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This article argues that truth recovery practices that take place against the backdrop of ongoing settler colonial erasure, as is the case when considering Zionist colonial violence in Palestine, must focus on combating state-sponsored attempts at erasure, rather than solely providing a platform for the expression of settler guilt.

The article analyses existing literature on truth recovery practices that take place in Palestine, including the work of a variety of local NGOs engaged in such praxis, with a view to considering how this form of transitional justice has germinated incrementally in the space. Critical reflection on the work of a variety of grassroots NGOs is situated alongside other forms of transitional justice intervention.

The article argues that in the context of enduring settler colonialism, the truth regarding past Zionist atrocities in historic Palestine must avoid being curated in the present day in such a way as to allow for damage limitation rather than the platforming of conversations around meaningful repair. Truth recovery for recovery's sake serves only to reinforce the settler colonial status quo rather than properly agitate for a full decolonisation, one that demands and facilitates indigenous Palestinian return.

The article challenges prevailing notions of the role of truth recovery practices in spaces of enduring settler colonial value. It makes clear that the role of truth recovery interventions in sites where colonial violence endures must be to actively and meaningfully support activities that reinforce native identity, history and presence on the land. Moreover, by reference to existing grassroots attempts at truth recovery in Palestine, the article provides an original and clear argument that states it is simply not enough to platform the revelation of uncomfortable truths or to provide opportunities for settler violence of the past to be “confessed” in public if it is disassociated from challenging the present-day structures of ongoing oppression.

This paper draws on African anti-colonial thought and Black consciousness to propose critical conscious leadership (CCL) as a decolonising leadership approach appropriate for pursuing emancipation, social justice and innovation in a new African university.

I utilised the method of critical discourse analysis to study Ihron Rensburg’s language as he reflected on his leadership at the University of Johannesburg (UJ). The study engaged with Rensburg’s writings and texts on his account of leading the merger and transformation of UJ. The primary text draws from his book “Serving Higher Purposes” (2020).

Through the construction of CCL, the paper proposes alternative tenets for leading transformation towards a new African university. CCL grounds a decolonised and pluriversal new African university’s character premised on a consciously revitalised alternative thinking that will carry the communitarian spirit of Africa in knowledge production, dissemination and consumption in humanising all and serving the greater good. And it operates within the dialectical tensions of the social and economic purpose of higher education (HE), African and global relevance, African and Western paradigms, excellent performance and attainment of social justice.

The proposed CCL offers an alternative leadership approach that responds to the call to “Dethrone the Empire” by centring Blackness in HE leadership, which is crucial for authentic transformation and decolonisation.

This paper aims to discuss the emergence of science, technology and innovation (STI) institutions in Indonesia during the Dutch East Indies colonial period in 1778–1941. The emergence of these institutions reflected the dynamics of science and technology development and innovation in that era.

This paper navigates a historiographical approach. Data collection techniques use “secondary data research,” with archival investigation published by official sources in the Dutch East Indies in the 18th and 19th centuries as well as other reference sources, and data analysis techniques use “supplementary analysis.”

This research indicates that the STI institution during the Dutch East Indies colonial period was formed to maximize the natural resources of the Dutch East Indies. The STI institution at that time was constructed as part of Buitenzorg’s Plantentuin the lands, plantations, solutions for health, astronomy, geology, forestry and culture.

The limitations of this research, as well as future research. Relying too much on “secondary data” is a limitation of this study. Therefore, it is necessary to collect primary data through in-depth interviews with historical scientists studying STIs in Indonesia in future research.

This study, to the best of the authors’ knowledge, considered the first study, reveals the dynamics of STI in Indonesia during the Dutch East Indies colonial era by examining the dynamics of the institution. In addition, this study succeeded in dividing five institutional STI clusters in the Dutch East Indies Colonial period 1778–1941, namely, units/institutions formed as part of Planuntungin te Buitenzorg; units/institutions formed based on plantations, initiated by private plantations to find solutions to the pests and diseases that attack their crops; units/institutions formed to seek solutions in the health sector; units/institutions formed based on astronomy, geology and forestry; and units/ institutions regarded as scientific councils/associations.

Between 1840s and 1940s, 27 occidental concessions have been created in several cities in China which represented difficult signs and memories for Chinese. Nowadays, these territories are experiencing a joint phenomenon of heritagization and tourismification which makes them experimental theaters for modern urban life and identity. Taking the former concessions of Tianjin as place study, the purpose of this study is to analyze the role of the heritage and tourism in the former concessions in city branding and more specifically the actors, approaches and products of this phenomenon.

This research draws on the comparison and analysis of two place studies in China. The authors base their analysis on semi-structured interviews in Chinese with previously identified stakeholders. In all, 20 individuals, including developers, public authority representatives, business owners, academics and conservation association members, were interviewed. This research was completed, updated and triangulated by content analysis of Web-based materials; official documents such as urban plans, guidelines and urban and tourism strategies collected during the fieldwork, as well as non-intrusive spatial observations of the concession and its various developments.

