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This chapter reflects on calls for and processes of the de-colonisation of academia and the study of media, communication and the digital. It asks: what does it mean to de-colonise academia and the study of media, communication and the digital? How can academia be transformed in progressive ways? This essay takes a Radical Humanist and Political Economy perspective on de-colonisation, which means that it is interested in how capitalism, power and material aspects of academia such as resources, money, infrastructures, time, space, working conditions and social relations of production shape the possibilities and realities of research and teaching. This essay stresses the importance of defining (neo-)colonialism as foundation of debates about de-colonisation and engages with theoretical foundations and definitions of (neo-)colonisation. It identifies how material forces and political economy shape and negatively impede on the university and academic knowledge production. It provides perspectives for concrete steps that can and should be taken for overcoming the capitalist and colonised university and creating the public interest and commons-oriented university and academic system.

Purpose – This chapter examines the relationship between intersections of race and gender for vulnerability for human trafficking and criminalization of exploitation in the United States that is rooted in the broader socio-historical contexts dating to colonization and chattel enslavement.

Methodology/approach – This chapter utilizes intersectional criminology and historical intersectional criminology as epistemological frameworks to contextualize the construction of race and gender that began with colonization of indigenous populations to chattel enslavement of Africans and their descendants. Overall, this chapter’s approach is a call for contextualization within the study of human trafficking and an intersectional approach to understanding the structures that enable trafficking and the ramifications it has for victims.

Findings – Through an application of intersectional criminology, the findings herein demonstrate how racial ideologies and legacies within the United States contributed to the vulnerabilities of race and gender for sex trafficking predation as well as criminalization for Black and Native American girls and women. The gendered analysis of men and women who chose to become sex traffickers reveal different gendered pathways into trafficking offending and addresses the significance of these pathways for trafficking victims and potential future traffickers. These analyses demonstrate that intersectional criminology problematizes current research on human trafficking and future directions research should incorporate.

Originality/value – Current criminological research has a scarcity of intersectional criminological applications and fewer that offer a critical analysis of structural inequalities, histories of colonization and chattel enslavement, and interrogation of identities in both vulnerabilities for trafficking victims, how they may interact with agents from the criminal justice system, and the impacts of intersecting identities for traffickers and their offending. If criminology scholars aim to use their research in anti-trafficking efforts and policy recommendations, these analyses are vital both for addressing victimization and offending pathways for exploitation victims and their exploiters.

As Jennifer, Lucy, Jerri-Lynn, Lulu, Brenda Mary, and Khea storied and restoried their lives in the ways earlier noted, we were in the midst of, as earlier noted, gradually growing in our wakefulness of attending to new possible intergenerational narrative reverberations made visible in their storied lives, in their stories to live by. As they storied their lives Jennifer, Lucy, Jerri-Lynn, Lulu, Brenda Mary, and Khea not only taught us of ways in which the intergenerational narrative reverberation of colonizing Aboriginal people continues to reverberate in their lives, in their stories to live by, but they also showed us the new possible intergenerational narrative reverberations they are composing. These new possible intergenerational narrative reverberations are poised to counter and to restory the colonization and oppression of Aboriginal people. In this way, by tracing the counter stories to live by they are composing so as to shape new possible intergenerational narrative reverberations we see that their counterstories to live by carry much potential for shaping a future in which the spirits of Aboriginal teachers, children, youth, families, and communities in Canada are strong.

The purpose of this paper is to advance knowledge and obtain an understanding of the phenomenon of public sector external auditing (PSEA) in Tanzania.

The paper used a grounded theory method informed by a critical approach. It used data from multiple sources including interviews, observations and documents, to provide a theoretical and practical understanding of PSEA in Tanzania. The theoretical aspects were developed ‘in vivo’ and were also informed by the Habermasian concept of colonisation.

The principal research findings from the data concern the central phenomenon of managing colonising tendencies in PSEA which appeared to be the core strategy for both the government and external auditors. While the government appeared to manage the National Audit Office of Tanzania (NAOT) appearance and exploited the legitimising features of PSEA, external auditors manoeuvred within colonising tendencies and attempted to maintain the ‘audit supremacy’ image. PSEA in Tanzania encountered colonising tendencies because of weak working relationship between the NAOT and other accountability agencies, inconsistencies in governance and politics, the culture of corruption and secrecy, dependence on foreign financing and mimicking of foreign models. To coexist within this colonising environment, external auditors managed their relationship with auditees and the complexities of PSEA roles. Managing colonising tendencies resulted into obscured subordination of PSEA, contributing to cosmetic accountability and growing public interest in PSEA.

