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United Theological College is one of the oldest and largest ecumenical institutions in Southern Africa. The institution brings together six Protestant churches in Zimbabwe. For years, the institution produced competent theologians. Unfortunately, these theologians drunk from some foreign theological calabashes whose contents are divorced from the Zimbabwean realities. The College had been clinging to the Western, far distant, and neighbouring African theologies and theologians for its curriculum forgetting to scratch where Zimbabweans are itching. This collection of different theologies into one combination was an attempt by the College to equip students with diversified theologies from different sociopolitical, economic, and religious environments, ignoring that the context is divorced from Zimbabwe's milieu. This paper sought to invoke the institution's continual addressing of contextual theological issues using borrowed theological epistemologies. Using a decolonial framework and qualitative research methodology, the paper challenged the institution to decolonise its curriculum by liberating it from armchair theories of foreign God talk. Structurally, the paper discussed the theoretical framework, methodology, and identity of the College and proceeded to present the curriculum of the institution and the findings from the interviews with special reference to four modules. The paper stressed that the perpetual pontification of foreign theological themes by the institution will continue to create theologians whose heads and the body are separated. The conclusion challenged the College to decolonise its curriculum and advocate for a theology that speaks with the language and idioms of the Zimbabwean milieu regardless of the challenges associated with the move. This paper contributes significantly to scholarship as it challenges United Theological College to use relevant resources to do theology. [ABSTRACT FROM AUTHOR]

Youth from every continent used online tools to exchange ideas, debate alternatives, and create a document that represents their voice on the relationship education should have with global citizenship: the International Youth White Paper on Global Citizenship. This paper applies de Sousa Santos' sociology of absences and emergences to trace the ways in which the White Paper extends—and limits—decolonial thought in relation to global citizenship education. Through document analysis of the White Paper, we note particularly the students' emphasis on a decolonial and processual notion of relationality that challenges current neoliberal notions of the global community and instead is oriented toward justice. Further, the students connect political resistance to epistemological resistance, asserting that diverse ways of being, knowing, and seeing are necessary to ensuring those who are marginalized are included in the decision making processes that affect their lives. [ABSTRACT FROM AUTHOR]

The teaching of theology in South Africa is narrowly understood in the context of Abrahamic religions. Within those religions, there are notions like angels and demons that make sense but remain problematic in the African understanding of God and spirituality. African spirituality gets overshadowed by coloniality such that African scholars resort to silence rather than correcting those errors that are committed while teaching theology to Africans. Since theology is the study of God, it should be subject to different interpretations that allow for a multiplicity of approaches. Since demystification and decolonisation of African theology are needed, this paper denounces foreign concepts in theology that seek to demotivate the whole concept of a decolonial theology. Analytic theory is used as the lens in this study. The purpose of this study is to clearly surface the concept of decolonisation within religion and the notion of beings within theological studies. This qualitative study adopts a desktop conceptual research methodology. Major findings of this study reveal that (i) theology in South Africa is taught in a Eurocentric fashion and the concepts used are Western, (ii) there is a high level of ignoring the African concepts and religions in the plight of theologians to reinforce Christianity. Core recommendations include (i) transformation of theological teaching that accommodates African spirituality, and (ii) popularization of African notions/concepts to refer to such beings that the Western religions have called angels and demons. This study contributes to the decolonial scholarship with regard to theological studies of spiritual beings. [ABSTRACT FROM AUTHOR]

This paper interrogates the informational practices shared between human and computer machine learners as they train to sense the world through lines of order, or vectors. The paper does this by exploring the affective conditions through which vectors draw relations of data over a persistent, colonial image of race. Through analysis of pedagogical practices at the Summer Institute for Computational Social Science in Chicago, and a corresponding year-long machine learning design group, this paper examines how contemporary machine learning practitioners train themselves to sense calculative relationality on the basis of racialized difference. The paper compares this vectorized sensibility with 20th century enumerative practices in the United States by analyzing the racial statistics of W.E.B. Du Bois, Kelly Miller, and Frances Kellor to trace out affective histories of the vector. Ultimately, this paper asks how machine learners – whether algorithms or their human users – often project lines of colonial order upon other forms of life, and how, by questioning the claim of vector relations and their informational objects, we can confront this sense-training and reimagine ourselves. [ABSTRACT FROM AUTHOR]

