Third World Thematics: A TWQ Journal最新文献_第7页

The hybridisation of religion and nationalism in Iraqi Kurdistan: the case of Kurdish Islam 伊拉克库尔德斯坦宗教与民族主义的混合:以库尔德伊斯兰教为例

Third World Thematics: A TWQ Journal Pub Date : 2020-11-01 DOI: 10.1080/23802014.2022.2070269

Tine Gade, Kamaran Palani

{"title":"The hybridisation of religion and nationalism in Iraqi Kurdistan: the case of Kurdish Islam","authors":"Tine Gade, Kamaran Palani","doi":"10.1080/23802014.2022.2070269","DOIUrl":"https://doi.org/10.1080/23802014.2022.2070269","url":null,"abstract":"ABSTRACT This paper asks two interlinked questions: 1) How do Kurdish Islamists navigate the dilemma of having to relate to Islamism and nationalism at the same time? 2) Why have Kurdish authorities in Iraq taken steps to centralise control over religious activities since 2014? The paper argues that nationalism and Islamism have a long history of being intertwined in the Kurdistan Region of Iraq (KRI), a de facto state. Kurdish Islamists, even Salafis, must relate to Kurdish nationalism to keep their followers. But they also believe in the specificity of Kurdish culture and identity, and support Kurdish statehood. The hybridisation of Islamism and nationalism in KRI has gone further since 2014, attributable to new political pressures in the religious field after Daesh. Kurdish political authorities intervene in the religious field by bureaucratising Islam, co-opting Islamic figures and promoting Kurdish Islam. Our argument is that state co-optation of religion is a step in the process towards state- and nation-building, but it is also a way of taking greater control of society. Analysing the Kurdish case, our paper takes an empirical approach informed by contextual and case-sensitive knowledge.","PeriodicalId":398229,"journal":{"name":"Third World Thematics: A TWQ Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123180398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Initiating decolonial praxis: childhood studies curricula in an English university 开创非殖民实践:英国大学儿童研究课程

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1762511

Dimitrina Kaneva, J. Bishop, Nicole E. Whitelaw

引用次数: 7

Ubuntu currere in the academy: a case study from the South African experience 学院里的Ubuntu曲线:来自南非经验的案例研究

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1762509

M. Hlatshwayo, L. Shawa, S. Nxumalo

引用次数: 9

Confronting the complexities of decolonising curricula and pedagogy in higher education 面对高等教育非殖民化课程和教学法的复杂性

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1798278

Shannon Morreira, K. Luckett, S. Kumalo, Manjeet Ramgotra

引用次数: 31

Decolonising sociology: perspectives from two Zimbabwean universities 非殖民化社会学:来自两所津巴布韦大学的观点

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1790993

S. Gukurume, Godfrey Maringira

{"title":"Decolonising sociology: perspectives from two Zimbabwean universities","authors":"S. Gukurume, Godfrey Maringira","doi":"10.1080/23802014.2020.1790993","DOIUrl":"https://doi.org/10.1080/23802014.2020.1790993","url":null,"abstract":"ABSTRACT The decolonisation of sociology continues to be characterised by debates on what it constitutes, in both theory and practice. While such debates are centred on a ‘radical decolonisation’, we argue that the decolonisation of sociological curricula is never final, but should be driven by and with ‘hybridised’ thinking on the knowledge which underpins the discipline. While the canonical thinking in sociology has come under serious critique, there ought to be ‘knowledge accommodation’ combining Eurocentric and localised thinking. We focus on the ways in which sociology and sociological theory in particular have been criticised for being Eurocentric and androcentric, and the debates about decolonising it. This article draws on ethnographic research with sociologists and sociology students based at two Zimbabwean universities, the University of Zimbabwe and Great Zimbabwe University. This contributes to a growing body of research on decoloniality, by focusing both on attempts by some Zimbabwean sociologists to decolonise and localise the discipline, and on the ways in which academics and students advance and resist this practice. We argue that the decolonisation of sociology curricula and pedagogy should embrace transmodernity, blended knowledge systems, and border thinking. Following this, we further argue that decolonising sociology is never final and that there ought to be a ‘hybridised sociology’, which accommodates both canonical thinking and localised knowledge of the discipline.","PeriodicalId":398229,"journal":{"name":"Third World Thematics: A TWQ Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134211321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Resurrecting the Black Archive through the decolonisation of philosophy in South Africa 通过南非哲学的非殖民化复兴黑色档案

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1798276

S. Kumalo

引用次数: 9

Place and pedagogy: using space and materiality in teaching social science in Southern Africa 地点与教学法:在南部非洲社会科学教学中使用空间与物质性

