Decolonising Design in Africa offers a groundbreaking exploration of design education in Africa through a decolonial lens. By examining the colonial legacies that have shaped design education in Africa, it foregrounds the problematic ways that current pedagogical approaches primarily reflect western values and priorities. This book advocates for integrating Indigenous knowledge, cultural practices, and philosophies into contemporary African design education. It spans a wide geographical and temporal range, from historical analyses of colonial influences to envisioning decolonised African design futures. It delves into diverse aspects including spirituality in design, cultural symbolism, sustainable practices, and the ethical dimensions of decolonising design. Pioneering in its interdisciplinary approach, the book weaves together theoretical discussions, methodological innovations like storytelling, and practical strategies for curriculum reform. It presents inspiring case studies of designers and educators who are actively decolonising their practices. Decolonising Design in Africa is a vital resource for design educators, students, practitioners, and policymakers, not just in Africa but worldwide. It makes a compelling case for reimagining design education in a more inclusive, contextually relevant and socially conscious way. The book's ultimate aim is to cultivate a new generation of designers equipped to address the complex challenges of a decolonising world.

Introduction: The Decolonial Moments -- Epistemologies and Methodologies -- Decoloniality and Decolonizing Knowledge -- Eurocentrism and Intellectual Imperialism -- Epistemologies of Intellectual Liberation -- Decolonizing Knowledge in Africa -- Decolonizing Research Methodology -- Oral Tradition: Cultural Analysis and Epistemic Value -- Agencies and Voices -- Voices of Decolonization -- Voices of Decoloniality -- Decoloniality: A Critique -- Women's Voices on Decolonization -- Empowering Marginal Voices: LGBTQ and African Studies -- Intellectual Spaces -- Decolonizing the African Academy -- Decolonizing Knowledge Through Language -- Decolonizing of African Literature -- Identity and the African Feminist Writers -- Decolonizing African Aesthetics -- Decolonizing African History -- Decolonizing Africa Religion -- Decolonizing African Philosophy -- African Futurism.

Decolonising the Camera trains Mark Sealy's sharp critical eye on the racial politics at work within photography, in the context of heated discussions around race and representation, the legacies of colonialism, and the importance of decolonising the university. Sealy analyses a series of images within and against the violent political reality of Western imperialism, and aims to extract new meanings and develop new ways of seeing that bring the Other into focus. The book demonstrates that if we do not recognise the historical and political conjunctures of racial politics at work within photography, and their effects on those that have been culturally erased, made invisible or less than human by such images, then we remain hemmed within established orthodoxies of colonial thought concerning the racialised body, the subaltern and the politics of human recognition. With detailed analyses of photographs - included in an insert - by Alice Seeley Harris, Joy Gregory, Rotimi Fani-Kayode and others, and spanning more than 100 years of photographic history, Decolonising the Camera contains vital visual and written material for readers interested in photography, race, human rights and the effects of colonial violence.

This book explores the challenge of dismantling colonial schooling and how entangled power relations of the past have lingered in post-apartheid South Africa. It examines the ‘on the ground’ history of colonialism from the vantage point of a small town in the Karoo region, showing how patterns of possession and dispossession have played out in the municipality and schools. Using the strong political and ontological critique of decoloniality theories, the book demonstrates the ways in which government interventions over many years have allowed colonial relations and the construction of racialised differences to linger in new forms, including unequal access to schooling. Written in an accessible style, the book considers how the dream of decolonial schooling might be realised, from the vantage point of research on the margins. This Karoo region also offers an interesting case study as the site where the world’s largest radio telescope was recently located and highlights the contrasting logics of international ‘big science’ and local development needs. This book will be of interest to academics and scholars in the education field as well as to social geographers, sociologists, human geographers, historians and policy makers. Chapters 1 and 10 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Decolonising the Mediterranean means, first and foremost, investigating how the legacy of colonial rule over bodies and land has been used by other entities and powers to impose new forms of hegemony after the fall of empires and European powers. It means denouncing and dissecting the tools employed in the production of new geometries of power in the global Mediterranean, as well as in the farthest, most recondite corners of the Mediterranean World. Decolonising the Mediterranean is an epistemological practice of border dismantling and scrutiny of the ways in which powers overlap and intertwine. The multiplication of the border is investigated in this volume from an in-between position, namely a specific positionality of subjectivities, in order to connect the global and local, and address Mediterranean issues with a transnational approach. Decolonising the Mediterranean means thinking of the Mediterranean as a space of investigation beyond its geographical boundaries. Finally, it requires deconstructing the power relations at play, viewing the Mediterranean as an excess space of signification in order to reconsider the past and present stories and subjectivities erased by Eurocentric, nationalist historical discourse. In this sense, the Mediterranean may, then, be more than a “method”: a matter of politics, or a space without borders where the future can be reinvented from the bottom up. This volume is structured into six chapters, each written by a different author focusing on a single North African, Maghreb and Mashrek country’s colonial legacy to investigate borders in a transnational perspective. While the research directions and topics of investigation adopted here are different, they can all be situated on the boundary line described above, and each chapter suggests a specific path for decolonising knowledge.

This book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language - a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice - both on the African continent and in the diasporas.