Background: For the professions of audiology and speech-language therapy (A/SLT), there continues be a dire need for more equitable services. Therefore there is a need to develop emerging practices which have a specific focus on equity as a driving force in shifting practices. This scoping review aimed to synthesise the characteristics of emerging practices in A/SLT clinical practice in relation to equity with an emphasis on communication professions. Methods: This scoping review followed the Joanna Briggs Institute guidelines and aimed to map the emerging practices in A/SLT to identify the ways in which the professions are developing equitable practices. Papers were included if they addressed equity, focused on clinical practice and were situated within A/SLT literature. There were no time or language restrictions. The review included all sources of evidence across PubMed, Scopus, EbscoHost, The Cochrane Library and Dissertation Abstracts International, Education Resource Information Centre from their inception. The review uses PRISMA Extension for scoping reviews and PRISMA-Equity Extension reporting guidelines. Results: The 20 included studies ranged from 1997–2020, spanning over 20 years. There were a variety of papers including empirical studies, commentaries, reviews and research. The results demonstrated that the professions were increasingly considering addressing equity through their practice. However, there was a prominent focus around culturally and linguistically diverse populations, with limited engagement around other intersections of marginalisation. The results also showed that while the majority of contributions to theorising equity are from the Global North with a small cluster from the Global South offering critical contributions considering social categories such as race and class. Collectively the contributions from the Global South remain a very small minority of the professional discourse which have a focus on equity. Conclusion: Over the last eight years, the A/SLT professions are increasingly developing emerging practices to advance equity by engaging with marginalised communities. However, the professions have a long way to go to achieve equitable practice. The decolonial lens acknowledges the impact and influence of colonisation and coloniality in shaping inequity. Using this lens, we argue for the need to consider communication as a key aspect of health necessary to achieve health equity. [ABSTRACT FROM AUTHOR]

Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the 'new' Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the case for critical realism (CR) as a framework in steering the anticipatory and participatory activities an appropriate analysis of complex problems, aiming toward a transformative change. Design/methodology/approach: Through observation, interview and facilitation for Circular Design Lab and Thai Clean Air Network, this paper unpacks their foresight activities, their key findings and subsequently connects to the Morphogenesis analysis based on an alternative foresight epistemology of CR. Findings: Foresight based on CR philosophy provides a deeper understanding of the complexity and invisibility of air pollution issues in Thailand. Acknowledging the transitive reality beyond this study's perception, the activity design applies the iceberg models to investigate problem framing and illustrate the stratified reality in three domains: the empirical based on emission reports and legislative regulations; the actual based on patterns of farmers practice and industrial development, activated by causal mechanisms; the real based on structural and mental models, driven by cultural and belief systems in Thailand. At the bottom layer of the iceberg, the real lies the generative mechanisms of pre-existing structural and cultures that constrain Thai citizen from acting on social change. Research limitations/implications: CR's emancipatory theory provides an immanent critique towards social improvement by illustrating comprehensive causal explanations of complex problems such as air pollution; while morphogenesis theory elaborates on the unconscious domination of the existing social structures, agencies, and cultures. Thus, the ethical inquiry of CR research is committed to the emancipation of false beliefs and creating conditions for "human prosperity". However, this non-neutral value commitment is debated in the futures studies field. Practical implications: The anticipatory activities on air pollution in Thailand bring to light the reality of power and oppression beyond human perception and illustrate the connection to the belief systems and its consequential action or lack thereof in dealing with the issues. The insight to power relationship provides an unconventional way to empower citizens in creating transformative change. Originality/value: Modern foresight practice has developed under western cultures and societies. Recent efforts are made to investigate the epistemology underlying this field, for the future issues are ever more complex and interrelated across multiple sectors. This requires this study's consideration of the meaning of knowledge and knowing, influencing the research paradigm. This paper proposes CR as a suitable foresight approach to emancipate this study from the widely accepted epistemologies and examine this study's presupposition about social reality by a philosophical explanation based on the elements of ontology, causation, structure and persons. [ABSTRACT FROM AUTHOR]

