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Using a decolonial framework for thinking about knowledge, education and internationalisation, this chapter critically unpacks the historical and contemporary complexities in South African higher education, including the colonial roots of higher education and internationalisation, the Eurocentric hegemony and white domination during colonialism and apartheid, and the lack of epistemic decolonisation in post-apartheid South Africa. The chapter shows how the way internationalisation has been practiced by universities since the end of apartheid has contributed to the maintenance of Eurocentric hegemony and coloniality of knowledge. The chapter highlights the need to rethink, reconceptualise and redefine internationalisation, and unpacks a new definition of internationalisation which takes into consideration historical complexities, contemporary realities and challenges, and the need for epistemic transformation and decolonisation in South African higher education. This is in line with Ngũgĩ wa Thiong’o’s decolonial ‘quest for relevance’ of education and knowledge to the people, places and regions in which universities operate, while looking outwards at the world and critically engaging with the plurality of worldviews, ideas, knowledges and ways of knowing. Such a quest could allow students to critically interrogate and understand their being and place in the world, as well as their relationships and linkages to others around the globe.

The purpose of this paper is to introduce Digital Methods Initiative Twitter Capture and Analysis Toolset, a toolset for capturing and analyzing Twitter data. Instead of just presenting a technical paper detailing the system, however, the authors argue that the type of data used for, as well as the methods encoded in, computational systems have epistemological repercussions for research. The authors thus aim at situating the development of the toolset in relation to methodological debates in the social sciences and humanities.

The authors review the possibilities and limitations of existing approaches to capture and analyze Twitter data in order to address the various ways in which computational systems frame research. The authors then introduce the open-source toolset and put forward an approach that embraces methodological diversity and epistemological plurality.

The authors find that design decisions and more general methodological reasoning can and should go hand in hand when building tools for computational social science or digital humanities.

Besides methodological transparency, the software provides robust and reproducible data capture and analysis, and interlinks with existing analytical software. Epistemic plurality is emphasized by taking into account how Twitter structures information, by allowing for a number of different sampling techniques, by enabling a variety of analytical approaches or paradigms, and by facilitating work at the micro, meso, and macro levels.

The paper opens up critical debate by connecting tool design to fundamental interrogations of methodology and its repercussions for the production of knowledge. The design of the software is inspired by exchanges and debates with scholars from a variety of disciplines and the attempt to propose a flexible and extensible tool that accommodates a wide array of methodological approaches is directly motivated by the desire to keep computational work open for various epistemic sensibilities.

The immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on internationalisation that are explicitly aimed at shaping cooperative, sustainable and alternative/decolonial futures. The authors of this chapter recognise the relevance of research perspectives that – epistemologically aligned with critical internationalisation studies – emphasise the dilemmas and contradictions of internationalisation of higher education (IHE). In this chapter, the authors therefore present reflections that confront the hegemonic discourse that portrays the phenomenon of IHE as an unconditional good. The authors dialogue with the idea of promoting a perspective of IHE from and for the Global South – that is, one that instead of suppressing, recognises the epistemic plurality of the world. To do so, the authors assume that any critical efforts to address internationalisation in the context of the Global South can be enriched when explicitly situated within colonial history. The authors argue that looking towards the future of IHE requires a look towards its past. Specifically, the authors bring together four interrelated lines of argument: (i) recognising the university as a historical producer and reproducer of colonial hierarchies; (ii) conceiving the Global South as a field of epistemic challenges; (iii) having a non-myopic view of South–South cooperation; and (iv) spreading the epistemological horizon of internationalisation. Such reflections might contribute to envisioning new horizons for IHE in the Global South and its relation with those who have been relegated to a status of invisibility.

The aim of my chapter is to draw on conceptualisations of sexism, racism, epistemology of white ignorance and critical race theorists’ critiques of white feminism to examine critical management studies (CMS) practices. The purpose of the chapter is to acknowledge the contribution of CMS feminists and look to how we can go beyond current practices to include antiracism in our feminisms. In particular, I show how sexism, racism and white ignorance are collectively produced in CMS and operate through mundane, and avoidable, organisational and pedagogical processes. I respond to the editors’ call for chapters by offering a practical politics through the idea of a killjoy manifesto, taking inspiration from the writings of Sara Ahmed. An important part of is that is for white feminism in CMS to attend to critiques from racially minoritised academics, activists and workers. Whilst challenging, I hope the chapter provides practical and theoretical resources and encouragement.

