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The purpose of the current study is to attempt to contribute to the understanding of some socio-cultural factors likely to explain the preference for international products in emerging countries, and more specifically those characterising former colonised countries in the Middle East and North Africa.

The chosen approach is exploratory and of a qualitative inductive nature. It was based on a series of semi-structured and unstructured in-depth interviews with Tunisian consumers about their relationship to local and foreign products.

A set of complex and inter-related explanatory factors of the country-of-origin phenomenon emerged through the analysis, notably the complex of the decolonised, acculturation in situ, frustration towards the West and sensitivity to the Western fashion system.

The main limitation of this research is that the interviews were carried out among people living in the three main cities of Tunisia, which are urban settings.

This research proposes a general framework and a set of new constructs that may be used by leaders of businesses, communications agencies or distribution companies. These elements may help them for segmentation, assortment and range decisions, and brand names.

Given the failure of “buy local” campaigns, this research shows the importance to revive Tunisian consumers’ feeling of identification with their local culture and to reconcile them with their own identity. Suggestions are given to reach these objectives.

This research proposes a framework explaining how the country-of-origin effect in emerging countries operates in a different manner from what has been suggested in the studies conducted in Western contexts.

This paper aims to analyze a decolonized peace with gender perspective. Liberal democracies had consolidated on conquest, slavery, racism, sexism, colonialism, raw material extraction and female exploitation. Additional burdens came from neoliberal globalization with the massive burning of fossil oil, changing the Earth's history from the Holocene toward the Anthropocene. Multiple nexus between the human and environmental system requires an epistemology from the Global South. The paper explores alternative peace paradigms enabling poor and exploited people to overcome the destructive outcomes of patriarchal violence and extractivism. Regionally and locally, they are experimenting with just, safe, equal and sustainable alternatives of free societies.

The nexus approach focuses on system efficiency, internal and external feedbacks and allows decision-making processes with stronger cross-sectoral coordination and multi-level governance. It includes the understanding of the policy agenda and the political actors at different levels, explaining the discrimination of gender from local to global. The analysis establishes complex relations between theory and political actions, due that all actions are inherently mediated by gender. A key focus is a relationship and the outcomes of policies, where communication and collaboration at the local level grant efficient peaceful resource management with gender equity.

An engendered-sustainable peace approach is culturally decentralized and may offer alternatives to the ongoing destruction process of neoliberal corporatism and violence. Drastic systemic change requires massive changes from bottom-up and top-down before 2030–2050. Global solidarity among all excluded people, especially women and girls, promotes from childhood an engendered-sustainable peace-building process, where positive feedbacks may reduce the tipping points on Earth and among humankind. Engendered-sustainable peace can mitigate the upcoming conflicts and catastrophes, limiting the negative feedbacks from abusive, selfish and destructive corporations. A greater self-regulating sustainable system with a HUGE-security could promote a decolonized, engendered and sustainable peace for everybody.

The interconnected risks are cascading across different domains, where systemic challenges have intensified conflicts and violence, due to uncertainty, instability and fragility. Cascading effects not only demand prevention for sudden disruptions (hurricanes, floods) but also for slow-ongoing processes (drought, sea-level rise, lack of water availability, etc.), which are equally or more disruptive. Women suffer differently from disasters and are prone to greater impacts on their life and livelihood. An engendered peace is limited by the deep engrained patriarchal system. Only a culture of peace with gender recognition may grant future peace and also the sustainable care of ecosystems.

The Global South is exploring alternative ways to overcome the present violent and destructive globalization by promoting deep engrained indigenous values of Aymaras’ living well, the shell model of commanding by obeying of the Zapatistas or Bhutan’s Happiness Index. Globally, critical women and men are promoting subsistence agriculture, solidarity or gift economy, where local efforts are restoring the equilibrium between humans and nature. An engendered-sustainable peace is limiting the destructive impacts of the Anthropocene, climate change and ongoing pandemics.

An engendered-sustainable peace is culturally decentralized and offers alternatives to the ongoing destruction process of neoliberal corporatism, climate change and violence. The text explores how to overcome the present hybrid warfare with alternative HUGE security and peace from the bottom-up. Regional reinforcement of food security, safe water management, local jobs and a concordian economy for the most vulnerable may change the present exploitation of nature and humankind. Growing solidarity with people affected by disasters is empowering women and girls and dismantling from the bottom-up, the dominant structures of violence and exploitation.

The military-industrial-scientific corporate complex and the exploitation of women, men and natural resources, based on patriarchy, has produced climate change, poverty and global pandemics with millions of unnecessary deaths and suffering. A doughnut engendered peace looking from the outside and inside of the system of globalization and environmental destruction proposes to overcome the growth addiction by a growth agnostic society. Engendered peace explores alternative and sustainable values that go beyond the dominant technological changes. It includes a culturally, politically and institutionally ingrained model where everybody is a participant, reinforcing an engendered-sustainable peace and security for everybody.

This paper aims to offer practical, data-led guidance for the decolonisation of marketing strategy, especially as it relates to customer engagement. It does so with an acute understanding of the constraints of brand legitimacy.

