Online PGR symposium: Decolonising Knowledge Production in Academia’

Dear All,

We cordially invite you to the session on ‘decolonising knowledge production in academia’ as a part of the online PGR symposium, organised by the Development Geographies research group and the Geographies of Children, Youth, and Families Research Group.    

Increasingly, research is contesting how children globally have their experiences interpreted through the theoretical and vernacular lens of Northern academia (Abebe et al, 2022). We, therefore, perceive the need to encourage research to understand the experiences of the children from the Global South through Indigenous, postcolonial, and decolonial perspectives using spatial contexts and temporal moments as important (Abebe et al, 2022).

This is in line with the recent ‘decolonial’ turn in British academia (Rai and Campion, 2022). Whilst this turn has sometimes been embraced through the removal of imperial-colonial monuments and the transformation of the existing curriculums, it has also been perceived by many as a performative show (Rai and Campion, 2022).

In this session, the discussions will explore how colonialism and knowledge production are inherently linked as a form of colonial power. The session will explore themes of knowledge production and anti-colonial world-building in contemporary times. This will challenge, colonial entrenched academic spaces and build opportunities for cross-community working spaces in the future, where real decolonial conversations and movements can take place.  

You will find the details of all the speakers and their presentations below. To register for this session being held online (on Zoom), on the 12^th of March, 2025, from 3 pm-4 pm GMT, you may register yourself using the following link:

https://clicktime.symantec.com/15w2ZrvTGyyGkXnygjZua?h=sqpkN7WP2aHe9DrI0oqvCQPvHSCOPHSz5poh-Kl0gzE=&u=https://www.rgs.org/events/upcoming-events/decolonising-development-geographies-session-two

Registration is free.

           DECOLONISING KNOWLEDGE PRODUCTION IN ACADEMIA

1.

Udita Bose, Doctoral researcher, Geography.

Department of Social and Political Sciences, Brunel University of London.

Marginalised menstrual experiences of the urban peripheries: Decolonising knowledge production

Colonialism shapes the everyday production of urban space, from the ways the cities are organised, inhabited, and experienced and also in urban knowledge production (Abu-Lughod). Urban planning reflects Eurocentric design and unequal infrastructural investments aimed at resource extraction and global outflow (Njoh, 2008). Amidst these, the urban inhabitants’ gendered experiences are shaped overlapping with the violence of marginality (Okoye, 2024).

The migrant communities of Santhalis from Bihar, the scheduled castes of Bengal following Hinduism and Islam live in the urban peripheries of South Kolkata. Gauging upon their menstrual experiences reflects that state authorities neglect their area. Garbage bins are placed outside the girls’ homes where sanitary towels are disposed of, however, those garbage overflow in the streets, alongside kitchen waste. Sanitary towels are disposed of on the vacant land adjacent to each house, more like a backyard. This is majorly due to the waste collector collecting waste only once a week.

The marginalisation of the migrant communities and the lower castes is evident in the negligence in cleaning the area of the garbage and the constant yet slow development of roads connecting the area to the urban center. The migrant, Indigenous communities, and the ones occupying the urban peripheries need transformation into a westernised and more urban space is a colonial influence. However, the impact of the process of transformation and development has harmed the menstrual experiences of adolescent girls in the urban peripheries.

References:

Abu-Lughod, J. 1975. The legitimacy of comparisons in comparative urban studies: a theoretical position and an application to North-African cities. Urban Affairs Quarterly. 11(1), pp. 13-35.

Njoh, A.J. 2008. Colonial philosophies, urban space, and racial segregation in British and French colonial Africa. Journal of Black Studies. 38(4), pp. 579-599.

Okoye, Ogoegbunam Victoria. 2024. Decolonizing feminist urban research. Handbook on Gender and Cities. Edward Elgar Publishing.