Despite theorisation and consistent Pracademic (academics who are also practitioners) contributions to the concepts of truth-telling and decolonising epistemologies in the fields of activist research, there remains ongoing need for articulating the everyday praxis and positionality of empirical work. This paper considers the practice of two intercultural Australian-based practitioners' examination of the ethical practices towards decolonising praxis as a contributor to third-space youth development which considers the space between participants. First Nations terminology is drawn on to explore the empirical nature of third space theory (Bhabha) acknowledging the social construct of hybrid identities within individuals and communities' personhood. Through exploring Indigenous inquiry as a contributor to third-space youth development, this paper argues that co-creation of knowledge amongst young people and practitioners considers a third space which can allow for deeper understandings of intercultural work and power dynamics. This article provides the opportunity to further explore a critical analysis of the challenges and possibilities of practitioners/pracademics working towards a decolonising journey which has implications for the ethics of youth work practice globally. [ABSTRACT FROM AUTHOR]

This paper explains the ambitions of Africa's first independent nonprofit school of architecture—the School of Explorative Architecture—in light of the decoloniality ideas that were galvanized by the Rhodes Must Fall protests at the University of Cape Town in 2015. The paper describes the School's three modes of teaching and learning architecture, namely the thing (professional competencies of designing a building), the shadow of the thing (theorized and critical thinking around buildings and architecture), and the painted shadow of the thing (creative acts engaging architecture in ideas and critical thinking). The paper explains the nuances of teaching and learning architecture in the South African context and the importance of teaching professional competencies while surfacing 'other' conditions through the painted shadow. The paper ends by asking if a radical spatial alterity—the folding of the thing, the shadow, and the painted shadow into each other—is possible. [ABSTRACT FROM AUTHOR]

This paper interrogates the opportunities and challenges of a borderless curriculum as the alternative to reimagine a better future premised on initial teacher education. The paper comes against the background that curriculum projects remain nationalised, depriving learners and educators of an opportunity to learn from the best educational practices outside their borders. The paper is located in posthumanism, where a borderless curriculum through technology can be positioned to respond positively to human tragedies such as war, systematic racism, human trafficking and conflict. Borderless curriculum involves unlearning in order to learn by harvesting best practices across borders to reimagine a comprehensive initial teacher education that addresses the lived realities of the learners globally. The paper argues that the posthuman era provides a platform for nations to share knowledge in the virtual and blended space to deconstruct prejudices while evoking living and working together across curriculum and spaces to improve initial teacher education. [ABSTRACT FROM AUTHOR]

In Thinking Against Empire: Anticolonial Thought as Social Theory, Julian Go continues his vital work on rethinking and redirecting the discipline of sociology. Go's piece relates to his wider oeuvre of postcolonial sociology – found in works such as his Postcolonial Thought and Social Theory (2016) as well as multiple journal articles on epistemic exclusion (Go 2020), Southern theory (Go 2016), metrocentrism (Go 2014), and the history of sociology (Go 2009). In this response article, my aim is to think alongside some of the central themes outlined in Go's paper rather than offering a rebuttal of any sorts. In particular, I want to think through how the recent work on 'decoloniality' may play more of a central role in Go's vision of sociology and social theory than he acknowledges. In doing so, I hope to engage in Go's prodigious scholarship through centering discussions of the geopolitics of knowledge, double translation, and border thinking. Before proceeding to this discussion, I will offer a brief review of my reading of Go's paper. [ABSTRACT FROM AUTHOR]

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On a typical Sunday afternoon, while roaming around the streets of TikTok, a social media application, my eyes landed on a video in which a female preacher was dancing vigorously on the pulpit. The comment section was abuzz with both words of admiration and notes of displeasure. It was clear in that moment that her theological pedagogy was unsettling for most. Yet, I found it intriguing. It is also on TikTok that I encountered the tagline, "itai amen satani abhoekane" [say amen and make satan bored]. I was sold on her disruptive use of language, the singing of secular music in church, and dancing with abandon on the pulpit. Her name is Chaplain Christabel Phiri, a woman who in my view is reshaping theological discourse in Zimbabwe. Beyond that, she redefines what it means to be Christian and troubles the dichotomy that exists around Christianity and feminisms. Drawing on Chaplain Christine Phiri as my case study, I reveal, in this paper, the possibilities of feminist praxis within the church space. I offer an analysis of five of her sermons, referred to here as theological performances, as well as other performance elements such as costume, gestures, conduct, and props, including language. [ABSTRACT FROM AUTHOR]

