Decolonising the university in 2020

Bhambra, Gurminder K.; Nişancıoğlu, Kerem; Gebrial, Dalia

doi:10.1080/1070289x.2020.1753415

Cited by 87 publications

(95 citation statements)

References 18 publications

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“…While many would welcome UK universities participating in the Race Equality Charter with greater enthusiasm, it is important to be aware of the limitations of the Race Equality Charter too. Bhopal and Pitkin [10] have emphatically argued that, at best, the Race Equality Charter is a superficial 'tick-box' exercise which UK universities use as a publicity stunt, and at worse, it is a deliberate effort at preserving existing racial inequality by creating an illusion of change [11]. In this regard, they argue that people of colour suffer from UK universities' involvement in the Race Equality Charter firstly because people of colour are often burdened with making the application for an award and secondly because people of colour do not receive any tangible benefits from any awards that are granted.…”

Section: Discussionmentioning

confidence: 99%

Do UK Universities Care about Hedgehogs More Than People of Colour?

Moosavi¹

2021

Societies

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This article asks whether UK universities care about hedgehogs more than they care about people of colour. This absurd question is based on an analysis which shows that UK universities have had much greater engagement with the Hedgehog Friendly Campus initiative than the Race Equality Charter. A comparison with UK universities’ Athena Swan accreditation also highlights that UK universities appear to have taken much more action in tackling gender inequality than racial inequality. This article is purposefully concise to emphasise the need for more action and less discussion in achieving racial equality in UK universities.

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Section: Discussionmentioning

confidence: 99%

Do UK Universities Care about Hedgehogs More Than People of Colour?

Moosavi¹

2021

Societies

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“…The research community thus needs to develop mechanisms to train reviewers to deal with information about the research team that (re)present their contextual expertise and may also reveal some of their personal attributes. The community thus needs to engage with its own biases – a concern that has been picked up, inter alia , by debates around decolonizing the university and the invisibility of black and ethnic minority scholarship (Bhambra et al ., 2020). For instance, languages other than English, both literally and figuratively as speech and representation, are oftentimes treated as peripheral (Meriläinen et al ., 2008) or subaltern (Spivak, 1988) – yet for contextual insights they should be considered core or superaltern.…”

Section: Discussionmentioning

confidence: 99%

Contextual Expertise and the Development of Organization and Management Theory

Gümüşay

Amis

2020

European Management Review

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Generating theory from research settings requires researchers to adeptly engage with the social intricacies of the field. They need to develop a contextual understanding by gaining in‐depth insights into the setting, while retaining a critical distance from it. Researchers must practice this along the entire research journey, from site selection, through data collection and analyses, to theory development and explanation. However, contextual expertise has been assumed rather than actively considered as a critical component in organization and management studies. We lay out steps for understanding the nature of contextual expertise, offer systematic advice for research projects and outline methodological practices across the research process to choose, capture, comprehend, convey, and confirm contextual specificities. The growing social complexity of research settings renders the development of contextual expertise increasingly important for the generation of enriched and more diverse theory. It also has implications for organization and management studies as a scientific community.

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“…As praxis, decolonising is a perpetual work-in-progress that many have characterised as a contested and 'unfinished project' (Cusicanqui, 2020;Maldonado-Torres, 2011). It is also one in which 'recolonising' continuously appropriates decolonising efforts (Bhambra et al, 2020).…”

Section: Departing From Colonial Differencementioning

confidence: 99%

“…Increasing calls for decolonising have been addressed through introduction of decolonial courses/programs in some universities (one of the submissions we received also spoke of this). Perversely, such an approach to managing (colonial) difference has found acceptance in the higher education market (Bhambra et al, 2020).…”

Section: Decolonising Mok: Journeys To Datementioning

confidence: 99%

Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds

Jammulamadaka

Faria²,

Jack

et al. 2021

Organization

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This special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK). A robust pluriversal discussion on the how and why of decolonisation is vital. Yet to date, most business and management schools are on the periphery of debates about decolonising higher education, even as Business Schools in diverse locations function as contested sites of neocolonialism and expansion of Western neoliberal perspectives. This editorial and special issue is the outcome of a unique set of relationships and processes that saw Organization host its first paper development workshop in Africa in 2019. This editorial speaks to a radical ontological plurality that up-ends the classical division between theory and praxis. It advocates praxistical theorising that moves beyond this binary and embraces decolonising knowledge by moving into the realm of affect and embodied, other-oriented reflexive, communicative praxis. It underscores the simultaneous, contested and unfinished decolonising-recolonising doubleness of praxis and the potential of borderlands locations to work with these dynamics. This special issue brings together a set of papers which advance different decolonising projects and grapple with the nuances of what it means to ‘do’ decolonising in a diversity of empirical and epistemic settings.

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Decolonising the university in 2020

Abstract: russell-group-universities-83m-ethical-investment-campaignagainst-the-arms-trade_n_1818747.html Rogers, Ibram (2012) The Black Campus Movement: Black Students and the

Cited by 87 publications

References 18 publications

Do UK Universities Care about Hedgehogs More Than People of Colour?

Do UK Universities Care about Hedgehogs More Than People of Colour?

Contextual Expertise and the Development of Organization and Management Theory

Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds

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