Whose knowledge counts? Why delve deep to understand self, history and intercontinental relations? How do people and communities heal from the wounds of colonization and related trauma passed from generation to generation? Such intractable questions are explored in this collection of essays on decolonization. To decolonize means to humxnize, which is of even greater urgency in the 21 st century with colonization showing itself in new forms. Perspectives from several continents suggest pathways toward more convivial and equitable relations in society, and each chapter is presented in conversation with an illustration. The book will inspire young leaders, educators, activists, policymakers, researchers, and anyone resisting colonization and its effects and working for a kinder, gentler world. These 13 instructive and sometimes personal chapters speak to the urgency of decolonization, building on a culture of ubuntu or recognizing oneself in others. – François-Joseph Azoh, Psychologist, Lecturer at Ecole Normale Supérieure of Abidjan, Cote d’Ivoire Connections between colonization, racism, and other “isms” are addressed, as are rehumxnizing intercontinental movements such as Black Lives Matter, #MeToo, and #RhodesMustFall. – Dr. Wanja Njuguna, Senior Lecturer, Journalism and Media Technology, Namibia University of Science and Technology Embrace this read and learn how we humXns are the X-factor in the liberation from mental and physical bondage. – Larry Lester, activist and President of the Greater Kansas City Black History Study Group, a branch of ASALH Decolonization brings a progressive transformation of the world. – Therese Mungah Shalo Tchombe, Emeritus Professor/Honorary Dean of Education, University of Buea, Cameroon

What does it mean to conduct research for justice with youth and communities who are marginalized by systems of inequality based on race, ethnicity, sexuality, citizenship status, gender, and other categories of difference? In this collection, editors Django Paris and Maisha Winn have selected essays written by top scholars in education on humanizing approaches to qualitative and ethnographic inquiry with youth and their communities. Vignettes, portraits, narratives, personal and collaborative explorations, photographs, and additional data excerpts bring the findings to life for a better understanding of how to use research for positive social change.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International license. It is free to read at Oxford Academic and offered as a free PDF download from OUP and selected open access locations. Decolonizing Linguistics, the companion volume to Inclusion in Linguistics, is designed to uncover and intervene in the history and ongoing legacy of colonization and colonial thinking in linguistics and related fields. Taken together, the two volumes are the first comprehensive, action-oriented, book-length discussions of how to advance social justice in all aspects of the discipline. The introduction to Decolonizing Linguistics theorizes decolonization as the process of centering Black, Native, and Indigenous perspectives, describes the extensive dialogic and collaborative process through which the volume was developed, and lays out key principles for decolonizing linguistic research and teaching. The twenty chapters cover a wide range of languages and linguistic contexts (e.g., Bantu languages, Creoles, Dominican Spanish, Francophone Africa, Zapotec) as well as various disciplines and subfields (applied linguistics, communication, historical linguistics, language documentation and revitalization/reclamation, psycholinguistics, sociolinguistics, syntax). Contributors address such topics as refusing settler-colonial practices and centering community goals in research on Indigenous languages; decolonizing research partnerships between the Global South and the Global North; and prioritizing Black Diasporic perspectives in linguistics. The volume's conclusion lays out specific actions that linguists can take through research, teaching, and institutional structures to refuse coloniality in linguistics and to move the field toward a decolonized future.

This volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings. It begins by confronting the multiple ways that settler colonialism has used literacy and definitions of literacy as a gatekeeper to participation in society. In response to settler colonialism’s violent acts of extraction, displacement, and replacement enacted upon the land, the resources, the people, and understandings of literacy, the editors propose a unique approach to decolonizing understandings of literacy through a triangulation of disruption, reclamation, and remembering relationships. This is enacted and explored through a range of diverse chapter contributions, written in the form of stories, poems, artworks, theatres, and essays, allowing the authentic voices of the authors to shine through, and opening up the English Language Arts as a space for engagement and interpretation with diverse, racialized understandings of literacy. Disrupting Eurocentric, colonized understandings that narrowly define literacy as reading and writing the colonial word, and advancing the movement to decolonize education, it will be of key interest to scholars, researchers, and educators with interest in literacy education, decolonizing education, anti-racist education, inclusive education, land-based literacy, and arts-based literacy.

Indigenous knowledge is regarded as undocumented cultural, local, traditional, and community knowledge produced and owned by local people in their specific communities. It is mainly preserved in the memories of elders and shared or passed on from generation to generation through oral communication, traditional practices, and demonstrations. This irreplaceable resource may be lost forever as a direct result of the pressures of modernization, colonization, and globalization. Concern over the loss of Indigenous knowledge has thus raised a need for the preservation and documentation of this knowledge in digital formats. Digital Preservation and Documentation of Global Indigenous Knowledge Systems determines how Indigenous knowledge can be documented and digitally preserved to benefit Indigenous knowledge owners and their communities and be accessible for future generations. The book provides the best practices, innovative strategies, theoretical and conceptual frameworks, and empirical research findings regarding the digital preservation and documentation of Indigenous knowledge systems worldwide. Covering topics such as digital media platforms, educational management, and knowledge systems, this premier reference source is a valuable and useful tool for students, information professionals, knowledge managers, records managers, Indigenous knowledge owners, Indigenous community leaders, librarians, archivists, computer scientists, information technology specialists, students and educators of higher education, researchers, and academicians.

