by Anthony Lynch Introduction If you know me at all, you know that I talk a lot about the mixed experience. Obviously, being mixed, I gain personal satisfaction from exploring my everyday experiences. However, I don’t just write about the mixed experience for trauma-dumping and identity-formulating purposes. As the mixed population continues to increase, you […]
The Role of Translation in Decolonial Work (German | English)
Click here to read this article in English Durch meine Schulzeit, in der ich in drei verschiedenen Sprachen (Englisch, Deutsch und ein bisschen Malaiisch) unterrichtet wurde, erkannte ich schon früh, dass Geschichte so unterschiedlich und widersprüchlich ist wie die Sprachen, in denen sie unterrichtet wurde. Das veranlasste mich dazu im Laufe meines Studiums zu Übungszwecken […]
Some Difficult Questions: On Discomfort, Institutional Activism and Anger
This reflection and intervention is written by Neha Shaji, one of our Student Fellows. On Discomfort In 2020, The Wire India wrote an article about how the caste system was wielded in the country’s prisons as a tool for occupational hierarchy and segregation. This rule, alongside several others, was established in the colonial Prisons Act […]
The White Masks We Adorn: Reclaiming Language Through Decolonisation
In this post, Pakhtun Pakistani, Madiha Abbas (MA) and Indigenous Kabyle, Riadh Ghemmour (RG) engage in a reflexive and critical dialogue to speak about how the use of certain hegemonic languages in a decolonial work might re-inscribe power and forms of coloniality and disregard minoritised communities’ cultural and linguistic heritage. Whilst doing so, we ponder […]
My decolonial journey at the University of Exeter
I love research. I think research changes us as humans including our social conditions, but are [we] doing it right? I started my MSc in education research in 2017 at the Graduate School of Education (University of Exeter) leading to a PhD route after completion. I vividly remember the research inputs and knowledge which I […]
The decolonial classroom is not empty
Students are not just integral to the process of academic decolonisation but rather active potential participants within it.
The importance of ethics of care when doing a decolonial work
Through decolonisation, we are trying to recover and heal together; students and staff are moving this conversation forward to sustain the work of decolonial complexity grounded in an ethical vision towards diversely situated worldviews.