BIOGRAPHICAL STATEMENT

Miss Udita Bose is a second-year, Doctoral Researcher, pursuing a fully funded PhD in Geography at Brunel, University of London. The Development Geographies research group, the Royal Geographical Society, has recently awarded her the ‘PGR Travel and fieldwork prize’ (2024). Additionally, she is one of the recipients of the ‘Improving Research Community Builder Award’ (2025) from, the University of Cambridge. She received a Bachelor’s, Masters and MPhil degrees in Sociology, from Jadavpur University, Kolkata, India. She is interested in contextualising menstrual experiences, ethnography, participatory action research, creative methods, addressing stigma, inclusivity, intersectional theories, and decolonisation. She has interned with CRY (Child Rights and You), collecting data for national research on anti-child labor, raising funds, and writing field reports. The disciplines of Sociology and Geography interest her. She is also a trained elocutionist (in Bengali language) and runs a YouTube channel of her own, to advance knowledge about menstruation.

2.

Michael Boyland

PhD researcher, Department of Development Studies, SOAS, University of London.

Experiencing the everyday of climate activism: Co-producing narratives of the youth climate justice movement in the Philippines

Young people have taken centre stage in recent years to demand transformative climate action in the face of a deepening global climate crisis. Our understanding of this movement is largely based on Global North mobilisations and direct action. It is essential to recognise diverse youth climate activism experiences in the Global South, where communities are not only facing some of the most severe climate impacts but are also experiencing social injustices and human rights violations as they call for climate action. My PhD research aims to co-produce alternative narratives of climate justice with young climate activists fighting on the frontlines of the climate crisis in the Philippines. I propose to discuss the on-going process of seeking to co-create knowledge with a purpose of contributing to climate justice efforts in the context of a PhD project, and how the pursuit of an equal research partnership as a researcher from a Global North university with climate-affected communities may (or may not) contribute to the decolonisation of both knowledge production and climate justice pathways. I will discuss my research design and emerging findings by considering the trade-offs and synergies of knowledge co-production and collaboration within an emerging youth-led social movement. By working collaboratively with young activists I consider the parallels between the injustices of the climate crisis – caused by the Global North and most impactful to the Global South – and the power imbalances within knowledge production. Finally, I explore the tensions between grassroots activism and academic scholarship in efforts to decolonise.

BIOGRAPHICAL STATEMENT

Michael Boyland is a PhD candidate in the Department of Development Studies, SOAS, University of London. His research is titled, ‘Experiencing the every day of climate activism: Narratives of the youth climate justice movement in the Philippines’. Michael has a decade of experience conducting research and policy engagement on the environment and development issues in South East Asia. He has led projects working with young people to better understand risks and reduce vulnerabilities facing communities on the frontlines of the climate crisis. Michael has an MA in Disasters, Adaptation and Development (King’s College, London) and a BSc in Geography (University of Southampton).

3.

Unlearning the colonial language of progress; the need to unravel the Eurocentric epistemological monopoly within education.

Cole Singh Virk

PhD Researcher

Department of Human Geography, University of Sheffield.

One of the major issues facing the attempt to decolonise education meaningfully is decentring knowledge production away from Eurocentric pillars of education. Historically the advent of colonial pedagogy through a Eurocentric conception of modernity is rooted in the necessitated silencing of coloniality in order to maintain the discourse of triumph over the known World. In this narrative, coloniality has become a hidden synonym for modernity, where the perceived march of progress would be celebrated while obscuring the violent processes underpinning it. This was nowhere more present than in education.

Here this talk will delve into how Eurocentric society adopted themes of religious salvation, modernity, and development. Not merely as spiritual doctrines or methods of improvement but as a tool of conquest, where the suppression of coloniality within education ensured that modernity would be framed as an inevitable and progressive force rather than as a structure deeply entangled with colonial violence, dispossession, and epistemic murder. In this, the dual logic of modernity/coloniality will help reveal what is currently celebrated as progress is actually inextricably linked to the destruction of alternative worldviews, thus, further legitimising settler colonialism, capitalist expansion, and Eurocentric epistemological dominance over the World.

BIOGRAPHICAL STATEMENT:

His research is centered on exploring settler societies’ power structures in maintaining and replicating colonial erasure, violence as well as assimilation of Indigenous peoples through manipulating representations. Through this, he focuses on the colonial epistemological and ontological apparatus’ of power identifying how these colonial structures have permeated often perceived ethically beneficial endeavours such as sustainable tourism.

