Search results

With COVID-19, while questioning the coverage areas, duties, and functionality of objects that are indispensable for our lives, we see that objects destroy the weak and the design itself eliminates the non-immune and the weak in some cases. In this process, it is of great importance to reconsider design for the reason of existence of humanity and to develop new design concepts from a holistic perspective. The decolonisation of design, social innovation, and transformations of production and consumption forms in relation to the crisis are possible with speculative design approaches. In the new world order, designing forward-looking nanotechnologies with measureless and extraordinary scenarios will be the beginning of new alternatives. Emergency situations overcome the fluid modernity in our lives and the new developing normality is possible with design projects covering emergency situations. While each crisis creates its opportunities in itself, transition design needs to be planned by adopting an interdisciplinary understanding of how to initiate and direct change in social and natural systems through design. In this study, the reconstruction of COVID-19 social distance alerts on objects in the light of science and technology will be examined.

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 legacy of colonisation and apartheid in South Africa has resulted in a radical challenge to the public universities. The successful #FeesMustFall campaign that took place in 2015 accentuated several aspects of post-apartheid transformation that have not been adequately attended to. The public universities are now faced with meeting the needs of students and interested parties who would like to see transformation at various levels, in particular, the decolonisation of knowledge. This paper aims to present an approach to address the decolonisation of knowledge.

Shifting universities’ approach to teaching and learning is a challenging endeavour, especially as it entails an embrace of previously ignored worldviews. Taking a metaphoric approach, an analysis of this problem is presented in systemic terms from a family therapy approach adhering to second-order cybernetics. A solution to bridging the disconnect between the participants in the decolonisation of knowledge in a South African context is presented.

Early successes were attained on the back of a therapeutic approach to meeting the needs of students who took part in curriculum and policy changes. The findings suggest that for a transformation to take place, all the participants in the university should acknowledge that the problem (which may have different forms) is a shared one and that decolonisation requires the participants to learn about other participants in the system. Reflecting on historical narratives and its present status quo from the epistemology of the directly affected parties is suggested as an indispensable step that should occur prior to the implementation of any solutions. Without the reflection process, the other members of the system may not understand the context and reasoning for the decolonisation, resulting in friction and fear, in turn mitigating the decolonisation process.

Methods of empathetically engaging people who have been discriminated against is important in the goal of restoring equality and social justice. Family therapy is presented as a vehicle for communal dialogue in a therapeutic empathetic context. This approach has value in many settings other than in the education arena.

Legacies of apartheid are still in effect in the South African public university system. Decolonising knowledge is one topic that may address social justice which helps to diffuse social tension and subsequent protest action.

Family therapy as an approach to decolonisation of knowledge and as an approach to appeasing social tension in the educational context is unique.

This paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year undergraduate students. Architectural education and design pedagogy is shaped and interrogated in the Global North or Western Europe and North America and influences various pedagogical approaches in the Global South. By including exemplars, voices and practices from global, historical, vernacular and contemporary contexts, understanding of sustainability is enriched.

The approach to course design included decolonising the curriculum and making it relevant for globally diverse future professionals. The studio theme of “memory and history” was framed as responsiveness to context and experiencing the site. Students were required to define place, and articulate form and space with sensitivity towards social, cultural, environmental and ecological aspects. The lectures, exercises and interactive activities emphasised design process, in-progress work, and experimentation through sketching, diagramming, drawing, and making study models which scaffolded student learning under the guidance of tutors.

The findings show that to make the process of learning to design in an environmentally responsive manner explicit for students, approaches to curriculum design must have a global and inclusive curriculum, engage students in experiential learning through doing/making to develop critical thinking skills, encourage students to synthesise and transfer learning to and from other settings and contexts, and interpret knowledge-power relationships and co-construction processes embedded in studio-based teaching and learning.

The original contribution of the course is that it creates an inclusive, experimental and decolonised space for co-construction of knowledge about designing sustainable environments.

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.

This study aims to assess the Venda indigenous archives incorporation into the Limpopo Provincial archives to promote archives decolonisation.

This research is based on a qualitative research method. Interviews conducted with the 10 Limpopo Provincial Archivists and 25 community leaders based in the Venda area were conducted. The semi-structured interview was used to collect data.

It is a South African constitutional mandate for each province to manage its archives. As the former Venda was now part of the Limpopo province, its archives were incorporated into the Limpopo Provincial Archives. The Venda archives incorporation to the Limpopo Provincial Archives did not consider the will of a community member to travel a long distance. Furthermore, challenges faced by archivists such as lack of skills and knowledge to process archival materials, lack of funding and participation in the incorporation of archives materials.

