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This study delves into 17th-century colonial port cities – Madras, Bombay, and Calcutta – examining the impact of British imperialism on urban sustainability and heritage conservation. It explores historical development, spatial organization, and connectivity.

This study intricately explores the interplay among urban sustainability, morphology, and heritage conservation using space syntax analysis. It focuses on examining White and Black Town dispersion during British imperialism.

The investigation reveals varying degrees of dispersion of White and Black Towns, with Calcutta exhibiting the most consistent distribution among the three cities. These findings underscore the profound influence of British imperialism on the spatial organization of colonial port cities, offering valuable insights into their historical evolution and layout.

While this study provides valuable insights, it is limited by its focus on the colonial period and the specific cities of Madras, Bombay, and Calcutta. The findings may not be directly generalizable to other contexts or time periods. Additionally, the study’s reliance on historical data sources may present data accuracy and completeness challenges.

This study contributes to understanding colonial port cities, guiding sustainable urban development, heritage preservation, and equitable resource access for global sustainability. By focusing on the historical impact of British imperialism, the research provides original insights into the spatial dynamics of these cities, contributing to the broader discourse on urban sustainability and heritage conservation.

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.

Looking through an autoethnographical lens, the authors analyse the reclaiming of the heritage name of Indonesian Peranakan Chinese in the Netherlands with regard to their sense of belonging and (translocational) positionality. The discussion is situated in the realm of (post)colonial ties between the country of birth and their current country of residence, against the backdrop of assimilationist policies of President Soeharto’s “New Order” after the regime change following the September 30, 1965, coup attempt (G30S). The authors’ own reflections were studied in combination with interviews, both formal and informal, and desk research to compose a narrative of active memories and stories told. How was the state-imposed name change experienced? Why did they choose to reclaim their Chinese name when applying for Dutch citizenship rendered that opportunity? Where can the affective bonds be found?

The authors’ own reflections were studied in combination with interviews, both formal and informal, and desk research to compose a narrative of active memories and stories told. How was the state-imposed name change experienced? Why did they choose to reclaim their Chinese name when applying for Dutch citizenship rendered that opportunity? Where do the affective bonds lie?

The reclaiming of the heritage name has a different resonance in the sense of belonging for different generational cohorts. In the specific post-colonial Dutch context - for the generation of our interviewees and of our parents - it represents an active re-positioning of one’s self as having Chinese ancestry (the name I was born with), not because they wanted to renounce their Indonesian connection but because they were forced to make a choice. For us, the authors, it was more a matter of: because we were raised with this name.

This article is a response to the appeal to expand the scarce literature published on the Peranakan Chinese group in the Netherlands (e.g. Tjiook–Liem, 2017; Van der Meer and Eickhoff, 2017; Ang, 2005; Li, 1999) who live in a fascinating (post)colonial positionality comprising of Chinese ancestry, Indonesian background and the Dutch (new) home country. Studies on this group barely mention the consequences of name change for their belonging (Healy, 2020) and positionality (Anthias, 2012).

Internationalisation in higher education (HE) has always been romanticised and idealised but there has been limited focus on the internationalisation of gender equality and Equality, Diversity and Inclusion (EDI) certification and the role of international partnerships. Certification and Award Schemes (CAS), such as the Athena Swan Charter, can promote gender equality, best practices exchanges and foster institutional changes. Nevertheless, simply transferring strategies or frameworks without careful consideration of the nuances of the destination context can inadvertently lead to the perpetuation or exacerbation of gender inequalities and reproduce hierarchical relations between the Global South and North. Brazil's cultural and political context highlights the need for adapting the CAS framework to align with the unique conditions of the country, as well as institutional transformations in order to accommodate such a framework. This study aims to critically explore how gender equality and EDI certification can be internationalised in the Global South and how international partnerships can play a role in this process.

Building on a collaborative UK–Brazil funded project on advancing gender equality in Brazilian academia, we critically reflect on the assumptions of the funding call for operationalising international collaborations, and how we built solidarity – informed by our positionalities – against underlying colonial patterns. As part of our partnership, we were consulted to provide feedback on the introduction of an Athena SWAN framework in Brazil. We reflect on how the Athena Swan framework was “internationalised” in Brazil, especially in relation to its focus, the challenges of implementing gender equality and EDI efforts and the conditions required for such efforts to be meaningful in the Brazilian context. Thus, we assess and critically reflect on the current situation in Brazil, the role that certification can play for EDI and which conditions are required to enact change. In addition, we reflect on our positionalities and working practices as part of this collaboration as feminist researchers from different disciplinary and geographical backgrounds.