The results of this study show that the heritage in the former concessions has become an attractive tool for the city branding through tourism development, often led by the public actors with the participation of private entrepreneurs.

This study looks at the hybrid dimensions of the former concessions in China. It provides a better understanding of the co-action of heritage and tourism in the processes of territorial rehabilitation, which contributes to both the practitioners and researchers in this domain.

This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.

The purpose of this paper is to propose a framework for evaluating the relationship between China and Peru, drawing on dependency theory, against the backdrop of China’s explicit policies towards foreign direct investment. It seeks to transcend traditional interpretations of this relationship in the literature that focuses on China as either hegemon or a South–South partner to Latin American countries to highlight a more nuanced relationship.

The paper adopts a case study approach, focusing on China in Peru. The authors examine three areas of traditional, strategic and emerging industries drawing from Chinese national policies, reviewing these against characteristics of dependency: control of production, heterogeneity of actors, transfer of knowledge and delinking.

The authors find that Chinese foreign direct investment (FDI) in Peru demonstrates mixed motives and collectively operates as an ambiguous player. Chinese firms appear to be willing to work with various actors, but this engagement does not translate into a decolonial development alternative in the absence of a Peruvian political will to delink and Chinese willingness to actively transfer control of production and knowledge.

This paper contributes to existing literature on China in Latin America by evaluating Chinese outward FDI in Peru against China’s strategic aims in terms of a re-evaluation of dependency theory.

This paper aims to investigate how embedding accounting techniques of cost and budgeting within the Australian National Disability Insurance Scheme (NDIS) potentially perpetuates colonial practices for Australian First Nations people living in remote areas. Further, the paper aims to explore how accounting might help to integrate the unique modes of accountability First Nations people have over disability care into the NDIS funding system. Ultimately, the aim is to discern whether accounting practices can be mobilised as a means to decolonising the NDIS framework.

This study uses a qualitative methodology to analyse public hearings from the Australian Disability Royal Commission. Drawing on Bhabha's (1994) concept of the “third space”, this study investigates how accounting techniques can be used to potentially decolonise the NDIS. This study also borrows Bhabha's (1994) concept of the third space to explore the potential for decolonising the NDIS through accounting techniques.

Findings show that the accounting techniques pertaining to funding and costs embedded within the NDIS contribute to displacing and disconnecting First Nations people from their cultural practices and ways of life. Further, the analysis reveals that the NDIS funding system could help to decolonise the NDIS space if it were modified to incorporate First Nations' perspectives on accountability for disability care.

The case of the NDIS exposes glimpses of colonisation in contemporary Australia, where Western institutional and economic systems dominate over the structure and authority of the practice. In this paper, this study demonstrates that the accounting system used by the NDIS plays a role in marginalising First Nations people. However, accounting, as a technology of negotiation, could also be mobilised to enhance accountability for disability care outcomes and pave the way for decolonising public policies.

This paper aims to expand the scope and mitigate the biases of extant archival indexes.

The authors use automatic entity recognition on the archives of the Dutch East India Company to extract mentions of underrepresented people.

The authors release an annotated corpus and baselines for a shared task and show that the proposed goal is feasible.

Colonial archives are increasingly a focus of attention for historians and the public, broadening access to them is a pressing need for archives.

The paper aims to elaborate on the potential for regeneration of Bagamoyo (Tanzania) through adaptive reuse of its heritage sites. The town was the most important harbour for ivory and slaves of the East-African mainland during the 19th and early 20th century and the colonial capital of German East-Africa between 1885 and 1890. Today, it has 85,000 inhabitants who mainly live in informal settlements while stone town closer to the coast is largely abandoned with its historical buildings in a poor state of conservation.

The first part of the paper describes the history and heritage of the old stone town Bagamoyo, and how it impacts its identity. Additionally, it summarises the critical reception of the town's role in the application to UNESCO World Heritage for “The Central Slave and Ivory Trade Route”. This, in order to consider the reuse of its heritage sites more as part of a layered regeneration process than of a singular narrative for preservation. The second part presents research-by-design proposals investigating the economic, social and cultural potentialities of three spatial layers: the main street, the coastal strip and the shoreline.

The identity and therefore also urban regeneration of post-colonial towns such as Bagamoyo is the result of a complex combination of different narratives rather than of a singular one.

Bagamoyo's heritage has been studied as a driver for international tourism linked to slavery but without successful implementation. This study proposes an alternative perspective by investigating its potential for urban regeneration in line with local needs. Developed in the context of a master studio of architectural design, it presents an innovative didactic approach. Moreover, the methodology of research-by-design can be inspirational for other historical towns.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.