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1747944

Shannon Morreira, J. Taru, Carina Truyts

{"title":"Place and pedagogy: using space and materiality in teaching social science in Southern Africa","authors":"Shannon Morreira, J. Taru, Carina Truyts","doi":"10.1080/23802014.2020.1747944","DOIUrl":"https://doi.org/10.1080/23802014.2020.1747944","url":null,"abstract":"ABSTRACT This article responds to recent perspectives from the Global South calling for the decolonisation of universities. Drawing on examples from two post-independence universities in Southern Africa – Sol Plaatje University in South Africa, and Great Zimbabwe University in Zimbabwe – we examine pedagogic innovation in undergraduate social science teaching. In particular, we examine the use of space and materiality as teaching tools in social anthropology. We argue for the promotion of what we call emplacement: such that materiality is not only used to relativise and deconstruct inherited world views about the Global South, in order that views from within the Global South are given centrality, but also such that students can situate themselves as embodied persons within concrete spaces and communities which carry particular social, economic and political histories. We see such a move as a decolonial one, that allows for the creation and maintenance of students as embodied, knowledge-making persons situated within communities, rather than as abstracted individuals to whom academia imparts knowledge created by others.","PeriodicalId":398229,"journal":{"name":"Third World Thematics: A TWQ Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116041339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Decolonising the school curriculum in South Africa: black women teachers’ perspectives 南非学校课程的非殖民化:黑人女教师的观点

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1762510

Pryah Mahabeer

{"title":"Decolonising the school curriculum in South Africa: black women teachers’ perspectives","authors":"Pryah Mahabeer","doi":"10.1080/23802014.2020.1762510","DOIUrl":"https://doi.org/10.1080/23802014.2020.1762510","url":null,"abstract":"ABSTRACT In South Africa, the socio-cultural context for this paper, the idea of decolonisation has taken centre stage in higher education concerns, creating the pressure for curriculum transformation. However, decolonising the curriculum manifests itself at all educational levels and not only in the higher education field. At school level, the curriculum in a postcolonial South African context has undergone many curriculum changes and continues to face a crisis stemming from the legacy of colonisation and apartheid. The dialogue around curriculum policy change has produced a wave of implications for the teacher education curriculum at University level and for the marginalised cohort of students entering the university space. This paper reports an interpretivist and qualitative study that explored the perspectives of ‘black’ women teachers on decolonisation and on the curriculum in a changing South African schooling context, in the KwaZulu-Natal province in South Africa. The findings of the paper revealed that although the majority of teachers have some conceptualisation of decolonisation and its relation to the school curriculum, these are limited in number and tangential. However, they appeared to be cognisant of and responsive to the implications of ‘decolonisation’ on their roles and practices as teachers within their subject disciplines. This paper articulates the social and intellectual imperatives to rethink the school curriculum and the role of teachers in a transformative South African context.","PeriodicalId":398229,"journal":{"name":"Third World Thematics: A TWQ Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134352096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Methodology and academic extractivism: the neo-colonialism of the British university 方法论与学术榨取主义:英国大学的新殖民主义

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1798275

Melany Cruz, Darcy Luke

{"title":"Methodology and academic extractivism: the neo-colonialism of the British university","authors":"Melany Cruz, Darcy Luke","doi":"10.1080/23802014.2020.1798275","DOIUrl":"https://doi.org/10.1080/23802014.2020.1798275","url":null,"abstract":"ABSTRACT Methodological pedagogy within contemporary British social science higher education (through methods courses, textbooks, etc.) constitutes the process through which the researcher is formed, and research designed. It is our contention that methodology – whether positivist or post-positivist – is a form of knowing predicated upon the severance of theory from practice. Methodology presents these as distinct areas, which can only be unified through the synthetic operations of methodological approaches. We argue that the consequence of the separation of theory and practice is that the realm of practice is construed as raw material – as data – to be harvested in the research process, whilst theory is seen as detached from geohistorical–political relations. This serves a neo-colonial process of academic extractivism. We will demonstrate how this is so through an examination of popular methodological textbooks and approaches, highlighting the absence of considerations of contemporary coloniality. We then set out a tentative pedagogical alternative in the form of practical reflexivity and dialogical research. We will show how such approaches are emergent within the social sciences and how they offer a decolonial alternative to contemporary methodological approaches.","PeriodicalId":398229,"journal":{"name":"Third World Thematics: A TWQ Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125300193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Decoloniality, Spanish and Latin American studies in Australian universities: ¿es un mundo ch’ixi posible? 澳大利亚大学的非殖民化、西班牙语和拉丁美洲研究:是否有可能?

Third World Thematics: A TWQ Journal Pub Date : 2020-03-03 DOI: 10.1080/23802014.2020.1798277

Danielle H. Heinrichs

引用次数: 4