella term that encompasses different types of customary, traditional, local, tribal and Indigenous justice systems. These systems are usually conceptualized as non-state justice systems as opposed to the formal state justice systems, which have written laws and procedures for decision making and
with their colonial territories going forward. There are two contrasting perspectives on why the empires collapsed relatively suddenly. One, which might be termed the imperial perspective, argues that the colonizing powers saw the economic benefits of their empires decline as economic links within Europe became more important (Feinstein 1997 ). This narrative is challenged by voices from imperial governments which showed little sign until late in the day that decolonization was an intended or desired outcome. Particularly in the immediate aftermath of the war
Introduction: critiquing the decolonizing-diversity slippage Colonialism and education have always been linked. Indeed, one significant way that European empires naturalized the ‘superiority’ of Western knowledge was by setting up educational institutions, including universities, in the colonies. These would teach in imperial languages and focus on a Western canon, which would buttress the view that ‘knowledge’ comes from the West while ‘the rest’ merely has tradition, superstition, and pre-modern beliefs. Even after the collapse of many colonial