It is hoped that future research in other countries, in and beyond Africa, will be undertaken to broaden and deepen our understanding of the external auditing of public sector entities.

The paper combines grounded theory with a critical approach to understand PSEA in a developing country.

This chapter investigates the determinants of the growth performance of Africa. I start by illustrating a broader research agenda that accounts not only for basic economic and demographic factors but also for the role of history and institutional development. After reporting results from standard growth regressions, I analyze the role of Africa's peculiar history, which has been marked by its colonization experience. Next, I discuss the potential growth impact of state fragility, a concept that reflects multiple facets of the dysfunctions that plague the continent. The last topic I address is the influence, in and out of Africa, of the slave trades. The chapter ends with critical conclusions and suggestions for further research.

This article calls for educational leaders to reexamine Equity, Diversity, and Inclusion (EDI) frameworks through decolonial leadership lens, during and post-COVID-19. “Based on our individual journeys, our collective voice is grounded on a bond that spans the decades …Our voice here is the enactment of our decision to listen to the oral traditions and connection to spirit of our ancestors…as mentors and collaborators in this work…[t]he validity of their voices…is unquestionable” (Sullivan TwoTrees and Pinto, p. 197). In this article, I intentionally center Mother Africa/Earth and incorporate indigenized expressions from narratives, dialogues, and interviews from assorted studies and sources. In the article Rekindling the Sacred: Toward A Decolonizing Pedagogy in Higher Education, Shahjahan et al. (2009) use a “tapestry of dialogical insights into… theorizing of how spirituality may be incorporated into teaching in higher education” (p. 1). So, with respect to K-12 education, anchoring decolonizing educational leadership to Mother Africa and practices and attitudes which support students who are behaviorally racialized and marginalized in our schools is integral. All through the chapter, I interweave my story with the narratives and dialogues of other voices to make the case for decolonization leadership approaches in our schools. Joining my voice are voices taken from a previous study focused on Special Education Workers who foster relationship and work directly with Students Labeled as Behavioral (will be defined later in this chapter) (Mitchell, 2020). In section one I locate myself in relationship to Mother Africa which informs this anthology chapter. Section two focuses on defining colonization and the theoretical framework and themes discussed in the anthology chapter. Section three examines the role educational leaders may play in creating school spaces for socially just relationship building, nimble student and teacher dissent, and opportunities for personal and community transformation. Section four provides a contextual analysis of educational leadership's response to the COVID-19 pandemic, namely how they impacted schools, classrooms, students, and teachers. Lastly, Section five introduces “ROCK”, a forward-looking conceptualization of a decolonizing leadership practice aimed at reclaiming one's indigeneity through nurturing connections to Mother Africa.

This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’ cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns’ descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers’ transformative learning.

Pre-colonization, Tribes lived in ways that were well-adapted to natural hazards and stewarded the environment respectfully. Colonization and the federal reservation system have stuck Tribes in static, often hazard-prone, areas; removing their foundational capabilities for avoiding disaster and environmental hazard impacts. The premise of ceded lands and the reservation system was a trust responsibility of the federal government to provide resources for continuing self-governance of Tribal Nations. Fulfillment of the federal government’s trust responsibility to Tribal Nations in the realm of climate change and disasters is predicated on the provision of sufficient resources for the Tribal Nation itself to properly govern. The trust responsibility is not fulfilled through the federal government allowing applications to program-dictated grant opportunities or even consistent, yet insufficient, recurring funding for disaster management. Nor is the trust responsibility fulfilled through the preparation and resourcing of outside entities – local, state, and up to the federal government itself – to enact disaster management actions on sovereign lands. The ability of a nation to develop and administer governmental programs and services independent of outside interference is the very foundation of sovereignty and self-determination. The fulfillment of the trust responsibility for disaster management hinges, therefore, on the allocation of sufficient resources and legal space for self-governance for Tribal Nations to return to pre-colonization levels of capability and sovereignty for disaster management for their citizens and residents.

This chapter reviews the nuances of colonialism, exploring the role of Arab expansion, the inter-African slave trade system, the Christianity position on slavery, similar slavery systems in Asia and Europe, and the impact of colonization after 1400. Using the historical examples of African colonization and its growth into international trade through time, I will examine the scars of colonialism.