We trace colonial logics in the operationalisation of the funding scheme on setting international collaborations valorising the UK system and reinforcing geopolitical production of knowledge hierarchies between the Global North and Global South. Furthermore, reflecting on the Brazilian political, cultural context with a focus on HE we find similar challenges – to the UK – in implementing gender and EDI efforts. However, there are particular nuances in the Brazilian context that exacerbate these obstacles and make the implementation of an EDI certification framework in Brazil particularly challenging. Overcoming these barriers requires a collective effort from government, funding bodies, scientific associations and HE institutions, for the implementation of impactful and sustainable initiatives beyond mere rhetoric. Finally, while we had a positive collaboration, we felt ambivalent towards certain dimensions of the way the partnerships and the EDI internationalisation were operationalised.

We provide insights and practical recommendations that enhance the understanding of the issues surrounding the implementation of EDI efforts internationally such as CAS in the Brazilian context.

Reflecting on the internationalisation of EDI can lead to more tailored context-sensitive frameworks and activities that have the potential to influence societal attitudes and expectations towards gender roles and inclusivity, contributing to a more equitable and just society at large. It also touches upon the dynamics of international partnerships and collaborations across different contexts that can have implications for how such partnerships should be developed and funded beyond a mainstream colonial approach of “mentoring less advanced institutions”.

We reflect and critically discuss the internationalisation of EDI certification in HE and the role of international collaborations towards this process, a topic that has not been often examined within the literature on the internationalisation of HE as a romanticised and positive discourse. From our experience, we explore how such efforts can bring up ambivalence in the way they are operationalised and have the potential to both reinforce and disrupt colonial hierarchies.

Tracing the development of a parallel-engaged pedagogy of care that extended and adapted the critical and transformative pedagogies of Freire, De Sousa Santos and hooks to the South African context. The development of this transformative pedagogy addresses the local conditions of an architectural design studio at a postcolonial, post-Apartheid and post “Fees must Fall” protests South African university. This pedagogy used practice-based design research to build a more conscious, critical and careful design practice in both students and educators.

The pedagogy was developed through participatory action research, over five years, from 2019 to 2023 including two years of the COVID-19 pandemic. Parallel and active engagement of students and educators within a nurturing and caring environment evolved from year to year, through a conscious and critical reflection on the process. Student surveys, reflective essays and focus groups unearth the impact of the parallel-engaged pedagogy of care.

The parallel-engaged pedagogy of care was shown to support and scaffold students becoming more conscious, critical and careful in their design practices validating diverse lived experiences as generative for design and important for social justice and transformative equity.

The parallel-engaged pedagogy of care is part of a global shift to more transformative pedagogies that address student diversity and decoloniality.

Through dismantling traditional hierarchical teaching modes, the pedagogy is more student-led, agile and adaptable. Through centring and demonstrating care in the pedagogy, students are encouraged to develop both self-care and care in their design practice. This is especially critical in the South African context where the cultural capital of the institution, with its roots in colonial and Apartheid education differs from that of the majority of students of colour.

This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.

Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.

This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.

This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.

The protection of industrial heritage emerged as a major concern when those buildings and installations representative of the industry, became at risk. North Africa, considered the geographical gateway to European countries, experienced enormous industrial activity during the French colonial era. Industrial buildings such as the flour mills, were built during this era of colonial rule. Today, a lack of legislation concerning industrial heritage has left this type of buildings with no protection, leading this paper to a preservation process. The aim of this paper is to locate and identify the flour mills of the 19th and 20th centuries in Algeria.

This research consists of cross-referencing data from archived documents against the geographical location.

The results obtained are the first step in the process of preservation. The success of this research can be summarized as follows: identification of 88.46% of the flour mills in Algeria by means of the inventory data collected, and their location, with the use of a crisp logic, the remaining 9.62% with the use of fuzzy logic by the attribution of a “fuzzy radius” with a total localization and identification of 98.08%.

The use of both crisp (Boolean) and fuzzy logic as part of the geographical localization method.

