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These unprecedented times of the COVID-19 pandemic have generated a variety of responses from national governments, local communities, and individuals. Using podcasting as a medium, this comparative educational project interviewed individuals living through and adapting to the unprecedented upheaval at the beginning of the COVID-19 pandemic in Mumbai, India and Houston, USA. Using a decolonial lens, the podcasting project unpacks how similarities and differences in structures of privilege, prevailing ideologies, and sociopolitical contexts have influenced the experiences of people navigating this global challenge in two very different cities.

This chapter reflects on findings from this project and builds on it further to explore the use of podcasting as methodology. The inclusion of diverse voices from contrasting contexts provides opportunities for polyvocality and democratic dialogue. Podcasting is a medium that allows for academic content to be presented in an accessible format for education practitioners and the general public, ultimately contributing to reducing gatekeeping in academia. With the goal of contributing to comparative research, this essay closes with a reflection on the dynamics of power in the production of new media from two highly different primarily English-speaking contexts, whilst striving to consistently retain the authenticity of each city.

We engage in a particular way the Anglo-American claim that a more performative Critical Management Studies (CMS) is needed to foster transformations in the “world out there” by putting into practice our learnings from a case study at Galpão Aplauso (GA), an NGO located in Brazil, which main role is to (re)socialize dispossessed youngsters through a critical methodology informed by anthropophagy.

Drawing upon an engaged investigation informed by both performative CMS and decoloniality from Latin America we embody a performative CMS “otherwise.” Through the engagement with GA, and corresponding disengagement with our institutions, we propose decolonial anthropophagy as a way to move beyond Eurocentric critiques of Eurocentrism and decolonial work monopolized by full-time academics.

From a decolonial perspective it is shown that the performative turn within CMS could be used as a way of bringing “critical development” and “critical knowledge” to “subalterns” and the “rest of the world” from a perspective of coloniality. An anthropofagic perspective on decoloniality and critique shows that “subalterns” have much to teach us and our institutions and represents a way to decolonize theory-practice and academic-nonacademic divides.

The critical-decolonial anthropophagic perspective put forward in this chapter may represent an opportunity for CMS to move beyond much of its Eurocentric traditions, thus enlarging its geographic and cultural references. It may offer CMS an alternative critical performativity concept from the South which enables CMS to become a “re/disconnector,” instead of a connector, between the Euro-American traditions and the “rest of the world,” and making things happen “otherwise.”

Implicating myself in Métis scholar Natalie Clark's question “who are you and why do you care?” (2016, p. 48), this chapter traces the theorization of love in the Human Services, with a focus on the field of Child and Youth Care. I explore love as an ethical, political, and necessary force in times of ongoing colonial and state violence against Indigenous and racialized peoples (Ferguson & Toye, 2017). I go on to highlight my graduate research as a Child and Youth Care Masters student and educator, grappling with my own settler identity as a diasporic, queer, ciswoman of color, and questioning my complicity as a settler body on stolen Indigenous lands. The chapter includes vital knowledge from my research with Sisters Rising, an Indigenous-led, community-based, participatory study that uses arts-and-land-based ways of knowing to honor and uphold stories, art, and knowledge from Indigenous and racialized young peoples and communities. By tracing the reflections on decolonial love shared through Sisters Rising, I consider ways that racialized settler practitioners might engage a decolonial love ethic in praxis. Calling upon critical feminist, Indigenous, and postcolonial scholarship and brilliance, this chapter invites other settler practitioners, specifically those who identify as racialized or people of color to reckon with the intricacies of our collective complicity in notions of settler purity and apolitical practice (Shotwell, 2016). Throughout the chapter, I highlight conceptual approaches for loving politicized praxis rooted in movements toward social justice, Indigenous sovereignty-building, and decolonization.

Drawing upon the concepts of transmodernity, pluriversality and border thinking the author stands in a more practical fashion for the co-creation of an-other performative CMS which fosters the decolonization of (critical) management studies – as a way to contribute “to concretely changing the world(s) for the better” (as claimed by the organizers of the symposium “should critical management studies get anything done?” held at the Academy of Management Meeting in 2012 in Boston).

From a more practical and less opaque perspective on border thinking it is shown how and why border thinking can both enable and constrain critical scholars and people to move across the borders of the colonial difference and from Eurocentric modernity toward transmodern pluriversality.

The current performative turn of CMS fails to address the agency of critical knowledge as a potential reworking of Occidentalism which can be mobilized to “manage” the rise of alternatives and knowledges from the rest of the world in general and from emerging economies in particular.

Border thinking as a crucial concept from the coloniality/modernity research program from Latin America is taken as an important contribution from the colonial difference to the co-creation of decolonial management studies (DMS), an-other performative CMS which fosters the construction of a world in which many worlds and knowledges can coexist as a way to change it for the better.