Latest Publication: Settler Colonialism and Indigenous Tourism: The Pattern of Exploitation Assimilation and Erasure.

DOI: 10.18573/agoriad.11

Online PGR symposium: Education as Social Change

                We cordially invite you to the session on ‘Education as Social Change’ as a part of the online PGR symposium, organised by the Development Geographies research group and the Geographies of Children, Youth, and Families Research Group.

Through the session, we aim to encourage discussions on how the curriculum in the Global South involves inclusive education, a Euro-American concept that reestablishes power hierarchies in teaching (Walton, 2018). Walton (2018) adds how students in Africa call for decolonizing 90 percent of the content in their curriculum. Inclusive education in the context of the Global South could therefore aim to reshape textbooks to absorb and promote the wealth of local scholarship. Peake et al (2024) argue the importance of reviving and recovering stories of the Indigenous communities for example. The role of children, youth, and families in sharing the stories of their community and their experiences of being colonised can be a direction toward social change as the recent online exhibition of Rai (2024) ‘Reimagining the Himalayas through the lens of the diasporic indigeneity,’ suggests.

Speakers in this session bring together their research from a wide range of geographical areas focused on children’s and teachers’ perspectives on inclusivity in education, challenging the normative beliefs and practices where tradition meets modernity.

You will find the details of all the speakers and their presentations below. To register for this session being held online (on Zoom), on the 26th of February, 2025, from 3 pm-4 pm GMT, you may register yourself using the following link:

https://www.rgs.org/events/upcoming-events/decolonising-development-geographies-session-one

Registration is free.

                                     EDUCATION AS SOCIAL CHANGE

1.

Serena M. Wilcox, Ph.D.

Wayne State University

Irvin D. Reid Honors College

“We see color:” The geopolitics of education for multiculturalism for Arab American and Muslim students in urban education in Detroit, MI (USA) 

This presentation explores how schools in the United States can teach national identity and multiculturalism in the wake of immigration-driven diversity on the rise in public schooling. The theory of unchilding (Shaulhoub-Kervorkian, 2019) grounds the geopolitical stance of how Arab/Muslim immigrant children in an urban school setting in the United States makes sense of war, displacement, and schooling. Critical ethnography and arts-based research methods were used to observe, listen, interpret, and think through the messaging on the walls of the school produced mainly by Arab/Muslim students, and the multicultural behaviors of school officials to accommodate and learn through difference. The implication of this work puts forth ideas for rethinking what multicultural education can be for social change and expand critiques that include analyses of nationalism, citizenship, and religion for Arab/Muslim students emigrating from war zones.

Keywords: Arab/Muslim children, diaspora consciousness, global youth cultures, politics of care and place, war and education

References:

Shaulhoub-Kervorkian, N. (2019). Incarcerated childhood and the politics of unchilding. NY:

Cambridge University Press.

BIOGRAPHICAL STATEMENT

Dr. Serena M. Wilcox received her Ph.D. in Social Sciences and Education Policy Studies with a graduate minor in Gender and Women Studies from the University of Illinois at Urbana-Champaign. She has a four strand research agenda that examines 1) the nexus between the preschool-to-prison pipeline and adverse childhood experiences (ACEs) for vulnerable students in public schools, 2) the influence of racial thought on public education, social, and health policy, particularly in small rural and urban school districts, 3) gender and sexuality policy work in K-12 schooling, and 4) influence how educational stakeholders think about public school transformation where all young people can learn and thrive. She is currently working on a book manuscript called Dodging Balls and Policy Problems: The Role of Community Schools in Education the Poor in Tanzania for Brill Publishers/Globalizing Youth book series. She is currently an Assistant Professor of Teaching at the Irvin D. Reid Honors College at Wayne State University.

2.

Bandana Adhikary

Doctoral Researcher, Anthropology, Department of Social and Political Sciences, Brunel, University of London.