Mainstream narratives in Indian history do not delve into the checkered history of the west coast. The reasons for this are many, including a predominantly center-outwards viewpoint of historians. West coast has always been open to sea route influences aiding its diversity. However, the lack of natural defense against colonizers from the sea destroyed indigenous and personal heritage. Small town narratives include uprooting, lack of access to past heritage and new settlement creation. The heritage of this everyday landscape shaped by human grit is the subject of the study.

This qualitative ethnographic study includes document analysis, transect walking, architectural built form study, open interviews and participatory observations.

The motivations for heritage management can be grouped into economic, cultural and technological. From a financial point of view, the urban core studied is still relevant and sustainable. Likewise, the Krishna temple dominates the cultural discussion and architectural documentation as a religious center. However, the cultural heritage of business streets and the third motivation of building technology have been largely ignored. This disregard is evident from neglect and the pastiche use of monumental or ornamental styles alien to the region for restoration efforts.

“Heritage is personal and individual as well as collective and universal” (Mire, 2016). The Pete heritage is not just crucial for the communities they house but the town as a whole. Their nonimpervious nature means that they hold collective memories for everyone. Attention to memories and monuments will increase the possibilities of shared responsibility between various stakeholders (Swenson et al., 2012). Therefore, they should be seen as a part of the larger whole.

This paper argues for the recent global bottom-up approach in heritage management rather than the conventional established practices. Established heritage management focuses on the mainstream, royal or specific ethnic heritage in the Indian subcontinent. The heritage of the common person rarely has the grandeur of monumental architecture taken up for preservation by the state. As a result, societies' individual and collective heritage are at risk of rapid erasure under the pressures of modernization. Built forms are repositories of cultural information; therefore, a sustainable instrument for the preservation of everyday heritage can be created with culture as an actuator. This study looks at the narrative of the historical coastal small-town business core created by internal mass migration due to colonization.

Disaster management practices depend on societies' knowledge. As climate change rapidly reshapes knowledge, questions arise about how knowledge for disaster management is produced and (re)shaped in modern world and how effective it is to withstand the ever-growing frequency and magnitude of disasters. This paper discusses the dynamics of knowledge creation and its use for disaster management in Chokwe district, southern Mozambique.

The study reviews historical archives to identify how disaster management knowledge has changed from pre-colonization to the present.

Before colonization, local knowledge associated with traditions of asking gods and ancestors for rain and blessings in life prevailed. With colonization, around the 1500s, Portuguese rulers attempted to eliminate these local practices through an inflow of European settlers who disseminated scientific knowledge, built dams and irrigation schemes, which changed the region’s knowledge base and regimes of flooding and drought. After independence in 1975, the new government nationalized all the private property, expelled the settlers and imposed a socialist order. All knowledge on disaster management was dictated by the new government; those against this new order were sent to re-education centers implanted nationwide. Centralization of knowledge and power was, therefore, implanted. Socialism collapsed by the 1990s, and over time, there has been an amalgam of different knowledge bases and attempts to recognize local disaster management practices.

The Chokwe case shows that knowledge for disaster management evolves with local socioeconomic, political and environmental changes.

This paper introduces the special issue on Race and Accounting and Accountability. In so doing, it explores racism in its historical and contemporary forms, the role of accounting and accountability in enabling racism and racial discrimination and also efforts of redress and resistance.

We reflect on several critical themes to demonstrate the pervasive and insidious nature of racism and, review the literature on race and racism in accounting, focusing on studies that followed the seminal work by Annisette and Prasad (2017) who called for more research. We also review the six papers included in this special issue.

While many overt systems of racial domination experienced throughout history have subsided, racism is engrained in our everyday lives and in broader societal structures in more covert and nuanced forms. Yet, in accounting, as Annisette and Prasad noted, the focus has continued to be on the former. This special issue shifts this imbalance – five of the six papers focus on contemporary racism. Moreover, it demonstrates that although accounting technologies can and do facilitate racism and racist practices, accountability and counter accounts offer avenues for calling out and disrupting the powers and privileges that underlie racial discrimination and, resistance by un-silencing minority groups subjected to discrimination and injustice.

This introduction and the papers in the special issue offer rich empirical and theoretical contributions to accounting and accountability research on race and racial discrimination. We hope they inspire future race research to nurture progress towards a true post-racial society.