The debate on the concept of gender in postcolonial studies is extremely complex and involves a variety of theoretical and practical perspectives. Postcolonial studies has shown the connection between gender identity, colonial power, and decolonisation processes. This paper will explore the social construction of gender in colonial contexts, the way in which colonial practises have influenced gender dynamics, and the struggles for resistance and freedom in which women and gender-nonconforming people have engaged in postcolonial countries. The issue will be raised of how gender is interpreted and experienced in different cultures and social contexts. Furthermore, the analysis of colonisation and decolonisation processes will provide a starting point to understand how gender hierarchies have been built and criticised in postcolonial contexts, leading to the development of the most recent ecofeminist and decolonial perspectives. [ABSTRACT FROM AUTHOR]

Purpose: Faraoyść is a translinguistic portmanteau neologism that describes the moment when oppressive systems are shaken and appear to be coming to an end, and joyful, liberated worlds feel within reach. The purpose of this research is to demonstrate that faraoyść helped participants helped participants to expand their situated imaginings, which increased their capacity to imagine decolonized worlds. Design/methodology/approach: This research was guided by faraoyść as a conceptual framework that explores the empirical experience of joy through collaborative world-building activities. These praxis-based exercises were tested in a series of workshops both at the 2020 UNESCO Futures Literacy Summit and in collaboration with Negligence Refugees from Lebanon. Findings: When activated by collaboratively designed speculative objects and stories generated through the lens of faraoyść, participants created spaces of rhizomatic world-building that allowed them to imagine beyond the boundaries of their situated imaginings. Once participants had mapped the ways their imaginations were limited by current colonial systems of power, they were able to reorient their roles and develop new means to act within decolonized systems. Originality/value: Faraoyść is a novel conceptual framework that contributes to current movements to decolonize futuring and foresight. This paper also introduces the concepts of rhizomatic world-building – an emergent approach to co-imagination, and situated imaginings, which are the systemic frameworks within which one imagines the ways the world has, is, will and must work. In practice, faraoyść is grounded in abundance and the power of liberatory joy to strengthen and celebrate local traditions, storytelling, world-building and community power. [ABSTRACT FROM AUTHOR]

Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility. [ABSTRACT FROM AUTHOR]

The main purpose of this reflective paper is to signpost the importance of language of learning and teaching in a Teacher's Education course. It is then meant to decolonise the curriculum by tapping into the indigenous knowledge systems of the students. In view of this, the main aim of the Language of Learning and Teaching (LoLT) English is to bridge the gap between schools and Higher Education given the fact that a considerable number of students come to universities in South Africa unprepared or underprepared. LoLT gives students the opportunity to take ownership of their literacies, particularly academic writing through defamiliarization and co-construction of knowledge. Our reflections are based on first year students' experiences on the language of learning and teaching in the Senior Phase/Further Education and Training (SP/FET) in Cape Peninsula University of Technology (CPUT). In light of this, our reflections are primarily focused on their ability to read and respond to selected texts where they were encouraged to interpret the texts based on their own perspectives. Most of the work was done in groups before individual assignment to factor in diversity in their interpretation bringing out the richness of the texts. The paper in conclusion, supports the belief and realization that once students are engaged to participate in unpacking a text, they come to understand that diversity is inevitable in whatever they do in life. [ABSTRACT FROM AUTHOR]

As the social work landscape rapidly changes to more directly address the effects of racism, colonialism and all areas of oppression on individuals, communities and systems, the delivery of responsive clinical social work services is being called to radically transform. This transformation starts with social work education, both in curriculum and in pedagogy, and must include an emphasis on anti-Blackness, starting with raising consciousness and increasing awareness of its prevalence and then deciding how to move beyond awareness. Although clinical social work educators are charged with the task of training emerging social workers to effectively translate theory into practice, missing is guidance on how to do so with an anti-Black, decolonial sensitivity. In 2022, the authors introduced a model – the Trajectory of Awareness (ToA) – to address an aspect of anti-Black racism and in this paper, we return to the ToA model, incorporating decolonial principles. Decoloniality is very much aligned with teaching about anti-Black racism and developing a skill set in teaching about anti-Black racism from a decolonial perspective is essential. [ABSTRACT FROM AUTHOR]

