VIDEO: What is racism, and how do we over come it?

By Maya Goodfellow|October 15, 2019|In the Media|0 comments

On Monday, 14 October 2019, Decolonising SOAS hosted a panel event entitled ‘What is racism, and how do we over come it?’. Below is the video of the event, as well as the event description and list of speakers. Over the past few years, racism – and how we should understand it – has increasingly been debated in the public domain. Some conversation has been focussed on what actually constitutes racism,

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What is racism, and how do we overcome it?

By Guest Author|October 14, 2019||0 comments

Bringing together a number of thinkers who are active in anti-racism work – including but not limited to anti-Blackness, Islamophobia and antisemitism – this panel will explore how we define racism and how we can challenge it. 

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

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Decolonial Transformations

By Saskia Kerkvliet|October 31, 2018||0 comments

Decolonial Transformations: Imagining, Practising, Collaborating. A space for conversations and collaborations around the theme of Decolonial Transformations.

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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