Coloniality and Feminist Collusion: Breaking Free, Thinking Anew

Purewal, Navtej K.; Loh, Jennifer Ung

doi:10.1177/01417789211020249

Cited by 9 publications

(5 citation statements)

References 44 publications

(42 reference statements)

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“…Therefore, one can agree with other authors that decoloniality is an analytical and philosophical framework that seeks to tackle contemporary social issues by questioning and dismantling colonial power structures (Purewal and Ung Loh 2021;Zembylas 2021). It seeks to critique colonial institutional scripts and orientations that have shaped our understanding of the world by addressing the unequal relations of power between coloniser and colonised (Dastile and Ndlovu-Gatsheni 2013;Morreira et al 2020) while also developing a more nuanced appreciation of knowledge rooted in communities and marginalised forms of thought (Bekithemba and Dipane 2017).…”

Section: Presentation Of the Theory: Decolonialitymentioning

confidence: 65%

Decolonising Classroom Management and Its Political Hegemony in Universities

Omodan

2023

Social Sciences

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This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual analysis as a tool to make sense of the argument deductively. The study argued that knowledge production through dialogue, advocating for the weaker voices in the classroom, and challenging power structures are dimensions needed to decolonise classroom management in the university system. The study concludes with the need to promote an atmosphere that encourages discussion, provides opportunities for underrepresented groups to take centre stage, and facilitates bravery from its members towards oppressive systems within the classroom.

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Section: Presentation Of the Theory: Decolonialitymentioning

confidence: 65%

Decolonising Classroom Management and Its Political Hegemony in Universities

Omodan

2023

Social Sciences

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“…The importance of our everyday thoughts and actions in challenging injustice is also echoed in Navtej K. Purewal and Jennifer Ung Loh’s (2021, p. 1) work, where they argue for the importance of recognising and naming the ways in which feminist studies—and feminist thought by extension—‘remains mired in coloniality’. They advocate for feminists to ‘acknowledge our complicity and act by “knowing-being-doing” differently, listening to the margins and making space for feminist anti-colonial thinking’ ( ibid.…”

Section: Everyday Acts Of Refusal In the Nowmentioning

confidence: 97%

‘Be Here Now’: feminist futures as present

Timperley

2024

Feminist Review

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Responding to bell hooks’ call to ‘Be Here Now’, I argue that paying close attention to the present enables us to render visible the ways in which we are implicated in systemic injustices. I explore how refusal is a promising frame through which to enact worlds that feminists want to live in, showing how everyday acts of refusal have the potential to bring alternative worlds into being. To make this argument, I identify four distinct modes of refusal that might serve to positively construct feminist futures in the now: 1) social and affiliative refusal, 2) embodied refusal, 3) slow refusal and 4) imaginative refusal. While these four forms are not an exhaustive account of the different forms of refusal, they are each powerful in the context of feminist futures, drawing on central concepts of feminist thought: care and relationships, situated knowledge and bodies, time as a feminist concern and the importance and value of wonder as central to feminist thought. I argue that in the context of patriarchal, capitalist and colonial systems, systems that serve the interests of few and dominate the majority, these modes of refusal serve to puncture the settled status quo, simultaneously offering a glimpse into feminist futures while enacting them in the present. I conclude by reiterating that feminist futures benefit from being closely attuned to our present, and that a politics of refusal might enable us to penetrate colonial, patriarchal and capitalist systems by reimagining and acting on alternative visions in the now.

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“…Questioning the progressive narrative that frames decolonial feminism as more productive and contemporary, Nash also addresses the perceived gap between intersectional and transnational feminisms, which she argues has been widened further due to job advertisements in women’s studies departments. 7 This reminds us of the link between feminism and coloniality emphasised by Purewal and Ung Loh (2021, p. 1): ‘Feminist studies, in its proximate positionality, like other academic fields, has been implicit and complicit with the modern episteme of coloniality’.…”

Section: Feminist Linkagesmentioning

confidence: 98%

“…Western-centric and universalising ideas about feminism have been criticised for decades (hooks, 1984; Lorde, 1984; Mohanty, 1984), but they persist, along with the mainstreaming of feminism that is increasingly tied to the idea of entrepreneurial freedom in neoliberal feminism (Rottenberg, 2017; Saraswati, 2021) and the entanglement of neoliberalism and progressive social justice movements or ‘progressive neoliberalism’ (Fraser, 2017), which gained traction globally during the MeToo movement (Lukose, 2018). As Navtej K. Purewal and Jennifer Ung Loh (2021, p. 1) argue in Feminist Review ’s themed issue on Coloniality, ‘feminist tools developed within the coloniality of power will never be able to bring about epistemic change’. We must acknowledge how feminism has been entrenched in coloniality.…”

Section: The Trouble With Decolonising Feminismmentioning

confidence: 99%

“…However, there are also instances when women in the Global South deploy universalising rhetoric that erases difference. In India, the case of Dalit feminists challenging urban, middle-class feminist movements, for example, indicates that feminists in the Global South may not always be aware that they can indeed also be agents in the coloniality of power (Purewal and Ung Loh, 2021, p. 5).…”

Section: The Global South: Borders Feminisms and Frictionsmentioning

confidence: 99%

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Radicalising ‘Learning From Other Resisters’ in Decolonial Feminism

Paramaditha¹

2022

Feminist Review

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The rhetoric of decolonising feminism has been increasingly connected to reformism rather than a radical intervention. Problematising the idea of finality in the calls to decolonise, I suggest that decolonial feminism should be understood as an experiment, a risky, unfinished project rather than a fixed location, and I argue that it should be based on a more radicalised notion of what María Lugones calls ‘learning from other resisters’. I draw on my experience working with feminists across the vast and diverse Indonesian nusantara (archipelago) and reflect on Lugones’s concept of ‘other resisters’ in her essay ‘Toward a decolonial feminism’. Learning from feminists from places such as Nusa Tenggara and West Papua who challenge the singular imagination of the Global South, I advocate shifting the debate away from Euro-American academia as the locus of knowledge production by centring other resisters on the path towards decolonial feminism. I propose three aspects in learning from other resisters: actively engaging in the process of creating feminist linkages, acknowledging borders and friction within the Global South and interrogating the notion of resistance.

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Coloniality and Feminist Collusion: Breaking Free, Thinking Anew

Cited by 9 publications

References 44 publications

Decolonising Classroom Management and Its Political Hegemony in Universities

Decolonising Classroom Management and Its Political Hegemony in Universities

‘Be Here Now’: feminist futures as present

Radicalising ‘Learning From Other Resisters’ in Decolonial Feminism

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