Contributed
For practitioners
Who gets to produce knowledge? From monopoly to multiplicity in academia
In the previous blog, I explored three key reasons why the Global North continues to dominate knowledge production. (You can read it here if you missed it). This time, I asked what we can do to shift that landscape – and begin to de-centre knowledge production away from the Global North. Because – and as…
For practitioners
Why the Global North still dominates knowledge production
Demonstrations around decolonising the curriculum sparked wider conversations about inclusivity and diversity in academia. While there is an increasing awareness of the need to become more diverse, the global north continues to dominate knowledge production. The UK and the USA together comprise 5% of the world population, but produce 50% of cited social science research.…
Interviews conducted
Glocal Development for Sustainable Social Change
Glocal Development contests hegemonic Development Communication models, combines Glocal Engagement Dimensions (intellect, morality, emotion, and action) with Principles of Glocal Engagement (adaptation of Klyukanov’s intercultural communication principles); and proposes respectful partnerships, negotiation of values, knowledges, perspectives, and worldviews among local and global communities.
Decolonising African Higher Education: Practitioner Perspectives from across the Continent
This book looked at how practitioners across the African continent write, think, and struggle around decolonising higher education.
Decolonising Epistemic Academic Disciplines in Africa
This research examined the current epistemic dichotomy of producers of knowledge in the north, and consumers of knowledge in the south, and the importance of employing African epistemologies to bridge this dichotomy and achieve epistemic justice.
Decolonising Knowledge: Can Ubuntu Ethics Save Us from Coloniality?
This research was a response from the South to the view that Europe and the North determines what counts as “scientific” knowledge.
Decolonizing and Indigenizing Education in Canada
This book provided insights and experiences from authors across Canada about why decolonising and indigenising in academia matters, and what it means to them.
The role of geographic bias in knowledge diffusion: a systematic review and narrative synthesis
This research synthesised the evidence from three randomised and controlled studies investigating geographic bias in the evaluation of research.
Barefoot Research Initiative in Nepal
The project aimed to support Nepali grassroots activists who had the necessary knowledge and experiences but came from non-academic backgrounds, in writing and articulating their stories and research for publication.
From the PYD-YPG to the SDF: the Consolidation of Power in Kurdish-Controlled Northeast Syria
This research examines the consolidation of power of the PYD (the Kurdish governing actor in northern Syria), and the YPG ( the military wing).