History Teacher Training from Decolonial Curriculum Practices to Combat Racism at UniProjeção in the Federal District-A Secondary Publication

This article aims to understand the training process of history undergraduates,to see if there are decolonial curricular practices to combat racism at the Centro Universitário e Faculdade Projeção(UniProjeção)in the Federal District,to understand how coloniality has corroborated the exclusion of different epistemologies and the erasure of different cultures,and how this exclusionary process of coloniality interferes in the training of history teachers.In order to combat this practice,we are looking for alternatives that can break these suppressions carried out by Europeans.In this way,we turn to decolonial ideas that aim to break with the logic of coloniality.We can conclude that these practices are poorly developed in the institution,so we proposed active problem-based methodology and music as a didactic resource.As playful educational tools that strengthen the teaching-learning process,they are active agents in the decolonial work of combating racism,and it is essential to train responsible and ethical teachers in the fight against racism and any form of oppression.

Engaging with the More-Than-Human and Decolonial Turns in the Land of Shinto Cosmologies: “Negative” Comparative Education in Practice

Purpose:In this explorative,self-reflective article,I attempt to extend the methodological discussion of a“negative”approach to comparative education that I have recently articulated elsewhere.Here,I demonstrate how I attempted to put in practice negative comparative education by drawing on my experience at the Shanghai workshop,Beyond the Western Horizon in Educational Research,organized by Iveta Silova,Jeremy Rappleye,and Yun You at the East China Normal University.Design/Approach/Methods:I conceive my participation in the Shanghai workshop as a disruptive moment wherein my previous forms of knowing and being were challenged.More specifically,I discuss how my attempt to situate the ecofeminist and decolonial literature,the two of the three main bodies of literature introduced through the workshop,within the context of Japanese education triggered me to reconsider the role of Shinto in Japanese education and question my own firm identification with the liberal–left politics within Japan.Findings:I reflect upon how the initial sense of discomfort and the remaining sense of ambivalence took me on a journey of unlearning and relearning about the limits of my knowing,my own political subjectivities,and the place of Shinto cosmologies in Japanese education.Originality/Value:I conclude the discussion with a few provisional thoughts that point us to an approach to comparative education that makes our research“a matter of concern”across multiple linguistically bounded,national and regional scholarly communities.

The Africanness of African Literatures and New Patterns in Human Civilization

The explosion of African literatures in 2021 is not a coincidence,but is dictated by the continent's decolonial,diasporic and hybrid cultural manifestations,its more than a hundred years of struggle for cross-regional integration,its spirit of vigorous and persistent action,and the unique attraction of an Africanness that upholds its selfhood,bridges the gaps,and remembers its history but looks to the future.The diasporic characteristic of attending to,absorbing and squarely facing the tension of heterogeneous cultures means that indigenous African literatures contain a distinctive world consciousness and rational philosophy.They have given rise to diverse civilizations marked by dialogue,inclusiveness and the contemporary spirit of African nations,enabling African literatures to participate effectively in the dialogue of world literature and in new patterns of civilization,displaying as they do a strong vitality,creativity and influence in the positive-sum game with Western culture.This will provide positive encouragement to the mutual learning,integration,harmony,symbiosis andcoexistenceofcivilizations.

The Role of Colonial Knowledge in Building the Arab Gulf’s Migration Regime

In this paper,I examine how the British Empire in the Arab Gulf created colonial classifications between Gulf Arabs and South Asians.The British racialised the Gulf Arabs in a way which presented them as an eternal,homogeneous,and‘pure’group.This racialisation contributed to the exclusion of others within the Gulf,most notably South Asian migrants.Firstly,I discuss some of the gaps within the literature which include the erasure of race and colonialism.Then,I identify how these gaps can be remedied using a Decolonial framework.Based on these theoretical foundations,I interrogate the racialisations of Gulf Arabs and how these racialisations influenced the migration regime in the Gulf.Lastly,I examine how South Asians were racialised in the Gulf.I conclude that the exclusionary migration regime in the Arab Gulf is built on the foundations of the racialised colonial classifications of the British Empire.