Suchergebnisse

This review essay is a generative reading of four monographs and one special issue to rethink the discipline of International Relations (IR) and its syllabus anticolonially. At the centre of White Innocence by Gloria Wekker, In the Wake: On Blackness and Being, by Christina Sharpe, The Colonial Lives of Property by Brenna Bhandar, Beyond Coloniality by Aaron Kamugisha and the New Political Economy special issue titled Raced Markets edited by Robbie Shilliam and Lisa Tilley are issues of race and racism, neoliberalism and capital and (the afterlives of) colonisation and slavery. This essay deploys a narrative approach of the autobiographical example to write the themes and arguments of the works onto the international everyday, i.c. a period of five months (April-September 2019) and the five places (Toronto, Stellenbosch, (New) England, Ghana and Puerto Rico) in which these works were read. First, the themes of racism, capitalism and coloniality – to varying degrees disavowed and erased in both IR as a discipline and public opinion – appear as persistent, pervasive yet adapting across time, space and situatedness. Second, both the autobiographical examples and the works point at the equally omnipresent cracks in the system and invite reflection on anticolonial alternatives (of solidarity). In conclusion, the essay explores how these works could inform reconceptualisation of the IR syllabus, towards a discipline that engages with the world rather than itself, against the colonial status quo.

Twenty years after the end of the Rwandan genocide, knowledge production on the small country of a thousand hills remains a clamorous battle ground of post- and decolonial power and influence. This essay critically engages with the knowledge production on Rwanda in the West by conceptualizing it as a Wilsonian intervention in the post-colony: paternalistically well-intended at the service of the peace, democracy and free trade liberal triad, while at the same time silencing, self-contradictory and potentially counterproductive. The Wilsonian interventionist form of knowledge production is coated in a language of critical engagement and care. At the same time it is and allows for a continuous external engagement in view of this Wilsonian triad - a highly particularist view on the good life, cast in universal terms. As a former journalist and a researcher from the Belgian Rwandan diaspora and building on a decolonial research strategy, in this essay I reflect on potentially different avenues to produce and consume knowledge on the country. I do this by discussing the challenges and creative opportunities of a recently started research project on Agaciro (self-worth): a philosophy and public policy in post-genocide Rwanda rooted in its precolonial past, centred on the ideals of self-determination, dignity and self-reliance. Rather than inscribing itself firmly into the canon that aims at informing on Rwanda, this research project seeks to contribute to a different mode of imagining, studying and enacting sovereignty in today's academic and political world, both permeated by the hegemonic principle of the responsibility to protect (R2P).

This doctoral research project explores avenues to research ethically defined foreign policy differently, i.e. in ways that more systematically account for its counterproductive elements. Building on the specific case of the European Union's foreign policy in sub-Saharan Africa, embodied by the 2000 Cotonou Agreement and the 2007 Joint Africa-EU Strategy, through four papers and one books review, the study firstly develops the Ethical Intervener Europe analytical framework to account for the embedded problematics in the EU's ethical foreign policy. Secondly, through an eclectic theoretical approach, the study seeks to theoretically pin-point some alternatives to think about ethical foreign policy and finally, looks to concretize it through its application on the case of relative autonomous peace- and state-building in Somaliland. This research report briefly introduces the different findings and addresses the need for further research in view of a decolonial approach to the study of ethical foreign policy in a context of structural inequality.

An integrated approach of EU-African humanitarian interventions, which states that partnership-intervention in the name of human rights is linked to humanitarian failure, due to isomorphic & intervener-centric mechanisms. Considering interdependence & the further globalization of the world the author proposes 1) a real effort for pluralism on a global scale (equality of cultures & societies); 2) turning the political will to intervene into a juridical obligation, supported by clear criteria & real capabilities. Partnership aspects should be preserved & reinforced to legitimate EU's intervention, & not just financial donations. For this, interveners should be re-educated on the principles of sovereignty & self-determination as inalienable rights. A statement often considered naive, dialogue & deliberation do not seem to be taken in consideration either. O. van Zijl

Cover -- Half Title -- Title -- Copyright -- CONTENTS -- List of contributors -- Acknowledgments -- Introduction: decolonization and feminisms in global teaching and learning - a radical space of possibility -- PART I Knowledge -- 1 CarteArte: below and on the left in purple -- 2 Pacific peoples, higher education and feminisms -- 3 Feminizing and decolonizing higher education: pedagogies of dignity in Colombia and Australia -- 4 Undoing colonial patriarchies: life and struggle pathways -- 5 About the Transnational Network Other Knowledges: La Red Trasnacional Otros Saberes (RETOS) between crises and other possible worlds -- PART II Voice -- 6 The decolonization manifesto -- 7 The liability of foreignness: decolonial struggles of migrants negotiating African identity within UK nurse education -- 8 Decolonial feminist teaching and learning: what is the space of decolonial feminist teaching? -- 9 ATELIER IV Manifesto -- PART III Institutions -- 10 What a new university in Africa is doing to decolonize social sciences -- 11 Coloniality of power, knowledge and modes of (des)authorization: occupation practices in Brazilian schools and universities -- 12 Learning from prisons: decolonial feminism and teaching approaches from prison to university -- 13 Post-it notes to my lecturers -- PART IV Disciplines -- 14 Intervention -- 15 On babies and bathwater: decolonizing International Development Studies -- 16 "Straight from the heart": a pedagogy for the vanquished of history -- 17 Notes on Europe and Europeans for the discerning traveller -- Index