This research confines itself to the Venda indigenous archives created from 1979 to 1993.

This paper addresses archives decolonisation.

The paper has the potential to demonstrate the value of the indigenous archive.

The study can be replicated for other research practices. This case study can be implemented in other parts of the world that face similar circumstances so regarding the transfer of archives and the challenges faced to maintain community knowledge and make them accessible.

Education to an international standard that can provide successful careers has arguably been the main drive of many parents to allocate scarce financial resources to the education of their progenies. Competition for high-calibre degrees has seen an explosion of opportunity in the private education sector. As many Global South countries do not have the equivalent control of standards provided in the United Kingdom (UK) by the Quality Assurance Agency, this can lead to dissatisfaction with the qualifications received in the Global South. This chapter aims to explore the factors influencing participation in higher education in the Global North versus the Global South, particularly where these relate to or vary by locality, and the relative influence these have on the propensity of the learners living in these areas to progress into higher education in local universities. The conceptual framework and methodology provided in this chapter show the differences between transnational education (TNE) as primarily a standalone or independent activity supported by a UK higher education institution (HEI)/provider versus being a collaborative effort between a UK host university and a South/Southeast Asian HEI university partner. The methodology provides a strategy for UK host institutions to best provide carefully aligned independent or collaborative partnerships with the partner country regulatory bodies. The chapter concludes with the author’s personal reflections and recommendations based on decades of collaborative and independent university provision of TNE. These reflections are focused on design-based courses in selected South/Southeast Asian HEI partnerships with the College of Architecture and Design at Birmingham City University.

This paper aims to offer practical, data-led guidance for the decolonisation of marketing strategy, especially as it relates to customer engagement. It does so with an acute understanding of the constraints of brand legitimacy.

The findings of this paper are informed both by a conceptual unpacking of institutional, decolonisation and customer engagement literature, as well as an empirical methodology that presents an embedded single case study of a top-ranking banking brand, using in-depth qualitative interviews as well as content analyses of brand communications.

The paper examines the notion of institutional brand legitimacy alongside the decolonisation of customer engagement. It offers five empirically driven decisions that marketers must consider when they attempt to decolonise their customer engagement strategies. These revolve around a decolonised bottom-up approach; establishing new biases for customer insights; the management of opposing forces; being strategically transformative; and going beyond diversity.

A single brand case study is offered that uses a relatively small sample of interviewees and does not include customers of the brand. Further research is therefore needed to reflect other organisational contexts and stakeholders. Just so, the paper specifically looks at the ways in which decolonisation and institutional legitimacy intersect for customer engagement. Further studies that focus on other organisational concepts impacted by decolonisation would be thought-provoking.

To the best of the author’s knowledge, this is the first empirical investigation that offers practical guidance for the decolonisation of marketing strategies – as it relates to customer engagement or any other facets of marketing.

The purpose of this paper is to develop an analytical account on the contemporary architecture of Cairo with emphasis on the past three decades, from the early 1990s to the present. The paper critically analyses narratives of the plurality of “isms”, within architectural vocabulary and discourse, that resulted from the contextual particularities that shaped it.

Three lines of inquiry are envisioned as overarching aspects of architecture: the chronological, the interventional and the representational. These discussions are underpinned by the discourse of decolonialisation and cosmopolitanism, posited sequentially by Frantz Fanon in The Wretched of the Earth (1961), and Ulrich Beck in The Cosmopolitan Vision (2004). The analysis expands to interrogate these two notions as prelude for reflecting on representations of selected projects: The Smart Village (2001); the Great Egyptian Museum (2002), Al-Azhar Park (2005), American University in Cairo New Campus (2008/2009), and the New Administrative Capital (2018).

The investigation on the interventional and the representational levels via aspects of discursivity and contradictions highlights that decolonisation and cosmopolitanism are two inseparable facets in the architectural practice in Egypt’s 21st century. These indivisible notions are based on idiosyncratic core to human experience, which emerged from concurrent overturning historical and secular everyday life striving to suppress ideological supremacy.

Further detailed examples can be developed to offer discerning elucidations relevant to both notions of cosmopolitanism and decolonialisation.

The paper offers novel theoretical analysis of Cairo’s most recent architecture. The reflection on the notions of decolonialisation and cosmopolitanism is a timely example of the complex cultural encounters that have shaped the Egyptian architecture, given the recent interventions by the “Modern State” that legitimised such notions.