Education as Social Change: The Hidden Curriculum in an Elite Residential School of Nepal

Adults often express concerns about children’s lack of academic interest, their distraction by the internet, and their consumption of junk food, which is believed to collectively impact their health and cognitive development. This study questions whether residential schools can address these issues and/or if they perpetuate further inequalities. Given that boarding school students spend limited time at home, these institutions play a crucial role in shaping their ideologies.

This research explores the hidden curriculum of an elite residential school in Nepal, examining its role in shaping students’ identities, values, and behaviors. The study is particularly timely given Nepal’s evolving political and economic landscape, where traditional values intersect with modern aspirations.

The research site, a prestigious school with a diverse student body, provides a unique context to examine these dynamics. Through qualitative methods, including participant observations, in-depth interviews, and participatory research activities, the study offers a comprehensive understanding of the hidden curriculum’s impact on students’ lives.

While it is commonly believed that boarding schools enforce a well-balanced diet, limited screen time, and dedicated study periods, this study reveals that such restrictions can also lead to an obsession with junk food and internet usage. Additionally, these schools often exacerbate gender disparities, with limited and suspicious interactions between boys and girls. The enforcement of discipline and rules can also create power dynamics among teachers, students, and between seniors and juniors.

By shedding light on these implicit educational practices, this research contributes to the broader discourse on education as a tool for social change. It underscores the need for more inclusive and equitable educational environments that respond to the complexities of contemporary Nepalese society.

BIOGRAPHICAL STATEMENT:

Bandana is a dedicated Doctoral Researcher in the Anthropology of Education at Brunel University. As a native anthropologist, she is investigating “The Hidden Curriculum of an Elite School in Nepal.” exploring what is taught beyond academics in Nepalese elite schools. With a Master’s degree in Anthropology of Childhood, Youth, and Education, Bandana combines her academic expertise with her role as the founder of the Nepali NGO, Transforming Education in Nepal, to drive educational reform. Her passion for research and education is matched by her love for dancing, painting, storytelling, and connecting with diverse individuals to broaden her worldview.

3.

Subhangi Sanyal

Research Assistant, IIT Hyderabad, India.

AI in Education: A Catalyst for Social Change or a Reinforcer of Inequality?

As Artificial Intelligence (AI) reshapes global education systems in 2024, its dual potential to drive social change and exacerbate structural inequities demands critical sociological exploration. This paper interrogates AI’s role in education through the lens of Anthon Giddens’ Structuration Theory and Paulo Freire’s Pedagogy of the Oppressed, examining how the integration of AI is reconfiguring power dynamics within and beyond classrooms. While AI promises personalized learning and expanded access to knowledge, it simultaneously raises concerns about digital divides, algorithmic biases, and the commodification of education. Drawing from Giddens, this research conceptualizes AI as both a product and agent of human agency, shaping the educational “structure” while being shaped by the social contexts in which it operates. It highlights how AI-driven interventions, such as adaptive learning platforms and automated grading systems, reflect existing power imbalances, potentially reinforcing class, caste, and racial hierarchies. Meanwhile, Freire’s emphasis on dialogic education underscores the tension between AI’s efficiency-oriented designs and the critical, emancipatory learning processes essential for fostering social change. Through case studies of AI programs deployed in underprivileged schools across the Global South, this paper examines whether such interventions democratize education or deepen marginalization. It also explores the emergence of “AI literacy” as a critical skill, empowering learners to question and reshape the socio-technical systems that govern their lives. By reimagining education as a site for resistance and transformation, this study calls for ethical AI practices that prioritize equity, critical consciousness, and participatory learning.

Keywords- AI in Education, Social Change, Structuration Theory, Pedagogy of the

Oppressed, Digital Inequality.

BIOGRAPHICAL STATEMENT:

Subhangi Sanyal is a dynamic and passionate researcher for social change and culture. With a background in sociology and public policy, she possesses a deep understanding of the complexities surrounding social issues, particularly those affecting marginalized communities. Her dedication to social change is evident in her research projects on gender dynamics and intersectionality during her Masters in Sociology at Jadavpur University. Subhangi’s commitment to creating opportunities for underserved communities extends to her city wide- project, EmpowerMe, which addresses the social and emotional needs of children. She is currently a research assistant at IIT Hyderabad and an aspiring PhD scholar.

