Keeping the Fire: Oxford-UNISA Decolonising Research Methodologies (2022) скачать в хорошем качестве

Keeping the Fire: Oxford-UNISA Decolonising Research Methodologies (2022)

The 7-week online course, Oxford-UNISA Decolonising Research Methodologies, enrolled 15 DPhil students in the social sciences at Oxford and 18 PhD students from 10 universities across five African countries. This was an intimate, interactive and transcontinental group. In content and structure, the course was intentionally and knowingly ambitious, as we set out not merely to critique colonial logics within research methodologies, but to create and to imagine alternatives. The central organizing inquiry of the course was: What is the relationship between colonialism and knowledge? Why do methods need to be decolonised and how? In addressing these questions, we looked at a wide range of far-reaching provocations and challenges regarding the politics and geopolitics of knowledge, centring on the prerogative to create the space for discussion about emergent, defiant, decolonial ways of knowing. The course was designed and taught by Dr Amber Murrey (Geography, Oxford), Dr Nokuthula Hlabangane (UNISA), and Dr Steve Puttick (Education, Oxford). We are immensely grateful to Simpiwe Stewart for conducting a comprehensive literature review on decolonizing research methods and to Johah Stewart for all of his invaluable work and collaboration as the project’s Administrative Assistant. A special thank you to all of our collaborators and educators who joined us for special sessions along the journey, including Mmatshilo Motsei, Sneha Krishnan, Patricia Daley, Njoki Wamai, Zibah Nwako, Zulumathabo Zulu, Erene Kaptani, Mama Ujuaje, Andy Nobes and David Mwambari. We are indebted to the outstanding team of undergraduate students from the University of Oxford Micro-Internship Programme - Bruno Atkinson, Freddie Seddon, Hettie Moorcroft, Jack McGeehan and Thomas Barker - who worked tirelessly to edit hours of course footage into the film. We are thankful for financial support from an Oxford Teaching and Development Project Award.