All over the world, Black and racialized women engage in the solidarity economy through what is known as mutual aid financing. Formally referred to as rotating savings and credit associations (ROSCAs), these institutions are purposefully informal to support the women’s livelihoods and social needs, and they act to reject tiered forms of neo-liberal development. The Banker Ladies – a term coined by women in the Black diaspora – are individuals that voluntarily organize ROSCAs for self-sufficiency and are intentional in their politicized economic co-operation to counter business exclusion. Caroline Shenaz Hossein reveals how Black women redefine the banking co-operative sector to be inclusive of informal institutions that are democratic and focused on group consensus, and which build an activist form of economic co-operation that is intent on making social profitability the norm. The book examines the ways in which diasporic Black women, who organize mutual aid, receive little to no attention. Unapologetically biased towards a group of women who have been purposely sidelined and put down for what they do, The Banker Ladies highlights how, in order to educate oneself about their contributions to politics and economics, it is imperative to listen to the voices of hundreds of Black women in charge of financial services for their communities.

The Bloomsbury Handbook of Hip Hop Pedagogy is the first reference work to cover the theory, history, research methodologies, and practice of Hip Hop pedagogy. Including 20 chapters from activist-oriented and community engaged scholars, the handbook provides perspectives and studies from across the world, including Brazil, the Caribbean, Scandinavia, and the USA. Organized into four topical sections focusing on the history and cultural roots of Hip Hop; theories and research methods in Hip Hop pedagogy; and Hip Hop pedagogy in practice, the handbook offers theoretical, analytical, and pedagogical insights emerging across sociology, literacy, school counselling and youth organizing. The chapters reflect the impact of critical Hip Hop pedagogies and Hip Hop-based research for educators and scholars interested in radical, transformative approaches to education. Ultimately, the many voices included in the handbook show that Hip Hop pedagogy is a humanizing and emancipatory approach which is redefining the purposes and practices of education.

Edited by Lungile Tshuma, Trust Matsilele, Shepherd Mpofu and Mbongeni Msimanga, Media, Social Movements, and Protest Cultures in Africa: Hashtags, Humor, and Slogans provides a rich array of protest cultures in Sub-Saharan Africa, delving into the motivations for protests, how protests are carried out and how those targeted by protests try to undermine the protesting movements. Organized into three parts, this book examines social media and social movements, online protest strategies, and media texts used in various protest movements within Sub-Saharan Africa. The contributors shed light on the brutality of various post-colonial regimes in Africa while also giving the reader hope for the current movements that seek to wrestle their societies from the jaws of autocratic leaders. This book offers a theoretically rich and methodologically diverse engagement of protest cultures in countries like Zimbabwe, Nigeria, and Ethiopia. The wide tapestry of how these protests are formulated and executed speaks to Africa's diversity and dynamism. This book makes an important intellectual contribution on social and political movements and is relevant to policy makers and researchers in the social sciences and digital humanities.

Recognizing Frantz Fanon’s remarkable legacy to applied mental health and therapeutic practices which decolonize, humanize, and empower marginalized populations, this text serves as a timely call for research, education, and clinical work to establish and further develop Fanonian approaches and practices. As the first collection to focus on contemporary clinical applications of Fanon’s research and practice, this volume adopts a transnational lens through which to capture the global reach of Fanon’s work. Contributors from Africa, Australia, Europe, and North America offer nuanced insight into historical and theoretical methods, clinical case studies, and community-based innovations to place Fanon’s research and practice in context. Organized into four key areas, including the Historical Significance of Fanon’s Clinical Work; Theory and Fanonian Praxis; Psychotherapeutic and Community Applications; and Action Research, each section of the book reflects an impressive diversity of practices around the world, and considers the role of political and socioeconomic context, structures of gender oppression, racial identities, and their intersection within those practices. A unique manifesto to the ground-breaking and immensely relevant work of Frantz Fanon, this book will be of great interest to graduate and post graduate students, researchers, academics and professionals in counselling psychology, mental health research, and psychotherapy.

This powerful resource is for researchers and educational leaders who are interested in understanding and applying research methods that emphasize youth voice. The authors argue that most educational research either omits critical understandings of youth or, even worse, presents inaccuracies due to faulty techniques. Researching how youth experience their schools and communities requires specific conceptual tools that address researcher bias, power dynamics, and the contextual considerations that impact meaning-making processes. Responding to these issues, the authors present the Student Voice Research Framework—an approach that both novice and advanced researchers can use to address assumptions and overcome bias as they engage with youth. Readers are provided with clear steps for implementing the framework, as well as examples of how some of the most innovative qualitative and quantitative researchers in the world are using it. The text includes numerous interview, survey, and other protocols with strategies that researchers can use immediately or adapt for their own studies. This comprehensive volume is a must-have for anyone doing research about and with youth. Book Features: Guidance for addressing persistent problems of bias in educational inquiry to better engage in study about and with students. Examination of student voice research as its own field with its own typologies and research questions.Chapters highlighting innovative qualitative and quantitative research methods and strategies with ready-to-use protocols and other tools.A forward-looking conversation about social justice and what democracy could look like in schools.A toolkit of research methods and school change processes to address difficult questions in education. Contributors include Alison Cook-Sather, Pat Thomson, Eve Mayes, Kate Wall, and William Frick.