4.

Marlita Alves Orduna

Master’s Educator from the Universidade Federal do Rio de Janeiro – UFRJ, specialising in Curriculum, Teaching, and Diversity (2024), ID Curriculo Lattes: 2225402537165527 https://orcid.org/0000-0001-7488-9218 

Teacher’s Daily Narratives topics at Early School Environment in Peripheral Areas by Geography of Children

This results from Master’s degree research made at the College of Education at Federal University of Rio de Janeiro. The methodology in this research was the autobiographical addresses to observe the physical space aspects of daily use in Early Childhood Education Architecture, especially in peripheral areas such as favelas from Rio de Janeiro state, which were as nominated as quilombola’s schools, concept inspired by Beatriz Nascimento (2021) researcher, who emphasizes the importance of the black autobiographical report, as Tais P. Freitas (2017) related to acknowledge of historical studies were the first teachers of Early Education in Brazil was black women. In dialogue with writers, we open the connection with other scientific areas. To those arguments, the research analyses the children’s interactions and plays based on Geographies of Children and Geography of Early School by Jader Jane Lopes (2013, 2018) and with the theory For Space by Doreen Massey (2015) to understand the multiplicity and differences at spaces and places. The consequence was finding more questions, other concepts and new geography categories, from the dynamic of using those spaces. The tools for analysis were the black teacher reports based on the theory of “teacher’s daily narratives” by Nilda Alves (2019), as “los escritos zurdos” by Glória Anzalduá (2000, 2005, 2009, 2021), “escrevivências” by Conceição Evaristo (2020), “peripherical autobiograph” as Rodrigo Torquato Silva (2012) and “narrative” by Carlos Ferraço (2003) help to see the importance of black teacher narratives were significant to contemporary and decolonial studies of Education, even more, about speech made under early children schools at social-economic inequal territories in big cities. In this way, we searched the children’s exploration to find different categories of space, territory and Geography by their experiences and the teacher’s didactic. Those categories aim to examine the quality, inequality and adequacy of educational spaces made for children and other agents by didactic of female black teacher. Besides this, we pay attention to the nuances of the environment and perceive both the fluid dynamics, the obstacles and negligence present in those structures, which negatively impact the quality of life and health of those who inhabit it. Therefore, these points made by decolonial writers and the South and black literature’s as Sueli Carneiro (2023); where the knowledge comes from the topic about gender and ethnicity discussion, adding to our supposition have some educational curriculum to their body and life as Marlita Orduña (2024) study.

Keywords: Geography of Early Education, School Architecture, Decolonisation, Black Teacher’s daily Narrative, Feminist Geography. 1Master Educator from Universidade Federal do Rio de Janeiro.

BIOGRAPHICAL STATEMENT

I’m Marlita Alves Orduña, born and educated in São Gonçalo, Rio de Janeiro state. Master’s Educator from the Universidade Federal do Rio de Janeiro – UFRJ, specialising in Curriculum, Teaching, and Diversity (2024). Bachelor in Pedagogy at Universidade Federal do Rio de Janeiro (2014). Extensive and diverse teacher professional experience. Social service from Rio de Janeiro city hall since (2002 – 2009). Teachers have been teaching at nursing schools and kindergartens in the public education system in Rio de Janeiro since 2011. Specialist teacher assistant in Special Education for disabled children in the public primary education system in São Gonçalo (2011-2012). Primary school teacher in the public education system in Niterói (2012-2013). Member from Research Group on Space, Curriculum, and Evaluation led by Professor Ana Angelita Neves da Rocha at UFRJ. Honoured scholarships on undergraduate season with: Student trainee at Universidade Federal do Rio de Janeiro (2011). Culture and Arts Student Scholarship at UFRJ in 2010. Extension Scholarship Tutor for the Literacy Program for Young and Adult Education in Popular Space in 2010. Didact Student Trainee at the Brazilian Navy School in 2010. Extension Student Tutor Scholarship at Colégio Aplicação UFRJ, a training educator institution from UFRJ in 2009. Extension Student Tutor at Learning and Playing on Social Inclusion Program at UFRJ Residential Village in 2008. Recognised Younger Scientific Talent by FAPERJ in 2006. Pursue open studies at the International Academies as an Open University and Oxford. My educational background and varied experiences underscore my dedication to creating inclusive and effective learning environments.