This creative conceptual paper expands traditionalised academic approaches through integrated narratives, plays, lyrics, and poetry as decolonial method. Based in first person narratives, informal interviews, artistic expression, and music-integration, the author clarifies tensions in decolonial strategy, including moving beyond racial representation to acknowledge and respond to racialised poverty, racism built into the fabric of higher education, and an overarching denial of racial disparities. The paper begins with a discussion of the student-created and produced play, The Fall, which brings the #RhodesMustFall movement onto the stage. Integrating student discussions and reactions to the play, the paper echoes themes from The Fall, suggesting that strategies which interrupt coloniality, while necessary, are insufficient to transform from formal education's capitalistic and exploitative foundation. In centring USA and South African writers, the paper highlights that the purpose of education remains a White supremacist vision and that to move from such anti-Black infrastructures, transformation must align directly with ongoing, student-led decolonial approaches. The paper then parallels higher education protests to the context of the 2010 World Cup's artistic exploitation of South Africa, warning of the power of appropriation, especially on a global stage. The paper concludes with the affirmation that creative, artistic, and Black-centric voices must be fostered and integrated into decolonial strategies to transform the global Whiteness of higher education. [ABSTRACT FROM AUTHOR]

The academy in Britain has witnessed the rise of a "decolonial turn", which ironically is set against the backdrop of persistent racial disparities amongst staff and students within higher education. Taking the cases of the disciplines of history and geography and drawing from qualitative interviews and focus groups among students and academics in these disciplines, this paper examines "decolonising" as– (a) a "new" language being articulated by various actors within the neoliberal university; and (b) an emergent praxis at the levels of learned societies, university departments and beyond, to address racialized inequalities and coloniality. This paper outlines some key tensions and challenges faced by "decoloniality" at both conceptual and practical levels, and overall suggests the need for an anti-racist collaborative effort to make meaningful "decolonial" changes within higher education in Britain. [ABSTRACT FROM AUTHOR]

In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of "objectivity" from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas. [ABSTRACT FROM AUTHOR]

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

The aim of this paper, and more generally, our project "Impact from the ground" (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a "universal one size fits all" education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a, kitambaa in Swahili that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates. [ABSTRACT FROM AUTHOR]

This paper explores the meaning of 'decolonization' in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author's own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination. [ABSTRACT FROM AUTHOR]

The ideal wife, according to Proverb 31, is far more indispensable in any given society and plays a far less walk-over role in her marriage. Conversely, the highly recognised African term makoti, which originates from abroad (Dutch culture), reduces a newlywed to slave status, at least when understood from its linguistic context. This is because, according to the literature that is currently available, the term makoti originates from either the "Dutch/Afrikaans" phrase Maak ons tee, which roughly translates to "make us tea." Consequently, when considered in light of Proverb 31 woman, the term makoti, as used in most African cultures, becomes problematic. This paper aimed to refute colonialist notions of African makoti by first describing the African daughter-inlaw or recently married woman in the context of Proverb 31. Methodologically, through the employment of the decolonial theory and literature review, it confirmed that the esteemed African term makoti originates in Dutch culture rather than the African patriarchal corpus. The primary finding of this study was that, contrary to the stereotype of makoti that has been fortified by colonial context, the real African daughter-in-law is more akin to a Proverb 31 woman. The study concluded that correcting falsehoods like these contributes to the restoration of African culture's dignity and the veracity of African history, while also challenging the continued colonial narratives that marginalize African women. This study enhances and contributes towards the decolonial agenda by dispelling stereotypes that misplace makoti as an invention of African culture. [ABSTRACT FROM AUTHOR]

This article argues that epistemologies are significantly relevant to the decolonial project and the advancement of discourse around human interactions. Moreover, it is asserted that the decolonization of the mind can only occur within the context of changing the framework through which we understand the world and its history. As a concept, decolonizing the mind is dependent upon correcting dislocation and disorientation that leads to confusion about reality. However, decolonial discourse is often vulnerable to assume its own colonial orientation and can still be entrapped in centering European and Arab experiences regarding African history; it is the interrogation of those elements that Africology promotes. This paper demonstrates an imperative for a restructuring epistemology that is, inclusive of a multiplicity of perspectives. From the Africological vantage, the universalisms of European and Arab centered epistemes are grounded in cultures that in reifying their own existence, are antithetical to the free existence of those who do not adhere to their beliefs and values. [ABSTRACT FROM AUTHOR]

