0203, 2019

Discover Society: Decolonising Politics – Diversity is Democracy

By Saskia Kerkvliet|March 2, 2019|Learning and Teaching Resources|0 comments

Published 4 December, 2018 By Manjeet Ramgotra “Politics is about who we are. How we communicate, how we fit into our communities and negotiate our shared political life and how we reflect where we come from. Politics is inherently diverse. The beauty of liberal democracy is that it has been capable of expanding its boundaries to include individuals of diverse backgrounds, cultures, gender, race, social class and outlook into public

2802, 2019

History Workshop: What does it mean to decolonise History teaching and research at SOAS?

By Saskia Kerkvliet|February 28, 2019|Learning and Teaching Resources, Research Practice|0 comments

11 February 2019 By Eleanor Newbigin “SOAS is unique in the regional focus of its History teaching. It is the only History department in Britain and north America that does not teach courses on western history Rather, our BA and MA History programmes focus exclusively on the histories of regions and people in Africa, Asia and the Middle East. In their 2013 study of the western-centric focus of UK and

0402, 2019

On teaching political theory to undergraduates

By Saskia Kerkvliet|February 4, 2019|Learning and Teaching Resources|0 comments

By Dr Manjeet Ramgotra The recent Department for Education proposal on the theory component of the Politics A-Levels raises the question as to what counts as knowledge. The proposal more or less excises women and non-white men from the curriculum and limits understandings of what politics is, who produces knowledge and the type of knowledge that is produced. These questions are not limited to secondary education curricula. They are relevant

1801, 2017

Decolonising the curriculum: what’s all the fuss about?

By Saskia Kerkvliet|January 18, 2017|Learning and Teaching Resources|0 comments

By Dr Meera Sabaratnam You may have recently read false news reports that SOAS students have called for the removal of white philosophers such as Plato and Kant from their reading lists. It bears repeating that these reports are untrue – they are calling for a greater representation of non-European thinkers, as well as better historical awareness of the contexts in which scholarly knowledge has been produced. This is part