This viewpoint adds context and variety to the “decolonizing international business” debate by engaging in a discussion of the decolonial thinking approach and proposing a broader framework for analysing the link between international business (IB) activities on the one hand and colonisation and decolonisation on the other. The purpose of this paper is to inspire a more intensive engagement of IB scholarship with issues related to colonisation and decolonisation.

This paper involves taking a reflexive review on recent calls to decolonise IB, contextualising and extending the decolonisation debate in the academic field of IB.

This paper argues that the current discussion of decolonisation should be extended beyond the decolonial thinking approach and its focus on knowledge and the cultural dimension towards a broader framework that covers both colonisation and decolonisation as well as the respective economic, political, social and cultural dimensions. It introduces the varieties of colonisation and decolonisation approach, which considers the complexities of the phenomenon and covers the economic, social, political and cultural dimensions.

Through its focus on foreign market expansion, international trade, global value chains and formal and informal institutions in the business environment, the academic field of IB provides several starting points for research on the link between IB activities and colonisation and decolonisation. The decolonisation debate can be used to inspire future research in IB, for example, with respect to the role of multinational corporations in colonisation and neo-colonisation processes and the implications of the emerging multipolar world order for IB.

IB scholars will be better informed when engaging in discussions on decolonisation and the decolonise IB project. This paper suggests considering both colonisation and decolonisation processes as well as the respective economic, political, social and cultural dimensions in research and teaching. The varieties of colonisation and decolonisation approach provides a comprehensive and flexible alternative framework to analyse issues related to colonisation and decolonisation.

A balanced view of the implications of colonisation and decolonisation with respect to economic, political, social and cultural dimensions may suitably be incorporated in the field of IB and contribute to tackling grand societal challenges. This applies likewise to past, current and future processes of colonisation and decolonisation.

This paper contextualises and adds a new perspective and variety to the current debate on decolonising IB. This is valuable for engaging in discussions on decolonisation and future conceptual and empirical research on the topic.

The aim of this paper is to introduce a holistic decolonial lens for Library and Information Studies (LIS). As such it centres in the following questions: what does decolonisation mean in the context of LIS? How can a holistic approach help improve our understanding of the field?

This is a conceptual paper that draws on theoretical analysis and discussion with in-depth examination of two cases of librarianship and information for development.

The paper presents a decolonial framework for interpreting and comprehending LIS-specific issues. As a result, we believe it is critical to recognise three interconnected types of colonial legacies and identify ways in which LIS academics and practitioners can consider these in the context of their research and work.

The paper introduces a holistic framework for thinking about decoloniality in the LIS discipline. Further work should consider how this framework can be useful for other LIS fields.

The framework is of practical significance for LIS academics and practitioners who wish to take a decolonial approach to their research and thinking. We provide questions intended to lead to action.

The paper provides a holistic decolonial approach to critically reflect on research and teaching practices in the context of LIS.

The purpose of this paper is to consider how practices of critical theorising directed towards present dilemmas of neoliberalisation might inadvertently participate in the reproduction of colonial power.

The paper adopts a critical theoretical approach, focussing on Wendy Brown’s recent work on neoliberalism in particular.

The paper argues that an alignment with colonial power is evident at a methodological level in Brown’s critique of neoliberalism and that this offers indication of how critical theorising in general might begin to reorient itself in ways that better ally it with the creation/promotion of decolonial possibility in contemporary contexts.

The paper makes original contribution to understanding of how western critical theorising actively participates in the reproduction of colonial power. Its value lies partly in demonstrating how this occurs in Brown’s specific case, and partly in suggesting correctives of more general applicability.

This paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding how the centering of Western epistemic perspectives perpetuate hierarchies and processes of racialization and invisibilized structures of domination that (re)produce differential learning experiences and outcomes for black students. This study aims to build on prior research to help teacher candidates more effectively recognize and challenge racism and anti-blackness in their schools and teaching practices.

In this paper, the author discusses how racism and anti-blackness are perpetuated in schooling and why teacher educators must address them in our work with teacher candidates. Drawing upon existing literature on teacher education, my experiences as a teacher educator and social justice scholar, and insights from the decolonial scholarship, the discusses the importance of a decolonial lens for disrupting racism and anti-blackness, and I offer examples of how teacher educators and teacher candidates can engage in this work.

Multicultural education has done little to change the conditions of black students in schools. While most teacher education programs have made efforts to become more oriented toward social justice, there is a wide gap between program goals and teachers who can work effectively with the diversity of students that they serve.

This paper outlines an approach that teacher educators can use to further develop an antiracist decolonial teaching and research agenda and support teacher candidates regardless of their racial/ethnic group.

A decolonial analysis can help teachers develop a better understanding of the structural and school inequalities that create disparate outcomes for black students and how to intervene. This is urgently necessary, as schooling remains a site of non-belonging and marginalization for black children and youth.

This paper offers a new race-conscious approach to disrupt systemic racism and anti-blackness in education.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.