By Ramón Grosfoguel
Postmodernism as an epistemological project still reproduces a particular form of coloniality. A decolonial perspective requires a broader canon of thought that would require taking seriously the epistemic insights of critical thinkers from the global South. How can a “critical border thinking” that envisages a “transmodern world” moves us beyond Eurocentrism?
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By Lioba A Hirsch
In the past year, decolonising global health has gained prominence. Much of this movement has come from students of global health in high-income countries and preceded the recurrence of Black Lives Matter movements after the violent murder of George Floyd. Black Lives Matter and Decolonising Global Health movements have managed to shake schools of global health if not to their core then at least awake. As a reaction schools of global health have made statements about racial equality and have avowed to address racism, increase staff and student diversity, and to train their staff in the art of decolonisation. I have been involved in these processes of decolonisation at my own institution. Yet I also view such efforts critically.
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By Hussein A. Bulhan
This paper draws on the author’s scholarship, supplemented by the limited academic resources available in the “peripheries” of the world where the author lives and works (namely, Somali society and Darfur, Sudan), to consider the relationship between colonialism and psychology.
It takes into consideration the history of psychology in justifying and bolstering oppression and colonialism. Then considers the ongoing intersection of colonialism and psychology in the form of metacolonialism (or coloniality). To decolonize psychological science, it is necessary to transform its focus from promotion of individual happiness to cultivation of collective well-being, from a concern with instinct to promotion of human needs, from prescriptions for adjustment to affordances for empowerment, from treatment of passive victims to creation of self-determining actors, and from globalizing, top-down approaches to context-sensitive, bottom-up approaches. Only then will the field realize its potential to advance Frantz Fanon’s call for humane and just social order.
Read the article here.
By Ailie McDowall
University disciplines are grappling with how best to incorporate Indigenous content and frameworks for practice into their teaching to better prepare graduates to work with Indigenous communities. Yet the pedagogical approaches that can best engage students in Indigenous Studies as a field of critical study are still being debated.
This article has two aims. The first is to consider how an uncomfortable reflexivity may provide an alternative theoretical and methodological approach to preparing university students for future work. The second aim is to consider Nakata’s cultural interface as a teaching tool that may open discussion around how professionals embody the disciplinary histories that govern their work.
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By Aníbal Quijano
The globalization of the world is, in the first place, the culmination of a process that began with the constitution of America and world capitalism as a Euro-centered colonial/modern world power. One of the foundations of that pattern of power was the social classification of the world population upon the base of the idea of race, a mental construct that expresses colonial experience and that pervades the most important dimensions of world power, including its specific rationality: Eurocentrism. This article discusses some implications of that coloniality of power in Latin American history.
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By Eve Tuck & K. Wayne Yang
The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor.
In this article, they analyze multiple settler moves towards innocence in order to forward“an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. They also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.
Read the article here.
By Danilo Silveira Seabra, Lívia Ciaramello Vieira, Luciana Andrade Calvalho and Lucas Naufal Macedo
This essay explores how teaching cultural psychiatry in the University of Sao Paulo is a form of decolonial teaching as it makes psychiatrists more apt to face the different clinical scenarios in a country full of contradictions such as Brazil.
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By Yuderkys Espinosa Miñoso
In this essay Yuderkys Espinosa Miñoso defines and argues for decolonial feminism as a radical emancipatory project, challenging the universalism of Eurocentric feminisms.
Published in Afterall. Read the full essay here.
In this post you will find an article published by LSE research where they recommend readings on white privilege and race equity. Including academic studies, biographies, memoirs, fiction and poetry.
Recommended reads on race equity – LSE Research
By Walter D. Mignolo & Wanda Nanibush
A discussion about the challenges for decolonial theory to account for diverse modes of subjugation and subjectivity.
A conversation posted in Afterall A Research Centre in the University of the Arts London that focuses on research on the value of contemporary art.
Decolonising Global Health Archive 
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