Cuerpo-territorio (the body-territory) is a concept used by Indigenous feminist activists from Iximulew (Guatemala) to frame their struggles for justice, an end to gendered violence and against extraction in their territories. This paper draws on this concept to explore the legacy of colonial and conflict-related woundings in Guatemala, particularly sexualised and racialised violence. I focus on the primarily Ladinx, urban, largely middle-class population who work and study at the Centre for Training, Healing and Transpersonal Transformation – Q'anil, Guatemala. By centring my enquiry on the reflections of staff and participants from Guatemala and Latin America, through observations and interviews completed as part of my PhD, research this paper explores how attending to the racialised and sexualised wounds of the cuerpo supports individual and collective healing. I argue that Q'anil's processes, which focus on interrogating desire, reconnecting with the body and recovering the erotic as creative life force, can contribute to healing our broken relationship with the territorio. I -situate this work within the turn towards a vitalist politics and ask how we might expand our understanding of justice in territories wounded by conflict and (neo)colonialism beyond legal frameworks to envision justice from the cuerpo-territorio? [ABSTRACT FROM AUTHOR]

As Pacific early career researchers (ECRs), relational interconnections and engagement are at the heart of our collective responsibilities to each other. Although we share a mutual responsibility to our research communities (in academia and industry), each Pacific ECR is unique in our field of research and genealogical connections to the Pacific. This paper engages the Indigenous story work methodology to capture, negotiate, and make meaningful links between our research experiences and relational excellence. This methodological approach reveals thematic elements of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy are woven throughout the paper to highlight our collective va-relationality and potential as ECRs. Our collaborative approach to defining and engaging with Pacific research creates new and innovative possibilities for Indigenous and Pacific research excellence. [ABSTRACT FROM AUTHOR]

In this paper, we engage in productive resistance through exploring the application of an arts-based method in expanding the critical research methodology repertoire in the profession of speech-language pathology. There is a specific focus on the value of painting in the data representation process. We explore how a playful, creative analysis deepened the critical interpretative meaning-making process. In particular, we explain how artful representations in the data analysis process can broaden communication in research beyond the written modality to generate alternative knowledges. We use the concepts of productive ambiguity and unknowing as key conceptual tools to reimagine the data analysis process with particular focus on the process of data representation. We conclude that embracing the uncertainty of creative ways of knowing create possibilities for new meanings and knowledges to emerge. [ABSTRACT FROM AUTHOR]

The goal of this article is to draw on some of the latest insights in biblical studies on the challenges posed to the reflection, transmission, and reception of the Bible with relevance to a post-apartheid South African context. The author engages with prominent figures in the field of Biblical Studies and critical race theory such as David Horrell, in order to address the issue of whiteness and its impact on marginalisation. The aim is to foster a deeper understanding of the ways in which certain voices have been rendered invisible and to continue to question and challenge these dynamics. This paper delves into the interpretation of the Bible in Africa, using the perspectives of scholars such as Thomas Wartenberg in conjunction with the ideas of Charles W. Mills, W. Jennings, R. Ellison, and Steven Biko, as well as other notable figures, to critically reflect on the role of biblical scholarship in the process of restoring historically marginalised voices within the context of past injustices. [ABSTRACT FROM AUTHOR]

