Search Results (11)

This paper critiques the Western-centric lens in gender studies, emphasising the need for decolonial, intersectional, and inclusive methodologies in community-based tourism (CBT) research. It argues that universalist narratives often overlook local power structures, gendered labour divisions, and socio-economic inequalities, disregarding localised knowledge and the structural barriers that shape women’s realities in tourism. In the case of rural women, these dominant perspectives fail to address key issues such as the unequal distribution of benefits, the complexities of tourism participation, and the tensions between market demands, social change, and cultural preservation. This paper calls for context-sensitive approaches that amplify women’s voices and lived experiences in CBT. It highlights the urgency of decolonising knowledge, challenging hegemonic epistemologies that homogenise women’s experiences and reinforce Eurocentric gender norms. The study also underscores intersectionality as a crucial tool to expose the overlapping systems of oppression—including ethnicity, class, race, and access to global tourism markets—that deepen gender inequalities in CBT. Without a decolonial and intersectional lens, tourism studies risk reproducing extractivist logics that marginalise local voices and perpetuate inequitable structures. Future research must move beyond Western frameworks, fostering more ethical, sustainable, and socially just approaches to gender studies in tourism. Full article

Thina Curtis, pedagogue and creator of fanzines in Brazil, has built a trajectory marked by resistance and the expression of a counter-hegemonic ethos that permeates all her production. From an early age, Thina became involved with punk culture, where she found in fanzines a means to express and amplify marginalised voices, challenging sexism, discrimination, and inequalities. Her work and performance stand out for a visceral opposition to fascism and intolerance, while seeking to build a transformative and inclusive pedagogy. Fanzines, in Thina’s practice, are a means of critical and anti-neoliberal pedagogy that not only questions the traditional educational system but also promotes participatory education. This approach places Thina and other social agents—women, youth, prisoners, and disadvantaged communities—as co-creators of knowledge, breaking with the idea of one-way teaching. Through a qualitative and biographical methodology, centred on the life trajectory of Thina Curtis, we examine fanzines as adaptable pedagogical tools that challenge curricular rigidity and encourage critical and participatory training, essential for the decolonisation of knowledge and for social transformation. Full article

Māori conceptualisations of ancestral environs and its connections to memory often reside in the realm of whakapapa (genealogy) having originated from Papatūānuku and Ranginui (primordial ancestors and gods), their loving embrace, and their eventual separation that carved the space for nourishing lands and waters. These stories of whakapapa were passed down intergenerationally through many Māori creative expressions, including waiata (songs), haka (posture dance), pūrākau (stories), whakataukī (proverbial sayings), ruruku (sequence of incantations), and karakia (prayers). This has resulted in a genealogically and environmentally derived Māori music theory. The disruption of settler-colonialism aimed to sever whakapapa from the memory as being reflected in our ancestral environs and within the hearts of Māori. ‘He Whiringa Wainuku’ refers to the weaving of water elements on earth and sets the imagery for decolonising the interconnections of whakapapa, land, water, and memory through Kaupapa Māori methodologies and Māori creative expressions. Full article

In many landscapes worldwide, fire regimes and human–fire interactions were reorganised by colonialism and continue to be shaped by neo-colonial processes. The introduction of fire suppression policies and state-centric property-rights systems across conservation areas and the intentional erasure of Indigenous governance systems and knowledge have served to decouple Indigenous fire-dependent communities from culturally mediated fire regimes and fire-adapted landscapes. This has driven a decline in anthropogenic fires while simultaneously increasing wildfire risk where Indigenous people have been excluded, resulting in widespread social–ecological vulnerabilities. Much contemporary fire research also bears colonial legacies in its epistemological traditions, in the global geographical distribution of research institutions, and the accessibility of research outputs. We report on a two-day workshop titled ‘Fire Management Across Contested Landscapes’ convened concurrently in Nairobi, Kenya, and London, UK. The workshop formed part of a series of workshops on ‘Decolonising Fire Science’ held by the Leverhulme Centre for Wildfires, Environment and Society, UK. The workshop in Nairobi invited diverse Kenyan stakeholders to engage in participatory activities that facilitate knowledge sharing, aiming to establish an inclusive working fire network. Activities included rich pictures, world café discussions, participatory art, and the co-development of a declaration to guide fire management in Kenya. Meanwhile, in London, Leverhulme Wildfires researchers explored participatory research methodologies including rich pictures and participatory video, and developed a declaration to guide more equitable research. There were opportunities throughout the workshop for participants in Nairobi and London to engage in dialogue with one another, sharing their experiences and understandings of complex fire challenges in Kenya and globally. Full article

