Antiracisme et Decolonialité

The language guide is divided into thematic sections, though many of the issues discussed intersect and some terms may be relevant to several categories. The guide is based on a set of Feminist Principles for Language Use and gives examples of how you can put these principles into practice in your writing and in day-to-day conversation.

Despite a surge in educational partnerships, the EiE community has yet to develop guiding principles on how organizations might approach partnerships so that they result in effective and ethical practices, leading to improvements for students in crisis settings. This policy brief aims to address this gap by proposing five intersecting guiding principles for promising partnership practices in EiE.

A report summarizing the key learnings and recommendations from the Reconstructing Children’s Rights Institute – an online institute about dismantling colonialism, racism, and patriarchy in international development and humanitarian efforts.

This paper, developed through consultations with Building Local Thinking Global members, seeks to explore language and power hierarchies within humanitarian aid, and the impact of language on relationships between different groups, with the goal of identifying new language that is inclusive and empowering, and promotes equality.

Humanitarian action has been a mainly international endeavour, where power continues to lie with donors, UN agencies and large international non-governmental organisations . This led to a call at the World Humanitarian Summit  for humanitarian action to be as ‘local as possible, as international as necessary’ inspiring numerous debates and initiatives, including the Grand Bargain. To better inform local humanitarian action, HPG launched a two-year research project in 2017 on capacity and complementarity, of which this is the final report.

In this article, we introduce some of the key tenets of Paulo Freire’s pedagogical vision of education for peace, social justice and democracy, and some limitations in terms of its application. In doing so, we aim to demonstrate its relevance and importance to conflict-affected contexts.

The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three Black Radical Tradition (BRT) lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT’s interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities.

Politics of Anti-Racism Education is a book that engages the tough questions of anti- racism practice: How do we recognize anti-racism when there is no prescription or recipe for transformative practices? How does anti-racism resist the imperial divi- sive practices at various sites of difference while simultaneously amplifying the saliency of race? How do anti-racism educators challenge and support each other to do the ongoing work of anti-racism to guard our work from being consumed by hegemonic status quo agendas? What does it mean to name that which is incommensurable – experiences of race and racism?

This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’.

We revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity.

The purpose of this Note is to outline seven elements for a strategic approach to combat racism, racial discrimination, xenophobia and related intolerance.

A framework to guide the pledging process for the first Global Refugee Forum and subsequent initiatives to meet the 2030 education commitments of the Global Compact on Refugees

Le présent document, rédigé à l’intention des décideurs en matière d’éducation, propose une analyse et une réflexion sur les moyens de garantir le droit à l’éducation aux personnes réfugiées, du point de vue des politiques. Il commence par faire le point sur l’accès des réfugiés à l’éducation, en s’appuyant sur les rares données disponibles sur le sujet.

Drawing on a three-year case study of one faith-based school in Lebanon, this paper explores how one ordinary school in a refugee hostile transit country secured and protected the right to education for refugee children from Syria, within a significant broader context of multiple compounding crises.

In November 2020, Peace Direct in collaboration with Adeso, the Alliance for Peacebuilding and Women of Color Advancing Peace and Security, convened a three-day online consultation to discuss the issue of structural racism and how to ‘Decolonise Aid’.

This chapter sets out—necessarily very schematically, but as a possible stimulus for research on the key features of a white ignorance conceived of as global.

Bhavani’s episode explores the meaning of colonization and decolonization in international development and education. We might think we know what colonization is. The history. The actors involved. The exploitation. But what does it feel like? And then what would it mean to decolonize? And what would that feel like?

Co-hosts Heba Aly and Jeremy Konyndyk sit down with Tammam Aloudat, a Syrian doctor who is senior strategic adviser to the Access Campaign of Médecins Sans Frontières and one of the few people of colour in a senior management position within an organisation going through a very public struggle with racism, to discuss dismantling colonialism in the aid sector.

On the latest episode of Rethinking Humanitarianism, host Heba Aly discusses these tensions with one of the leaders of the movement to decolonise aid, Degan Ali, executive director of Adeso.

The call for reparations, which has long reverberated in former colonies, is now gaining momentum in the aid and philanthropy sectors, too. Can international reparations be a way forward towards a more equitable world order, or are they too politically charged to succeed, perhaps even counter-productive?

This paper aims to explore the ways which expertise is covertly racialized in the contemporary humanitarian aid sector. The research suggests that embedded under the contemporary professional structure of the liberal humanitarian space is a covert power hierarchy fueled by perceptions of expertise and competency along racial lines—particularly around one’s whiteness.

Today we focus on a hugely important issue but one that is generally absent within the organizations and structures that make up the global education architecture. The issue is race. My guests today, Francine Menashy and Zeena Zakharia, have spent years speaking with staff members at various global education organizations.

Today we talk about Black Lives Matter and what it means for the field of comparative and international education. With me are Sharon Walker and Krystal Strong, who have recently co-edited with Derron Wallace, Arathi Sriprakash, Leon Tikly, and Crain Soudien, a special issue of Comparative Education Review entitled “Black Lives Matter and Global Struggles for Racial Justice in Education.”

Today we dive into the field of education in emergencies, highlighting its entanglements with colonialism, empire, and racial capitalism. My guest is Jess Oddy.