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Decolonising Europe? by Berny Sèbe,Matthew G. Stanard Pdf
Decolonising Europe? Popular Responses to the End of Empire offers a new paradigm to understand decolonisation in Europe by showing how it was fundamentally a fluid process of fluxes and refluxes involving not only transfers of populations, ideas, and sociocultural practices across continents but also complex intra-European dynamics at a time of political convergence following the Treaty of Rome. Decolonisation was neither a process of sudden, rapid changes to European cultures nor one of cultural inertia, but a development marked by fluidity, movement, and dynamism. Rather than being a static process where Europe’s (former) metropoles and their peoples ‘at home’ reacted to the end of empire ‘out there’, decolonisation translated into new realities for Europe’s cultures, societies, and politics as flows, ebbs, fluxes, and cultural refluxes reshaped both former colonies and former metropoles. The volume’s contributors set out a carefully crafted panorama of decolonisation’s sequels in European popular culture by means of in-depth studies of specific cases and media, analysing the interwoven meaning, momentum, memory, material culture, and migration patterns of the end of empire across eight major European countries. The revised meaning of ‘decolonisation’ that emerges will challenge scholars in several fields, and the panorama of new research in the book charts paths for new investigations. The question mark in the title asks not only how European cultures experienced the ‘end of empire’ but also the extent to which this is still a work in progress.
Decolonizing Colonial Heritage by Britta Timm Knudsen,John Oldfield,Elizabeth Buettner,Elvan Zabunyan Pdf
Decolonizing Colonial Heritage explores how different agents practice the decolonization of European colonial heritage at European and extra-European locations. Assessing the impact of these practices, the book also explores what a new vision of Europe in the postcolonial present could look like. Including contributions from academics, artists and heritage practitioners, the volume explores decolonial heritage practices in politics, contemporary history, diplomacy, museum practice, the visual arts and self-generated memorial expressions in public spaces. The comparative focus of the chapters includes examples of internal colonization in Europe and extends to former European colonies, among them Shanghai, Cape Town and Rio de Janeiro. Examining practices in a range of different contexts, the book pays particular attention to sub-national actors whose work is opening up new futures through their engagement with decolonial heritage practices in the present. The volume also considers the challenges posed by applying decolonial thinking to existing understandings of colonial heritage. Decolonizing Colonial Heritage examines the role of colonial heritage in European memory politics and heritage diplomacy. It will be of interest to academics and students working in the fields of heritage and memory studies, colonial and imperial history, European studies, sociology, cultural studies, development studies, museum studies, and contemporary art. The Open Access version of this book, available at www.taylor francis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Decolonising the History Curriculum by Marlon Lee Moncrieffe Pdf
This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.
Decolonising the Mediterranean by Gabriele Proglio Pdf
Decolonising the Mediterranean means, first and foremost, investigating how the legacy of colonial rule over bodies and land has been used by other entities and powers to impose new forms of hegemony after the fall of empires and European powers. It means denouncing and dissecting the tools employed in the production of new geometries of power in the global Mediterranean, as well as in the farthest, most recondite corners of the Mediterranean World. Decolonising the Mediterranean is an epistemological practice of border dismantling and scrutiny of the ways in which powers overlap and intertwine. The multiplication of the border is investigated in this volume from an in-between position, namely a specific positionality of subjectivities, in order to connect the global and local, and address Mediterranean issues with a transnational approach. Decolonising the Mediterranean means thinking of the Mediterranean as a space of investigation beyond its geographical boundaries. Finally, it requires deconstructing the power relations at play, viewing the Mediterranean as an excess space of signification in order to reconsider the past and present stories and subjectivities erased by Eurocentric, nationalist historical discourse. In this sense, the Mediterranean may, then, be more than a “method”: a matter of politics, or a space without borders where the future can be reinvented from the bottom up. This volume is structured into six chapters, each written by a different author focusing on a single North African, Maghreb and Mashrek country’s colonial legacy to investigate borders in a transnational perspective. While the research directions and topics of investigation adopted here are different, they can all be situated on the boundary line described above, and each chapter suggests a specific path for decolonising knowledge.
Europe and the Third World provides a schematic historical analysis of the relations between Europe and the extra-European periphery within the twin contexts of global economic inequality and global disparities in political power. The colonial and imperial relationships between western Europe and the wider world since the late fifteenth century, and the course and consequences of decolonization, form the substance of the discussion, which concludes with a glance at the links between the European Union and the world's poorest states, most of which are former colonies.