The purpose of this paper is to examine the concept of “knowledge democracy,” deploying a pluralistic, and cross disciplinary and humanistic critique.

This is a culturally pluralistic and humanistic interpretation of globally emergent form of learning pedagogy, particularly manifested in e‐learning.

This paper explores the concept of knowledge democracy in the context of knowledge and information revolution. It has been argued that knowledge democratization implies freedom and equality to access information and knowledge across cultures and societies, particularly in the context of globalization. It is asserted that a democratization of the notion of knowledge would cause a paradigm shift; the way instruction and education are socially structured in different social systems. The knowledge society provides a new spirit of global sharing of values, acceptance of others and learning to live with divergent worldviews. It is contended that e‐learning in particular sets a new global social opportunity to transcend regional, racial and national prejudices.

The paper underscores the significance of pluralistic and humanistic perspective on knowledge and e‐learning.

The purpose of this paper is to establish pluralism as the basis for bibliographic classification theory and practice and examine the possibility of establishing trustworthy classifications.

The paper examines several key notions in classification and extends previous frameworks by combining an explanation‐based approach to classification with the concepts of cognitive authority and trust.

The paper presents an understanding of classification that allows designers and editors to establish trust through the principle of transparency. It demonstrates that modern classification theory and practice are tied to users' activities and domains of knowledge and that trustworthy classification systems are in close dialogue with users to handle bias responsible and establish trust.

The paper establishes a foundation for exploring trust and authority for classification systems.

This chapter considers a narrative attuned to the tensions of bicultural performativity (blackness and whiteness) and how that performance relates to the politics of dislocation within the context of pursuing an advanced degree at a prestigious university. It does so by providing moments from my own narrative of self that focuses on an interrupted and hybridized racial project. In this chapter, I attempt to engage the reader by communicating the subjectivity of such moments in a provocative, fragmented, and emotionally charged self-reflexive manner. My own narrative, its performative element, and its racialized nature, are then considered in relation to larger sociological contexts and forces that present bicultural racial formations and their boundary transgression as a regulatory mechanism. Out of these narrative examples, I emphasize the growing centrality of performance studies as a frame of analysis.

The aim of this study is to explore the drivers of supply and demand for attention in the managerial context, and develop a framework of managerial tools for allocating attention to various competing demands.

Deliberative attention refers to the application of attention to prolonged reflection and consideration of problems where routine approaches are insufficient. Drawing on theories of cognitive and structural constraints to the allocation of attention among competing stimuli, the paper investigates how managers match the strategic demands for deliberative attention and the supply available to individuals in their firms. This is used to develop a model of factors influencing the matching of supply and demand.

The paper uses this model to recommend specific strategies for explicitly managing deliberative attention and to categorize the appropriate application of a range of existing strategic management tools based on the nature and inherent uncertainty of the organizational problem being faced.

The model suggests that a primary strategic task of top managers is the appropriate management of attention within the firm. Understanding attention as a firm resource to be appropriately and deliberately managed helps to advance theoretical understanding of the human side of valuable resources in the firm. Such knowledge may also help practitioners to be more cognizant of their investments of valuable attention resources.

This is one of the first studies to treat attention as a scarce and valuable firm resource to be managed, and to use this as the foundation for more appropriate application of a wide range of current management techniques.

The purpose of this paper is to explore how consensus decision making serves as a foundation for organizing an alternative economy while the agency of the economic project itself organizes participants because it serves to distribute resources as people need them and foment a community of sharing based on the concept that as individuals we are lacking but as a community we have enough. The paper asserts that as activists looking to foment change, alternative economic projects in themselves are actors in organizing community building and resistance to capitalism.

El Cambalache (The Swap in English), located in San Cristobal de las Casas, Chiapas, Mexico, is an exchange-based money-less economy that trades unwanted items as well as knowledge, abilities and skills that one wants to share. The project receives anything; specifically used, broken and/or unwanted electronics as well as just about anything else that one might possess. In exchange people provide laptop maintenance classes, language exchange, land to be worked, rooms, gardening services, objects, stories, etc. The rules in this money-less non-capitalist economy organize participation through one exchange or many.

Consensus decision making is an effective method for engaging in non-hierarchical research projects.

This project contributes to research in heterodox economies by presenting an original project with a new suggestion for exchange value as an inclusive process of exchange among participants in the economy. It also provides evidence that consensus decision making can be a useful and productive method for research.