How is history written and by whom? These are questions that have been raised with frequency across the decolonising movement and in particular, by the Cadaan Studies movement, which has focused on knowledge production relating to Somali people.
This cross-posted DSA Development Study Group launch event discussed the retrospects and prospects of decolonising development studies. It was interested in imagining what a decolonial agenda in Development Studies could look like and what interventions are needed in practice.
There has been much discussion and debate about the concept of ‘decolonising the curriculum’ within higher education and some might argue that this is now a buzz theme. However, I have remained curious as to why this phrase does not appear to have reached the vocabulary of many who contribute to teacher education in Scotland.
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