Creative Approaches to Development Geographies: Online, 19 February 2025, 2.00pm-3.30pm

This free event invites development geographers to engage with the Chair’s theme of the RGS Annual Conference 2025, held at the University of Birmingham. The conference Chair is Professor Patricia Noxolo and the theme is ‘geographies of creativity/creative geographies’.

This event has been organised in response to Noxolo’s invitation and welcomes development geographers to join and creatively explore the following questions:

• What is geography as a discipline, and what role do creative approaches play within development geographies as a sub-discipline?
• Is development geography an inherently creative discipline? Is our role or expectation to do creative things and what are those?
• What is the creative vision for geography broadly conceived and development geographies narrowly defined?

This event will be a roundtable discussion. We are joined by three expert speakers to start of discussion: Amanda Rogers, Jaskiran Kaur Chohan, and Katy Jenkins. They will share their approaches to creativity in development geographies before we open up discussion.

The event will be accompanied by a graphic recorder, who will produce three illustrations based on our main questions, these can then serve as further provocation at a follow-up event at RGS AC2025, for example. These will be uploaded to our website, accompanied by a blogpost.

About the speakers

Amanda Rogers is an Associate Professor in Human Geography and the Geohumanities at Swansea University UK. She researches geographies of the performing arts, and for the last decade has been doing research in South East Asia, particularly Cambodia.

She is currently writing a book on the post-conflict geopolitics of dance and nationality in the Kingdom, provisionally entitled Choreographing Cambodia: geopolitics, nationality and dance in the post-conflict Kingdom of Wonder.

However, she has also been conducting research for the last five years with Cambodian Living Arts on how the arts can be used to promote civic participation, particularly among young people who may not have much experience of arts. This has resulted in three reports, the last of which (written with Say Tola) was entitled The Seven Colours Festival: Young people and civic participation in the arts.

Jaskiran Kaur Chohan is a Lecturer in Human Geography at the School of Geographical Sciences. Her research explores agroecology, the construction of alternative socio-ecologies and peace through food, particularly in conflict zones in Latin America. She uses an interdisciplinary, co-produced approach and intersectional lens to unpack challenges around transforming food, building agrobiodiversity, and sustainable peace.

Prof Katy Jenkins is a feminist development geographer and Co-Director of Northumbria University’s Centre for Global Development. Her research employs a range of creative and participatory methods to understand women’s resistance in contexts of extractivism.

Katy has used visual methods including photovoice, mapping, and film to co-produce impactful research with grassroots women’s organisations.

Booking information

• Advance booking for this event is required. In order to book you will need an account on the RGS website. If you already have an account you will be prompted to log in when you click ‘book now’. Please create an account if you do not have one yet (you do not need to be a member of the Society to create an account).
• Book here: https://www.rgs.org/events/upcoming-events/creative-approaches-development-geographies

Attending online

• This event will be held on Zoom and joining instructions will be included in your confirmation email.

If you have any questions or require assistance with your booking, please email events@rgs.org

Decolonising Development Geographies: 2-day Workshop at the RGS in London, 17 & 18 June 2024

Overview

The Development Geographies Research Group of the RGS-IBG (DevGRG) are pleased to invite postgraduate researchers and academics of all career stages to a two-day workshop on ‘Decolonising Development Geographies’. The workshop will take place on 17 and 18 June in London, at the Royal Geographic Society in South Kensington. Lunch and refreshments will be provided, covered by a small, income-staggered fee: £12 waged and £6 unwaged/low-income.

The workshop will also be hosting the UK book launch of ‘The Geopolitics of Green Colonialism Global Justice and Ecosocial Transitions’, edited by Miriam Lang, Mary Ann Manahan and Breno Bringel, and published by Pluto Press in March 2024. Miriam Lang will be joining us in person on the day, with discounted copies of the book available for purchase. The book launch will be open to an online audience.

