PODCAST: Understanding Decolonization, and China’s Response to Coronavirus

By Guest Author|April 14, 2020|In the Media|0 comments

Decolonising SOAS Working Group Chair, Meera Sabaratnam, took part in Chatham House’s podcast, Undercurrents. Meera was interviewed alongside Tristram Hunt about decolonisation, the role of civic institutions in re-thinking the legacies of the British Empire and how to break down colonial power structures. You can listen to the podcast here

What makes African Leadership University the most innovative company in Africa?: Education in the 21st century

By Maya Goodfellow|May 16, 2019||0 comments

This talk will give an overview of ALU and it’s brief history and then do a deep dive into a few key elements of our learning model that earned us the title of Most Innovative Company in Africa by Fast Company magazine. We will also touch on some of the challenges and constraints of being innovative in higher education. Dr. Gaidi Faraj is the Dean of Faculty and Academic Affairs

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#FeesMustFall, Decolonisation and the struggle for/in South Africa

By Saskia Kerkvliet|March 4, 2019||0 comments

The #FeesMustFall movement was characterised by spectacular mobilisation, profound transformation demands and waves of collective action across South African university campuses in 2015 and 2016. Led by people of the ‘Born Free’ generation, this movement also inspired and connected with students globally. In response to this unprecedented mobilisation, the South African government froze tuition fee increases for a time and changed funding to universities. Individual universities such as Wits also set out a wide-ranging programme of transformation in response to student demands. Yet, what has happened since the protests? To what extent were demands achieved, and how? What has been the wider effect of this movement, what historical conditions made it possible and what are its longer-term implications for South African society?

Decolonisation: not just a buzzword…

By Saskia Kerkvliet|February 8, 2019||0 comments

This headphone verbatim ‘work in progress’ show captures campus conversations about how SOAS is seeking to challenge its founding imperial purpose and deliver its vision to decolonise the education sector.

Decolonisation: not just a buzzword…

By Saskia Kerkvliet|February 7, 2019||0 comments

This headphone verbatim ‘work in progress’ show captures campus conversations about how SOAS is seeking to challenge its founding imperial purpose and deliver its vision to decolonise the education sector.

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

By Saskia Kerkvliet|February 1, 2019||0 comments

Professor Gurminder Bhambra and Dr Meera Sabaratnam, will speak on their experience of both the theory and practice of ‘decolonising the curriculum’. Professor Bhambra recently co-edited the publication ‘Decolonising the University ’, which considers the historical and disciplinary context of the decolonising the university movement, and includes contributions offering practical suggestions and discussion of broader theoretical questions.

The Guardian: Students want their curriculums decolonised. Are universities listening?

By Saskia Kerkvliet|January 30, 2019|In the Media|0 comments

30 January 2019 By Harriet Swain “When students at the University of Cambridge called two years ago for more non-white writers and postcolonial thought to be included in their English curriculum, there was a backlash. Lola Olufemi, who led the call, became the target of online abuse after one report wrongly suggested it meant replacing white authors with black ones. Sam Gyimah, the then universities minister, later appeared to weigh

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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

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