The findings of this paper are informed both by a conceptual unpacking of institutional, decolonisation and customer engagement literature, as well as an empirical methodology that presents an embedded single case study of a top-ranking banking brand, using in-depth qualitative interviews as well as content analyses of brand communications.

The paper examines the notion of institutional brand legitimacy alongside the decolonisation of customer engagement. It offers five empirically driven decisions that marketers must consider when they attempt to decolonise their customer engagement strategies. These revolve around a decolonised bottom-up approach; establishing new biases for customer insights; the management of opposing forces; being strategically transformative; and going beyond diversity.

A single brand case study is offered that uses a relatively small sample of interviewees and does not include customers of the brand. Further research is therefore needed to reflect other organisational contexts and stakeholders. Just so, the paper specifically looks at the ways in which decolonisation and institutional legitimacy intersect for customer engagement. Further studies that focus on other organisational concepts impacted by decolonisation would be thought-provoking.

To the best of the author’s knowledge, this is the first empirical investigation that offers practical guidance for the decolonisation of marketing strategies – as it relates to customer engagement or any other facets of marketing.

The purpose of this paper is to encourage scholars of international business (IB) to engage with the “decolonizing the university” project and reflect on what decolonizing might mean for IB research and education. The paper also argues that it is particularly important for IB scholars to join the decolonizing project given that the field’s main object of study – the multinational enterprise – has been central to colonialism.

An essay style is adopted to introduce the decolonizing project to IB and to explain why and how this scholarly field might benefit from engaging with it. As part of that, the paper calls upon IB scholars to work on decolonizing the field and to do so by not only interrogating its knowledge claims but also broadening the scope of its research so it can address the theme of neo-colonialism.

The paper reveals the conspicuous absence of IB scholars from the decolonizing project and situates such absence within a long-standing indifference within IB to the issue of colonialism.

In learning about and engaging with the decolonizing project, IB scholars will be able to not only enrich IB theory and education but also help to tackle one of the grand challenges facing the modern world society, namely, social inequality and injustice rooted in colonialism.

It is hoped that this paper will stimulate reflection on IB’s absence from the decolonizing project and assist scholars in developing an understanding of the project’s rationale and underlying literature. It is also hoped that the paper will open dialogue within IB about how this field might be decolonized and help scholars engage meaningfully with other disciplines as they do so.

During the four years of preliminary meetings that led to the 1977 Protocols Additional I and II governing internal armed conflict, the prohibitions against superfluous injury and unnecessary suffering – two concepts that gird the regulation and moderation of war and limit the use of certain means and methods of warfare – were invoked as a means of calling into account the actions of imperial states. These meetings took place in the context of the conflicts in Southeast Asia, following the wars of decolonization and national liberation in the 1950s and 1960s. The participants in these meetings were freedom fighters and liberation movements who used this forum, which was open to them for the first time, to push for a wider understanding of the concepts of superfluous injury and unnecessary suffering. Their intention was to hold imperialism and imperial states accountable for suffering and injury beyond that of physical death or wounding and to recognize the violence of colonization and the social and cultural devastation it brought. These interventions were a critical attempt to broaden and deepen the meaning of the laws of war, to make them responsive to more than established sovereign state violence, and to ensure that they reflected the experience of colonization/decolonization. This episode matters because the prohibitions against unnecessary suffering and superfluous injury are two elements that detail the general prohibition first codified in 1907 Hague Convention IV, Article 22, namely that the “the right of belligerents to adopt means of injuring the enemy is not unlimited.” However, the history and formulation of these two concepts has yet to be fully explored, the meaning of each is debated, and taken together the two are among “the most unclear and controversial rules of warfare.”

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

This paper aims to present a theoretical model for restructuring Colombia’s educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures.

The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model.

The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three realms of knowledge: locally situated literacies, nationally situated literacies and globally situated literacies.

Deconstructing obsolete and colonized methodologies could not only help prepare Colombian learners for active engagement both within and beyond their modern-day borders but could also help transform other educational systems originally designed to support societies and economies that no longer exist, including those of the Global North.

Many academics have, as of late, shown commitment to decolonising academic research and/or have (re-)educated themselves, at least to some extent, on Indigenous epistemologies, methodologies and methods. While these efforts seem commendable, they may lead to tenacious expectations by some senior academics that new and emerging Indigenous scholars must use Indigenous research tools when conducting decolonising research with their communities. However, such expectations can create ethical issues in instances where the use of Indigenous research tools may be inappropriate or even harmful due to the ongoing impact of deep colonisation in the community. Such counterproductive expectations also disempower emerging Indigenous researchers as they undermine the researcher’s knowledge of what is and is not appropriate in their communities. In this autoethnographic account, an Indigenous knowledgemaker and her non-Indigenous academic mentor jointly reflect on the tightrope walk between meeting academic expectations and contributing to the decolonisation of Indigenous communities in meaningful, non-harmful ways. Drawing on Edward Said (1979, 2004), we contemplate whether the increasing dissemination of Indigenous scholarship has generated a type of ‘academic neo-orientalism’ that is characterised by academic outsiders exoticising emerging Indigenous scholars in various research matters and thus re-colonise (perhaps contrary to their sincere intentions) Indigenous scholarship.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.