Decolonising Knowledge and Knowers contributes to the current struggles for decolonising education in the global South, focusing on the highly illuminating case of South African higher education. Galvanised by #FeesMustFall and #RhodesMustFall student protests, South Africa has seen particularly intense and broad social engagement with debates over decolonising universities. However, much of this debate has been consumed with definitions and meanings. In contrast, Decolonising Knowledge and Knowers shows how conceptual tools, specifically from Legitimation Code Theory, can be enacted in research and teaching to meaningfully work towards productive decolonisation. Each chapter addresses a key issue in contemporary debates in South African higher education and show how practices concerning knowledge and knowers are playing a role, drawing on quantitative and qualitative research, praxis, and interdisciplinary research.

This book provides a compendium of strategies for decolonizing global knowledge orders, research methodology and teaching in the social sciences. The volume presents recent work on epistemological critique informed by postcolonial thought, and outlines strategies for actively decolonizing social science methodology and learning/teaching environments that will be of great utility to IR and other academic fields that examine global order. The volume focuses on the decolonization of intellectual history in the social sciences, followed by contributions on social science methodology and lastly more practical suggestions for educational/didactical approaches in academic teaching. The book is not confined to the classical format of research articles but moves beyond such boundaries by bringing in spoken word and interviews with scholar-activists. Overall this volume enables researchers to practice a reflexive and situated knowledge production more suitable to confronting present-day global predicaments. The perspectives mobilise a constructive critique, but also allow for a reconstruction of methodologies and methods in ways that open up new lenses, new archives of knowledges and reconsider the who, the how and the what of the craft of social science research into global order.

Development failures, environmental degradation and social fragmentation can no longer be regarded as side effects of `externalities'. They are the toxic consequences of pretensions that the modern Western view of knowledge is a universal neutral view, applicable to all people at all times. The very word `development' and its cognates `underdevelopment' and `developing' confidently mark the `first' world's as the future of the `third'. This book argues that the linear evolutionary paradigm of development that comes out of modern Western view of knowledge is a contemporary form of colonialism. The authors - covering topics as diverse as the theory of knowledge underlying the work of John Maynard Keynes, what the renowned British geneticist J.B.S. Haldane was looking for when he migrated to India, the knowledge of Mexican and Indian peasants - propose a pluralistic vision and decolonization of knowledge: the replacement of one-way transfers of knowledge and technology by dialogue and mutual learning.

In the wake of the decolonization movement in South Africa and around the world, this edited work presents fresh evidence and advances new arguments on the politics and economics of colonial biomedical knowledge in South Africa and other parts of the African continent. Covering a richly diverse set of fields---including human genetics, obstetrics, occupational therapy, medical photography and the vaccine sciences---the book demonstrates the troubled histories and the enduring effects of imperial knowledge decades since the end of colonial rule and apartheid. This is a valuable text on the politics of the biomedical sciences written from the perspective of the African continent, and at the same time it revisits knowledge/power relationships between the majority (“global South”) and minority (“global north”) words in a historical perspective and in their contemporary expression in the disciplines. The immediate benefit is a reference resource for medical science researchers, and a teaching text for senior undergraduate and postgraduate students. The book is further composed as an accessible, readable and interesting text on politics and medicine in Africa for the discerning lay reader.

Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered. Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field. Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers.

Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future. The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education.