Sumários
In-class Workshop: Representing, knowledge production, and (de)colonising
2 Dezembro 2025, 16:30 • Thomas Gerhard Erich Muhr
Option I: Positionality Statement.
Decolonising through South-South cooperation (SSC)?
11 Novembro 2025, 16:30 • Thomas Gerhard Erich Muhr
Student presentations. Presentation texts:
Achcar, H. d. M. (2022). South-South cooperation and the re-politicization of development in health. World Development, 149, 1–12.
Mujana, O., & Sonan, S. (in press). Emerging economic partners: revisiting BRICS-Zimbabwe trade and investment relations under Western sanctions (2000–2016). Journal of Asian and African Studies, 0(0), https://doi.org/10.1177/00219096251345456
Decolonising through South-South cooperation (SSC)?
10 Novembro 2025, 16:30 • Thomas Gerhard Erich Muhr
SSC is the key driver of the ongoing construction of a multi-polar world order, however, marginalised as a knowledge field in Development Studies. This session approached SSC as a state-led, counter-hegemonic and potentially decolonising political project and strategy. We explord its history, conceptual, philosophical and ideological underpinnings, actors (eg. BRICS+), and contemporary practices and projects – and inherent contradictions.
Knowledge Production (II): How do we know? Decolonising research methodologies.
4 Novembro 2025, 16:30 • Thomas Gerhard Erich Muhr
Student presentations. Presentation texts:
Dutta, U. (2023). Reimagining the politics of belonging through counterstorytelling: A decolonial praxis of refusal and desire. Qualitative Inquiry, 29(5): 539–550.
Kelly, L.M., & Htwe, P.P.T. (2024). Decolonizing community development evaluation in Rakhine State, Myanmar. American Journal of Evaluation, 45(1), 68–85.
Knowledge Production (II): How do we know? Decolonising research methodologies.
3 Novembro 2025, 16:30 • Thomas Gerhard Erich Muhr
Since Linda Tuhiwai Smith’s Decolonizing Methodologies (1999), decolonising or Indigenising research methodologies has gained in momentum in theory and practice. This session introduced students to key arguments, underlying onto-epistemic assumptions (e.g., claims to objectivity of knowledge), as well as empirical methods/techniques. My research Participatory action research (PAR) in a Venezuelan barrio illustrated some of the decolonial methodological considerations.