In Decolonizing the Social Sciences and the Humanities Bernd Reiter contributes to the ongoing efforts to decolonize the social sciences and humanities, by arguing that true decolonization implies a liberation from the elite culture that Western civilization has perpetually promoted. Reiter brings together lessons learned from field research on a Colombian indigenous society, a maroon society, also in Colombia, from Afro-Brazilian religion, from Spanish Anarchism, and from German Council democracy, and from analyzing non-Western ontologies and epistemologies in general. He claims that once these lessons are absorbed, it becomes clear that Western civilization has advanced individualization and elitism. The chapters present the case that human beings are able to rule themselves, and have done so for some 300,000 years, before the Neolithic Revolution. Self-rule and rule by councils is our default option once we rid ourselves of leaders and rulers. Reiter concludes by considering the massive manipulations and the heinous divisions that political elitism, dressed in the form of representative democracy, has brought us, and implores us to seek true freedom and democracy by liberating ourselves from political elites and taking on political responsibilities. Decolonizing the Social Sciences and the Humanities is written for students, scholars, and social justice activists across cultural anthropology, sociology, geography, Latin American Studies, Africana Studies, and political science.

Sociology, as a discipline, was born at the height of global colonialism and imperialism. Over a century later, it is yet to shake off its commitment to colonial ways of thinking. This book explores why, and how, sociology needs to be decolonized. It analyses how sociology was integral in reproducing the colonial order, as dominant sociologists constructed theories either assuming or proving the supposed barbarity and backwardness of colonized people. Ali Meghji reveals how colonialism continues to shape the discipline today, dominating both social theory and the practice of sociology, how exporting the Eurocentric sociological canon erased social theories from the Global South, and how sociologists continue to ignore the relevance of coloniality in their work. This guide will be necessary reading for any student or proponent of sociology. In opening up the work of other decolonial advocates and under-represented thinkers to readers, Meghji offers key suggestions for what teachers and students can do to decolonize sociology. With curriculum reform, innovative teaching and a critical awareness of these issues, it is possible to make sociology more equitable on a global scale.

Political science emerged as a response to the challenges of imperial administration and the demands of colonial rule. While not all political scientists were colonial cheerleaders, their thinking was nevertheless framed by colonial assumptions that influence the study of politics to this day. This book offers students a lens through which to decolonize the main themes and issues of political science - from human nature, rights, and citizenship, to development and global justice. Not content with revealing the colonial legacies that still inform the discipline, the book also introduces students to a wide range of intellectual resources from the (post)colonial world that will help them think through the same themes and issues more expansively. Decolonizing Politics is a much-needed critical guide for students of political science. It shifts the study of political science from the centers of power to its margins, where the majority of humanity lives. Ultimately, the book argues that those who occupy the margins are not powerless. Rather, marginal positions might afford a deeper understanding of politics than can be provided by mainstream approaches.​

In The Rest Write Back: Discourse and Decolonization, Esmaeil Zeiny brings together a collection of essays that interrogate the colonial legacies, the contemporary power structure and the geopolitics of knowledge production. The scholars in this collection illustrate how the writing-back paradigm engages in a conversation and paves the way for a “dialogical and pluri-versal” world where the Rest is no longer excluded. Among the important features of this book is that it presents ways for “decoloniality” and “epistemic disobedience.” This book will be of interest to scholars and students of all Social Science and Humanities disciplines but it is particularly important for those in the disciplines of sociology, postcolonial studies, cultural studies, literature, and theory and philosophy of Social Sciences and Humanities. Contributors include: Dustin J. Byrd, Ciarunji Chesaina, Hiba Ghanem, Mladjo Ivanovic, Masumi Hashimoto Odari, Arjuna Parakrama, JM. Persánch, Andrew Ridgeway, Rudolf J. Siebert, and Esmaeil Zeiny.

"A must-read for anyone interested in enhancing a historical understanding of our present through a consideration of what it means to decolonize."--Priyamvada Gopal, University of Cambridge In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world. Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include: *Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial) *Race and the Neoliberal University ((John Holmwood) *Black/Academia (Robbie Shilliam) *The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews) *Open Initiatives for Decolonising the Curriculum (Pat Lockley) *Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis) *Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson) As the book's insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism--and colonial knowledge in particular--is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.

