Women In Academia Crossing North South Borders

This collection draws broadly on decolonial studies, postcolonial feminist scholarship, and identity studies to present autoethnographies written by female scholars who migrated from Latin America to universities in the Global North and vice versa. Contributors examine how gender, race, and place/displacement have impacted their social identities.

This collection draws broadly on decolonial studies, postcolonial feminist scholarship, and identity studies to present autoethnographies written by female scholars who migrated from Latin America to universities in the Global North and vice versa. Contributors examine how gender, race, and place/displacement have impacted their social identities.

Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.

Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to reimagine the university democratically and cooperatively? If so, what are the implications for leadership not just within the university but also in terms of higher education's relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and longterm interests of global society. An alternative role and purpose is required, based upon 'mass intellectuality' or the real possibility of democracy in learning and the production of knowledge.

Postdevelopment in Practice critically engages with recent trends in postdevelopment and critical development studies that have destabilised the concept of development, challenging its assumptions and exposing areas where it has failed in its objectives, whilst also pushing beyond theory to uncover alternatives in practice. This book reflects a rich and diverse range of experience in postdevelopment work, bringing together emerging and established contributors from across Latin America, South Asia, Europe, Australia and elsewhere, and it brings to light the multiple and innovative examples of postdevelopment practice already underway. The complexity of postdevelopment alternatives are revealed throughout the chapters, encompassing research on economy and care, art and design, pluriversality and buen vivir, the state and social movements, among others. Drawing on feminisms and political economy, postcolonial theory and critical design studies, the ‘diverse economies’ and ‘world of the third’ approaches and discussions on ontology and interdisciplinary fields such as science and technology studies, the chapters reveal how the practice of postdevelopment is already being carried out by actors in and out of development. Students, scholars and practitioners in critical development studies and those seeking to engage with postdevelopment will find this book an important guide to applying theory to practice.

This book opens up a unique intellectual space where eleven female scholar-activists explore alternative forms of theorising social reality. These‘Women on the Verge’ demonstrate that a new radical subject– one that is plural, prefigurative, decolonial, ethical, ecological, communal and democratic- is in the making, but is unrecognisable with old analytical tools. Of central concern to the book is the resistance of some social scientists, many of them critical theorists, to learning about this radical subject and to interrogating the concepts, methodologies and epistemologies used to grasp it. Echoing the experiential critique of capitalist-colonial society that is taking place at the grassroots, the authors examine how to create hope, decolonise critique and denaturalise society. They also address the various dimensions of the social (re)production of life, including women in development, the commons, and nature. Finally, they discuss the dynamics of prefiguration by social movements, critiquing social movement theory in the process. This thought-provoking edited collection will appeal to students and scholars of gender studies, social, Marxist and Feminist theory, postcolonial studies and politics.

Introduction and Chapter 10 available open access under CC-BY-NC-ND licence. This book examines the contemporary social care realities and practices of Finland, a small nation with a history enmeshed in social relations as both coloniser and colonised. Decolonising Social Work in Finland: · Interrogates coloniality, racialisation and diversity in the context of Finnish social work and social care. · Brings together racialised and mainstream White Finnish researchers, activists and community members to challenge relations of epistemic violence on racialised populations in Finland. · Critically unpacks colonial views of care and wellbeing. It will be essential reading for international scholars and students in the fields of Social Work, Sociology, Indigenous Studies, Health Sciences, Social Sciences and Education.

Despite the severity of the global economic crisis and the widespread aversion towards austerity policies, neoliberalism remains the dominant mode of economic governance in the world. What makes neoliberalism such a resilient mode of economic and political governance? How does neoliberalism effectively reproduce itself in the face of popular opposition? States of Discipline offers an answer to these questions by highlighting the ways in which today’s neoliberalism reinforces and relies upon coercive practices that marginalize, discipline and control social groups. Such practices range from the development of market-oriented policies through legal and administrative reforms at the local and national-level, to the coercive apparatuses of the state that repress the social forces that oppose various aspects of neoliberalization. The book argues that these practices are built on the pre-existing infrastructure of neoliberal governance, which strive towards limiting the spaces of popular resistance through a set of administrative, legal and coercive mechanisms. Exploring a range of case studies from across the world, the book uses ‘authoritarian neoliberalism’ as a conceptual prism to shed light on the institutionalization and employment of state practices that invalidate public input and silence popular resistance.