Global technologies, local practices

Towards decolonising research methods training: the development of a locally responsive online learning course on research methods for mental health in war and conflict for researchers and practitioners in the Gaza Strip

“…Online learning initiatives provide active, flexible learning with an emphasis on applying knowledge and interaction by combining a mix of pedagogical components focusing on simulation, communication, leadership and mentoring (Mason, 2003 ; Aczel et al ., 2008 ). Online learning courses have also been criticised for their Western-centric focus and unquestioned colonial legacy (Bockstael, 2017 ), and for their delivery via corporatised, Western, digital platforms which ‘embed coloniality through digital neo-colonialism’ (Adam, 2019 , p. 366; Gallagher and Knox, 2019 ). This is further perpetuated by restricting learning opportunities to fee-paying learners; designing and delivering courses solely by Western-based educators and institutions; using unidirectional, standardised, Western educational approaches to diverse international learners; using only Western languages; and lacking content which reflects local needs and culture (Adam, 2019 ).…”

“…We further recognised the fundamental relationship between knowledge and power (Foucault, 2008 ) and the importance and impact of power imbalance in the educational process (Freire, 1984 ). While our aim was to advance a heterogeneous, global knowledge system reflecting local contexts (Bockstael, 2017 ; Vaditya, 2018 ; Adam, 2019 ; Gallagher and Knox, 2019 ), we acknowledge that we based our course content on Western epistemic knowledge systems, trying to render them culturally sensitive, while at the same time incorporating diverse paradigms and local knowledge in a reflective manner(de Sousa Santos, 2015 ; Adam, 2019 ; King et al ., 2019 ). We are therefore cautious that simply adapting Western epistemologies to local realities might inadvertently contribute to perpetuating epistemic oppression whereby local knowledge is, once again, pushed to the margins rather than occupying a central place in knowledge generation and exchange.…”

“…There are concerns around online learning initiatives directed at non-Western settings to strengthen research capacity. It is argued they impose Western-centric epistemology, provide unidirectional transfer of standardised knowledge, and neglect local paradigms, culture and expertise (de Sousa Santos, 2015 ; Adam, 2019 ; Gallagher and Knox, 2019 ; King et al ., 2019 ). These approaches are perceived to reinforce colonial legacies of knowledge production, widen social injustices and overlook the value of different histories and epistemologies in forming a diverse global knowledge (Binka, 2005 ; de Sousa Santos, 2015 ; Adam, 2019 ; Gallagher and Knox, 2019 ; King et al ., 2019 ).…”

“…It is argued they impose Western-centric epistemology, provide unidirectional transfer of standardised knowledge, and neglect local paradigms, culture and expertise (de Sousa Santos, 2015 ; Adam, 2019 ; Gallagher and Knox, 2019 ; King et al ., 2019 ). These approaches are perceived to reinforce colonial legacies of knowledge production, widen social injustices and overlook the value of different histories and epistemologies in forming a diverse global knowledge (Binka, 2005 ; de Sousa Santos, 2015 ; Adam, 2019 ; Gallagher and Knox, 2019 ; King et al ., 2019 ). In contrast, scholars call for the decolonisation of knowledge as they question the assumption that Western European modes of thinking are universal and superior (Quijano, 2000 ).…”

Music Technology

“…The development of increasingly sophisticated and modern technological media is able to influence the cultural patterns carried out by society [5]. Media technology as a sign of global cultural products is able to become an inseparable part of human activities in the world [6][7][8][9]. Various daily activities that are usually not assisted by technological media have become a habit and dependence in carrying out various activities [10,11].…”