This book is intended to contribute to discussions about the fundamental challenge of coloniality haunting humanities and social sciences in universities in Africa, while suggesting ways to de-link from and make a break with the epistemic injustices of embedded Eurocentrism that finds expression in the idea of and the content of academic disciplines as found in the current university system. It seeks to raise the possibility of a liberatory discourse on the intersection of power, epistemology, methodology and ideology in the hope that new epistemic lenses will be found and applied in order to achieve a better understanding of world realities, including realities on the periphery of the world system. It shows that the lenses embedded in the current coloniality of knowledge are in themselves technologies for suppression of horizontal discourses, subversive thought and new imagination. This book is the first to argue openly for epistemic disobedience against the imperialiality of social sciences and humanities conveyed through unthinking epistemology, methodologies, disciplines and research subjects. This book is part of the African World Series, edited by Toyin Falola, Jacob and Frances Sanger Mossiker Chair in the Humanities, University of Texas at Austin.

As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

The world was dealt a blow that included a pandemic and economic crisis as well as racial unrest, initiating an energized charge for social justice advocacy. The United States is currently facing an unprecedented challenge in ensuring that all citizens live in a fair, inclusive, and opportunity-rich society. These issues have heightened questions about racial justice that have been placated but can no longer be ignored. Marginalized communities cannot thrive if they continue to be oppressed, neglected, disinvested, and isolated from economic opportunity. The culture of allyship needs to be enacted thoughtfully and not performatively to create sustainable change through a critical mass of engaged advocates and activists. Many organizations enable the status quo by not confronting issues around race, gender, and equity. Leaders of color want a seat at the table as highly valued contributors for the transformation of a just and equitable America. By listening to the voices of Black and Brown leaders, the promotion of change in an era of social unrest will finally occur. Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest amplifies the voices of leaders who identify as Black, LatinX, Indigenous, or people of color as they navigate leadership during a time of tumultuous change and social unrest. More specifically, it portrays dilemmas that marginalized communities encounter while advocating for justice and social change within whitestream organizational systems. The chapters delve into the definitions, perceptions, and lived experiences of Americanism, identity, otherness, and racism as it relates to leadership and discusses the issues, dilemmas, struggles, and successes that persons of color experience in leadership roles in business and education. This book is valuable for practitioners and researchers working in the field of social justice leadership in various disciplines, social justice activists and advocates, teachers, policymakers, politicians, managers, executives, practitioners, researchers, academicians, and students interested in how leaders of color can succeed, navigate hostile spaces, and ultimately create a change in mindsets and practices that will lead to justice.

In an effort to challenge the ways in which colonial power relations and Eurocentric knowledges are reproduced in participatory research, this book explores whether and how it is possible to use arts-based methods for creating more horizontal and democratic research practices. In discussing both the transformative potential and limitations of arts-based methods, the book asks: What can arts-based methods contribute to decolonising participatory research and its processes and practices? The book takes part in ongoing debates related to the need to decolonise research, and investigates practical contributions of arts-based methods in the practice-led research domain. Further, it discusses the role of artistic research in depth, locating it in a decolonising context. The book will be of interest to scholars working in art history, design, fine arts, service design, social sciences and development studies.

Mapping literature from Spanish-speaking sub-Saharan African and Afro-Latinx Caribbean diasporas, Decolonizing Diasporas argues that the works of diasporic writers and artists from Equatorial Guinea, Puerto Rico, the Dominican Republic, and Cuba offer new worldviews that unsettle and dismantle the logics of colonial modernity. With women of color feminisms and decolonial theory as frameworks, Yomaira C. Figueroa-Vásquez juxtaposes Afro-Latinx and Afro-Hispanic diasporic artists, analyzing work by Nelly Rosario, Juan Tomás Ávila Laurel, Trifonia Melibea Obono, Donato Ndongo, Junot Díaz, Aracelis Girmay, Loida Maritza Pérez, Ernesto Quiñonez, Christina Olivares, Joaquín Mbomio Bacheng, Ibeyi, Daniel José Older, and María Magdalena Campos-Pons. Figueroa-Vásquez’s study reveals the thematic, conceptual, and liberatory tools these artists offer when read in relation to one another. Decolonizing Diasporas examines how themes of intimacy, witnessing, dispossession, reparations, and futurities are remapped in these works by tracing interlocking structures of oppression, including public and intimate forms of domination, sexual and structural violence, sociopolitical and racial exclusion, and the haunting remnants of colonial intervention. Figueroa-Vásquez contends that these diasporic literatures reveal violence but also forms of resistance and the radical potential of Afro-futurities. This study centers the cultural productions of peoples of African descent as Afro-diasporic imaginaries that subvert coloniality and offer new ways to approach questions of home, location, belonging, and justice.