Building, or re-building, states after war or crisis is a contentious process. But why? Sabaratnam argues that to best answer the question, we need to engage with the people who are supposedly benefiting from international ‘expertise’. This book challenges and enhances standard ‘critical’ narratives of statebuilding by exploring the historical experiences and interpretive frameworks of the people targeted by intervention. Drawing on face-to-face interviews, archival research, policy reviews and in-country participant-observations carried out over several years, the author challenges assumptions underpinning external interventions, such as the incapacity of ‘local’ agents to govern and the necessity of ‘liberal’ values in demanding better governance. The analysis focuses on Mozambique, long hailed as one of international donors’ great success stories, but whose peaceful, prosperous, democratic future now hangs in the balance. The conclusions underscore the significance of thinking with rather than for the targets of state-building assistance, and appreciating the historical and material conditions which underpin these reform efforts. Click on the Features Tab for Open Access to this title.

Intervention before Interventionism is about the ways in which statespeople have re-ordered intervention and non-intervention since the middle of the twentieth century.

This innovative Handbook offers a new perspective on the cutting-edge conceptual advances that have shaped – and continue to shape – the field of intervention and statebuilding.

With the right to petition the United Nations, the Ewe and Togoland unification movement enjoyed a privilege unmatched by other dependent peoples. Using language conveying insecurity, the movement seized the international spotlight, ensuring that the topic of unification dominated the UN Trusteeship System for over a decade. Yet, its vociferous securitisations fell silent due to colonial distortion, leaving unification unfulfilled, thus allowing the seeds of secessionist conflict to grow. At the intersection of postcolonial theory and security studies, Julius Heise presents a theory-driven history of Togoland's path to independence, offering a crucial lesson for international statebuilding efforts.

Offers a comparative analysis of the processes and aftermath of decolonisation from philosophical, historical, literary and legal perspectives.

Led by international educationalists across all phases of education, The BERA Guide to Decolonising the Curriculum is a powerful evocation, direction, and call to action for epistemological equity in knowledge production, teaching, and learning.

This book is the culmination of several years of collaborative work. It is a unique contribution to the field of journalism because of the depth and variety of contributions it makes to the field. The scholars who contribute to this volume respond to the great need to rethink journalism from various perspectives including journalism training, research, the contents of the news media, language, media ethics, the safety of journalists and gender inequities in the news media. In doing this, they recognise how the societies that journalism address should themselves change.

Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought – two fields with powerful traditions of critical pedagogy, which have shared productive exchange. The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching. These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.

At each particular historical moment, the university appears as a heavy and rigid structure resisting changes, whereas, throughout time, it has actually undergone profound transformation. Often such changes have been drastic and almost always provoked by factors external to the university, be they of a religious, political or economic nature. This book explores the nature and dynamics of the transformation that the university is undergoing today. It argues that some of the projects of reform currently under way are so radical that the question of the future of the university may well turn into the question of whether the university has a future. A specific feature of this inquiry is the realisation that questioning the future of the university involves questioning its past as well.

This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.