Decolonizing European Sociology by Encarnacion Gutierrez Rodriguez,Manuela Boatcă,Sérgio Costa Pdf
Decolonizing European Sociology builds on the work challenging the androcentric, colonial and ethnocentric perspectives eminent in mainstream European sociology by identifying and describing the processes at work in its current critical transformation. Divided into sections organized around themes like modernity, border epistemology, migration and 'the South', this book considers the self-definition and basic concepts of social sciences through an assessment of the new theoretical developments, such as postcolonial theory and subaltern studies, and whether they can be described as the decolonization of the discipline. With contributions from a truly international team of leading social scientists, this volume constitutes a unique and tightly focused exploration of the challenges presented by the decolonization of the discipline of sociology.
Decolonisation has lost its way. Originally a struggle to escape the West’s direct political and economic control, it has become a catch-all idea, often for performing ‘morality’ or ‘authenticity’; it suffocates African thought and denies African agency. Olúfẹ́mi Táíwò fiercely rejects the indiscriminate application of ‘decolonisation’ to everything from literature, language and philosophy to sociology, psychology and medicine. He argues that the decolonisation industry, obsessed with cataloguing wrongs, is seriously harming scholarship on and in Africa. He finds ‘decolonisation’ of culture intellectually unsound and wholly unrealistic, conflating modernity with coloniality, and groundlessly advocating an open-ended undoing of global society’s foundations. Worst of all, today’s movement attacks its own cause: ‘decolonisers’ themselves are disregarding, infantilising and imposing values on contemporary African thinkers. This powerful, much-needed intervention questions whether today’s ‘decolonisation’ truly serves African empowerment. Táíwò’s is a bold challenge to respect African intellectuals as innovative adaptors, appropriators and synthesisers of ideas they have always seen as universally relevant.
Europe between Migrations, Decolonization and Integration (1945-1992) by Giuliana Laschi,Valeria Deplano,Alessandro Pes Pdf
This monograph addresses mobility and migrations as contributing phenomena in shaping contemporary Europe after 1945, in connection with decolonisation and the creation of the European Community. The disappearing of the colonial empires caused a large movement of people (former colonizers as well as formerly colonized people) from the extra-European countries to the "Old continent"; while the European integration project encouraged the movement of the citizens within the Community. The book retraces how, in both cases, migrations and mobility impacted the way national communities, as well as the European one, have been defining themselves and their real and imaginary boundaries.
This collection brings together twenty-one key articles that explore the nature and impact of colonial withdrawal. Ranging across all the European colonial powers, the articles discuss various aspects of decolonization, including the role of political violence, changing popular attitudes to empire and the inter-actions between colonial conflict and Cold War.
Longman Companion to European Decolonisation in the Twentieth Century by Muriel E. Chamberlain Pdf
This new Companion brings together, in one single volume, all the essential facts and figures relating to European decolonisation in the twentieth century. Professor Chamberlain has taken each European empire in turn (the British, French, Dutch, Portuguese, Spanish, Belgian and Italian) and for each one she has provided a detailed chronology of the process of decolonisation in the individual states.
Socialism Goes Global by James Mark,Paul Betts Pdf
This collectively written monograph is the first work to provide a broad history of the relationship between Eastern Europe and the decolonising world. It ranges from the late nineteenth to the late twentieth century, but at its core is the dynamic of the post-1945 period, when socialism's importance as a globalising force accelerated and drew together what contemporaries called the 'Second' and 'Third Worlds'. At the centre of this history is the encounter between the Soviet Union and Eastern Europe on one hand, and a wider world casting off European empires or struggling against western imperialism on the other. The origins of these connections are traced back to new forms of internationalism enabled by the Russian Revolution; the interplay between the first 'decolonisation' of the twentieth century in Eastern Europe and rising anti-colonial movements; and the global rise of fascism, which created new connections between East and South. The heart of the study, however, lies in the Cold War, when these contacts and relationships dramatically intensified. A common embrace of socialist modernisation and anti-imperial culture opened up possibilities for a new and meaningful exchange between the peripheries of Eastern Europe, Latin America, Africa, and Asia. Such linkages are examined across many different fields - from health to archaeology, economic development to the arts - and through many people - from students to experts to labour migrants - who all helped to shape a different form and meaning of globalisation.
This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. In order to think theoretically about our global age it is important to understand how the global has been conceived historically. 'Eurafrica' was an intellectual endeavor and political project that from the 1920s saw Europe's future survival - its continued role in history - as completely bound up with Europe's successful merger with Africa. In its time the concept of Eurafrica was tremendously influential in the process of European integration. Today the project is largely forgotten, yet the idea continues to influence EU policy towards its African 'partner'. The book will recover a critical conception of the nexus between Europe and Africa - a relationship of significance across the humanities and social sciences. In assessing this historical concept the authors shed light on the process of European integration, African decolonization and the current conflictual relationship between Europe and Africa.
Decolonising the University: The Emerging Quest for Non-Eurocentric Paradigms (Penerbit USM) by Claude Alvares,Shad Saleem Faruqi Pdf
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.