This article discusses some of the long-term tendencies of the Paraguayan political economy, focusing, in particular, on impacts on indigenous peoples and, because of the ongoing agribusiness expansion in the northeast of the country, on the Paĩ Tavyterã nation. This analysis is warranted because of the growing recognition of the importance of land-related disputes affecting indigenous peoples, particularly in countries such as Paraguay that rely heavily on agribusiness exports and on the exploitation of natural resources. It is based on more than six years of research dedicated to the land struggles of the Paĩ Tavyterã (and members of the same ethnic group in Brazil, called Guarani-Kaiowa). Instead of a comparative study, this is a relational storytelling text that draws insights from various actors, communities and situations that were obtained through a qualitative and participative methodology, involving indigenous communities as co-participants and co-investigators in the study. Empirical results demonstrate that, despite the fact that Paraguay is a major exporter of agribusiness commodities the accumulation of multiple forms of subtraction is a prevailing geographical force. The reaction of indigenous peoples is in the form of anti-subtraction. The main implication of this research is that the process of decolonisation is, first and foremost, an anti-subtraction movement that aims to revert the deficit caused by the systemic subtraction of socio-economic and socio-ecological opportunities. Full article

Decolonising the research process is inevitable in today’s world full of social and power inequalities. Participatory Action Research (PAR), as one of the methodologies that enhances the transformation of both the researchers and researched, is, therefore, inevitable in social research targeting social, inclusive, and informed change. This study responds to various agitations of decoloniality of the research process that sees the participants as mere subjects rather than essential partners of the knowledge production process. This study conceptualises decoloniality and PAR with an argument recognising PAR as a decolonised research process. This study is located within a transformative paradigm and employs conceptual analysis as a tool to argue the nexus between decoloniality and participatory action research and their assumptions. This study attests to the fact that it is an effective and valuable tool in achieving the decolonised research process because it allows for the research subjects to have input into the process, have their voices recognised, and provide them with a platform to take agency and exercise self-determination. The elements, therefore, resonate with the decolonial agenda to deconstruct oppressive power structures and remembering those who have been historically dismembered by systems of colonial occupation. In this way, this study finds that PAR functions as an important element in implementing the decolonised research process. Full article

Research teams in high-income countries often fail to acknowledge the capacity and contributions of Community Researchers. This qualitative exploratory study used decolonising methodology and the Foundation House ‘Refugee Recovery Framework’ to understand Community Researchers’ perceptions and experiences of their role, and how research teams can integrate the knowledge they bring into research. Purposive sampling was used to facilitate the recruitment of eight Community Researchers from five different community groups working in Melbourne, Victoria. Semi-structured interviews lasting forty to sixty minutes occurred between December 2020 and January 2021. Data were analysed using reflexive thematic analysis. Findings reported in this paper include eight themes: ‘nothing about us without us’; ‘open the door’; a safe space to share; every step of the way; this does not translate; finding the right way to ask; a trauma-informed approach; and support within the workplace. The knowledge obtained demonstrates that Community Researchers facilitate meaningful participation in research for women, families, and communities of refugee or migrant background. Community Researchers’ presence, knowledge, and skills are vital in establishing culturally safe research practices and developing accessible language to facilitate conversations about sensitive research topics across multiple languages. Community Researchers can make important contributions at all stages of research, including data collection and interpretation. Full article

Research remains a site of struggle for First Nations peoples globally. Biomedical research often reinforces existing power structures, perpetuating ongoing colonisation by dominating research priorities, resource allocation, policies, and services. Addressing systemic health inequities requires decolonising methodologies to facilitate new understandings and approaches. These methodologies promote a creative tension and productive intercultural dialogue between First Nations and Western epistemologies. Concurrently, the potential of critical theory, social science, and community participatory action research approaches to effectively prioritise First Nations peoples’ lived experience within the biomedical worldview is increasingly recognised. This article describes learnings regarding research methods that enable a better understanding of the lived experience of rheumatic heart disease—an intractable, potent marker of health inequity for First Nations Australians, requiring long-term engagement in the troubled intersection between Indigenist and biomedical worldviews. Working with Yolŋu (Aboriginal) co-researchers from remote Northern Territory (Australia), the concept of ganma (turbulent co-mingling of salt and fresh water) was foundational for understanding and applying relationality (gurrutu), deep listening (nhina, nhäma ga ŋäma), and the use of metaphors—approaches that strengthen productive dialogue, described by Yolŋu co-researchers as weaving a ‘mat we can all sit on’. The research results are reported in a subsequent article. Full article

This paper explores the transformation of heritage values from a critical perspective. The de-authorising conceptual shift in cultural heritage has not always been accompanied by a revitalisation of the dynamics of valorisation. To achieve the integration of multivocal discourses in sustainable preservation strategies, experts and academics need to work with methods that enable this to happen. This article presents a methodological analysis articulated through three different case studies that bring new experiences regarding the decolonisation of knowledge in the field of heritage values, addressing different aspects of the social dimension of cultural heritage. The first deals with contestation processes associated with productive winemaking traditions in the Rias Baixas, Galicia, Spain. The second case addresses the rebellious Paris of the Commune and the narratives associated with the valorisation of the traces that it has left in the city’s landscape. Finally, the third case analyses the values that come into play when citizens’ participation governs the transformation of an archaeological site in Barcelona. To conclude, we reflect on the idea of sustainability as a way of listening to, sharing and co-creating knowledge connected to communities. Full article

Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context. Full article