Indigeneity and Coloniality

Andreotti, O. (2011). (Towards) decoloniality and diversality in global citizenship education. Globalisation, Societies and Education, 9(3/4), 381-397. This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and ‘being’ with several implications for education. Through conceptual tools that engage the ‘darker side of modernity’, the ‘coloniality of power/being’, ‘epistemic racism’ and ‘abyssal thinking’, the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and ‘ecologies of knowledge’ in educational research, policy and pedagogy.

Bat, M., Kilgariff, C. and Doe, T. (2014). Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia. Higher Education Research & Development, 33(5), 871-886.
In this new era in tertiary education in Australia, the opportunity exists not only to meet the needs of Aboriginal and Torres Strait Islander students and thus redress low access and participation rates, but also to build a system that privileges Aboriginal and Torres Strait Islander knowledges and ways of learning. To be able to do such a thing would require a shared vision and approach from within the institution and across the academy. In Australia, there is one tertiary education provider with the experience and expertise to be able to develop such an approach – Batchelor Institute of Indigenous Tertiary Education (BIITE). BIITE has been engaged in the post-secondary education of Aboriginal and Torres Strait Islander peoples for over 40 years, evolving from a small vocational programme to become a dual sector provider with over 2700 students from across Australia (BIITE, 2011, p. 21). BIITE's philosophy of adult education is that of both-ways, which has been built from knowledge shared by Aboriginal peoples in the Northern Territory. The methodology presented in this paper extends the both-ways philosophy into a generative framework that has applicability in the many different contexts of Aboriginal and Torres Strait Islander tertiary education in Australia. It is our intention to generate a broader discussion about this opportunity in tertiary education and shift the discourse from inclusion of Aboriginal and Torres Strait Islander students to recognising the knowledges and ways of learning of the first peoples of this land as a strong foundation for the entire nation's learning.

Cross, M. Ehpraim Mhlanga and Emmanuel Ojo. (2011). Emerging Concept of Internationalisation in South African Higher Education: Conversations on Local and Global Exposure at the University of the Witwatersrand (Wits). Journal of Studies in International Education, 15(1) 75–92.

Rather than paying attention to the specific approaches emerging from different contexts, current debates tend to privilege Western-universalizing concepts of internationalisation, unproblematically accepted as globally established truths. In South Africa, where the legacy of isolation and the dominance of Eurocentricism in academia have inspired considerable scepticism regarding internationalisation, the challenge is to find innovative approaches that account for its specific context. This article responds to this challenge by examining the emerging concept of internationalisation at Wits. It does so with reference to three questions: What conceptions inform the internationalisation practice at Wits? Does Wits have appropriate strategies in place to promote internationalisation? How do these match its particular circumstances?

Grant, B.M. (2010). The limits of 'teaching and learning': indigenous students and doctoral supervision. Teaching in Higher Education, 15(5), 505 – 517.

When exploring the supervision of indigenous doctoral students, a focus on teaching and learning hides as much as it reveals. Explicit descriptions from students of helpful teaching and learning practices mostly highlight everyday Western academic culture in action and do not illuminate the ways in which indigenous identities impact on, or are impacted by, research supervision or doctoral education. Situated in research undertaken in the postcolonial context of Aotearoa/New Zealand, this article draws on interview data with 10 Māori doctoral students to examine the limitations of a ‘teaching and learning’ framework for supervision. In so doing, it suggests some considerations about supervision that offer deeper insight, particularly for non-indigenous supervisors, into the distinctive issues that might arise when working with indigenous doctoral students.

Louw, W. (2009). Africanisation: The dilemma to Africanise or to globalise a curriculum. Conference of the International Journal of Arts and Sciences 1(6): 62- 70. http://openaccesslibrary.org/images/MAL150_Willa_Louw.pdf
Africanisation is generally seen as a renewed focus on Africa, to reclaim what has been taken from Africa. A new sense of pride is emerging. This sense of pride is evident in the local curriculum: there is a renewed focus on indigenous knowledge systems, the diverse student body in higher education institutions, and an African community competing with the demands of a global society. This paper, while sympathetic to the demands of globalisation, will focus on study materials in the South African distance education that reflect the underpinning of an African philosophy while it maybe should be adhering to the demands of globalisation. This paper will also attempt to create awareness in all communities worldwide of the need to be involved in their own curricula by not only looking at problems such as language, culture and values, but also to start at the very beginning namely the philosophy behind the design of such study materials.

Rizvi, F., B. Lingard, and J. Lavia. (2006). Postcolonialism and Education: Negotiating a contested terrain. Pedagogy, Culture & Society, 14 (3), 249- 262. This paper sets the context for those that follow in this special issue of Pedagogy, Culture & Society. In so doing, it provides a brief overview of postcolonialism as theory, politics and practice. It considers postcolonialism’s ambivalent reception amongst differing constituencies, a sign both of desire and danger, as Stuart Hall has put it. Criticisms of postcolonialism have come from both the left and the right and from indigenous scholars as well. In traversing the nature of postcolonialism, the paper considers the work, albeit briefly, of a number of major ‘foundational’ thinkers, namely Fanon, Said, Bhabha and Spivak. The need for a more liberatory rather than conciliatory postcolonialism is argued for, as is the need to integrate postcolonialism with an understanding of contemporary globalization. Postcolonial insights can help overcome the ahistoricity of much globalization theorizing and also its reification. Against this backdrop, the paper then provides a summative account of all of the contributions in this special issue, all of which demonstrate how new cultural practices and policy imperatives in education are linked to colonial and postcolonial formations.