Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought – two fields with powerful traditions of critical pedagogy, which have shared productive exchange.
The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching.
These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.
"A sincere invitation to learn at the vibrant interfaces of feminist and decolonial theory and critical pedagogy. A credible call to rediscover the classroom as a site of politics and solidarity. A genuine commitment to a subversive practice of ‘doing academia’ in the global coloniality of the corporate university and beyond."
Claudia Brunner, Assistant Professor, Centre for Peace Studies and Peace Education, Alps-Adriatic University of Klagenfurt, Austria
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
The series is a collection which has a long standing tradition of publications of theoretical reflections and case studies that address the pedagogical, conceptual and political dimensions of teaching and learning about gender. First linked to its predecessor, the ATHENA network, the Teaching with Gender book series is now coordinated by ATGENDER - the European Association for Gender Research, Education and Documentation. A wide range of international scholars have contributed to the edited volumes in this series, offering teaching tools and seminar exercises that give students and teachers valuable sources for the teaching and studying of gender and sexuality.