This contribution engages Go's generative invitation to think against empire by thinking through the epistemic and disciplinary implications of such endeavour. I zoom in on the need to explicitly address the purpose and ethos of scholarly inquiry and how that translates into decolonial academic praxis. Thinking with Go's invitation to think against empire, I feel compelled to constructively engage the limitations and impossibilities of decolonising disciplines such as Sociology. I glean from the various attempts at inclusion and diversity in society and argue that adding or including Anticolonial Social Thought/marginalised voices and peoples in the existing corridors of power—such as canons or advisory boards—is at best a minimal rather than a sufficient condition of decolonisation or going against empire. This raises the question of what comes after inclusion. Rather than offer a 'correct' or single alternative anticolonial way, the paper explores the pluriversally inspired method(ological) avenues that appear when we commit to thinking about what happens after inclusion when the goal is decolonisation. I expand on my 'discovery' and engagement with the figure and political thought of Thomas Sankara and how this led me to abolitionist thought. The paper then offers a patchwork of methodological considerations when engaging the what, how, why?—questions of research. I engage with questions of purpose, mastery, and colonial science and turn to the generative potential of approaches such as grounding, Connected Sociologies, epistemic Blackness, and curating as methods. Thinking with abolition and Shilliam's (2015) distinction between colonial and decolonial science, between knowledge production and knowledge cultivation, the paper invites us to not only think of what we need to do more of or better when taking Anticolonial Social Thought seriously, but also what we might need to let go of. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ártemis: Estudos de Gênero, Feminismo e Sexualidades is the property of Revista Artemis and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Catalana de Dret Ambiental is the property of Universitat Rovira I Virgili and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the first installment of Qiu Anxiong’s trilogy of animations New Book of Mountains and Seas (2006, 2008, 2017). Replete with fantastical creatures, Qiu’s films immediately call to mind their namesake, the Classic of Mountains and Seas, an encyclopedia of strange beasts written and compiled between the fourth to first century BCE. His animations show the contemporary world as if seen through the eyes of someone living thousands of years ago, alive during the time of the original classic. Rather than casting this subject-position as “irrational” and backwards, Qiu mines the generative possibilities of adopting this new logic of perception. In doing so, he brings together two distinct ways of presenting the world. The first relays the modern myths and universal assumptions constituting our contemporary reality. The second destabilizes divisions between the animate and inanimate to challenge how this narrative led to the disavowal of animism to begin with. In restituting animism, the artist offers an alternative to the pictured story of predation, extraction, and consumption. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Modern Heritage in the Anthropocene draws from a critical selection of the 54 papers presented at the second International MoHoA conference Modern Heritage in the Anthropocene, (October 26–28, 2022), hosted by The Bartlett School of Architecture, University College London, in partnership with the University of Liverpool's School of Architecture. The conference expanded MoHoA's aim of encouraging equitable approaches to modern heritage as an urgent and essential response to an age of planetary crises whose roots are entangled with centuries‐old culture of extraction, exploitation, and domination. Building on the lessons learned from the first MoHoA conference, Modern Heritage of Africa (2021), hosted by the University of Cape Town and the subject of an earlier special edition of Curator (65/July 3, 2022), this second conference emphasized the interconnection between these cultures and the dawn of the Anthropocene. Participants were asked to reflect on reconceptualized formulations of modern heritage and its entangled relationship with the planetary crises experienced, albeit unevenly and unequally, by all living and nonliving things. This paper assembles and reflects on the contributions of 18 peer‐reviewed papers that collectively demonstrate the range and depth of topics presented. In the spirit of equity, diversity, and inclusivity and in line with MoHoA's decentering, decolonizing, and reframing agenda, these have also been chosen to reflect the different contributors' experiences, from senior academics to young and early career professionals. [ABSTRACT FROM AUTHOR]

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes the processes of racialization in Portuguese right-wing political movements through two prominent nationalist fanpages. It employs a mixed-methods approach that includes both quantitative and qualitative official data. The sample covers 72 months, from January 2017 to December 2020, encompassing a total of 3670 posts on Facebook. The main findings reveal that the fanpages utilize different discursive strategies, sometimes focusing on publishing static images and other times on sharing news links. From these publications, the fanpages garnered more than 1.4 million interactions, demonstrating consistent growth in their follower bases over the years. Emotional responses played a significant role in the interactions, particularly with Love, Sad, and Angry reactions standing out. The results also reveal that Portuguese nationalism maintains a dual ideology concerning race: ethno-exclusivism and ethno-pluralism. This observation affirms the dual nature of nationalist fanpages, where narrative elements converge and diverge based on the intended goal. Thus, individuals from Africa and Afro-descendants can be portrayed as both national heroes and social scum. [ABSTRACT FROM AUTHOR]

This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees' experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts. [ABSTRACT FROM AUTHOR]