This event will be in person only.

Decolonisation/decoloniality has emerged as a key agenda for critically researching and teaching geography (Craggs, 2019; Laing, 2021; Noxolo, 2017; Radcliffe, 2017) and development (Aloudat and Khan, 2022; Patel and Shehabi, 2022; Van Houweling, 2021), respectively. There is a sense, however, that more thorough engagement with what ‘decolonising’ means for the field of development geography would be useful to bridge the gap between the two fields of literature. The workshop objectives are to:

1. Build a strategy for moving forward and create a vision for the discipline of development geography, centred on decolonising research and teaching within the UK Higher Education sector and beyond. This strategy can involve some practical guidance.
2. Bring together development geographies students and researchers interested in putting decolonial values and principles into practice

We will start the workshop with a keynote by Professor Nikita Sud, who will participate in the discussions of the day. The second day’s keynote will be delivered by Professor Miriam Lang. We are furthermore pleased to host sessions with Professors Ilan Kapoor and Angelo Miramonti, and with members and postgraduate researchers affiliated with DevGRG and the Latin American Geographies RGS Research Group (LAG-UK). 

Programme of Events

The schedule with confirmed speakers looks as follows, though we retain the option to make some minor changes ahead of the event:

Monday, 17 June 2024

9.30 – 10.00am	Coffees and Registration
10.00 – 11.00am	Recolonising the South? Energy transition and the majority world   Keynote and Q&A with Professor Nikita Sud, Professor of the Politics of Development, University of Oxford.
11.15am – 12.30pm	Getting to know each other: what does decolonising development geographies mean to participants?
12.30 – 1.30pm	Lunch break (lunch provided)
1.30 – 3.00pm	Latin American Approaches to Decolonising Development Geographies – in collaboration with Latin American Geographies – UK (LAG-UK)
3.00 – 3.30pm	Coffee break (refreshments provided)
3.30 – 5.00pm	Use and Misuse of the Decolonisation Agenda – with Professor Ilan Kapoor, Professor at York University, Faculty of Environmental and Urban Change

Tuesday, 18 June 2024

Outcomes of the Workshop 

DevGRG works in partnership with the International Development Planning Review (IDPR). We therefore have the opportunity to publish an article based on the outcomes and conversations of the workshop. For those who are interested in becoming co-authors, DevGRG will organise an online writing retreat in the two months following the workshop. Your contribution could include mini case studies of personal experiences and stories that are useful for our strategy moving forward.

How to Participate

To apply, please send a short email to developmentgeographies.rgs@gmail.com by our updated deadline: 30 April 2024.

Please include:

• a short, 50-word biography and institutional affiliation if applicable;
• a brief, 100-word statement of why you would like to participate, and how you envisage utilising the knowledge created in this workshop going forward. 

We look forward to seeing you there.

References

Aloudat, T., Khan, T., 2022. Decolonising humanitarianism or humanitarian aid? PLOS Global Public Health 2, e0000179. https://doi.org/10.1371/journal.pgph.0000179

Craggs, R., 2019. Decolonising The Geographical Tradition. Transactions of the Institute of British Geographers 44, 444–446. https://doi.org/10.1111/tran.12295

Laing, A.F., 2021. Decolonising pedagogies in undergraduate geography: student perspectives on a Decolonial Movements module. Journal of Geography in Higher Education 45, 1–19. https://doi.org/10.1080/03098265.2020.1815180

Noxolo, P., 2017. Introduction: Decolonising geographical knowledge in a colonised and re-colonising postcolonial world. Area 49, 317–319. https://doi.org/10.1111/area.12370

Patel, K., Shehabi, A., 2022. The value of development researchers: structural racism, universities and UK Overseas Development Assistance (ODA). International Development Planning Review 44, 131–145. https://doi.org/10.3828/idpr.2022.4

Radcliffe, S.A., 2017. Decolonising geographical knowledges. Transactions of the Institute of British Geographers 42, 329–333. https://doi.org/10.1111/tran.12195

Van Houweling, E., 2021. Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom. International Journal of Development Education and Global Learning 13, 136–149.