Decolonial Research Collaborative
Unit(s) of assessment: Psychology, Psychiatry and Neuroscience
Research theme: Health and Wellbeing
School: School of Social Sciences
Decolonial inquiry, has, historically been excluded from westernised universities. This exclusion contributes to the coloniality of knowledge, the outcome of which is the universalisation of EuroAmerican knowledge. Knowledges from the global South do not often contribute to the canon that is taught in degree programmes, funded, disseminated in peer review journals, cited, or inform best practices, social policies etc.
The Decolonial Research Collaborative aims to build a supported research environment where academics, PhD researchers and other students can share ideas and learn about decolonial inquiry from each other. A decolonial research environment is crucial in order to grow decolonial research and scholarship and contribute to knowledge production in the westernised university.
The aim of the group is also to develop international networks with scholars and activists doing decolonial work that interrogate coloniality and foster decolonisation.
Membership to the group is open. As an open research group, the Collaborative welcomes academics, PhD researchers and students at NTU who wish to engage in inquiry using decolonial methodologies.
The group is seeded by work being carried out by the researchers in NTU Psychology.
Our annual lectures
Annual Lecture 2023: Thinking with Riotous Deathscapes
Join us on Wednesday 28 June 2023 for the Decolonial Research Collaborative Annual Lecture.
Author and keynote speaker Hugo ka Canham will lead a conversation about vernacular Black theorisation and an exploration of how we might tune into ancestral frequencies.
Decolonial Research Collaborative Inaugural Lecture 2022
In April 2022, the Decolonial Research Collaborative hosted its inaugural lecture, posing the question: "What is the work of decolonial inquiry and what are the imperatives of researchers committed to doing decolonial work?"
BELL, D., 2022. Occupy the classroom radically, Third World Quarterly, 43:8, 2063-2074, DOI: 10.1080/01436597.2022.2074828
BELL, D., 2020. Tod Sloan: possibilities. Psychoanalysis, Culture and Society. ISSN 1088-0763
BELL, D., CANHAM, H., DUTTA, U. and FERNÁNDEZ, J., 2019. Retrospective autoethnographies: a call for decolonial imaginings for the new university. Qualitative Inquiry. ISSN 1077-8004
BELL, D., 2018. A pedagogical response to decoloniality: decolonial atmospheres and rising subjectivity. American Journal of Community Psychology, 62 (3-4), pp. 250-260. ISSN 0091-0562
BELL, D., 2018. The indifferent. Qualitative Research in Psychology, 15 (2-3), pp. 140-155. ISSN 1478-0887
BELL, D., 2016. Retrieving psychosocial signs of structural violence in postcolonial Jamaica. Community Psychology in Global Perspective, 2 (2), pp. 114-126. ISSN 2421-2113
BELL, D.M., 2016. A raison d'être for making a reggae opera as a pedagogical tool for psychic emancipation in (post)colonial Jamaica. International Journal of Inclusive Education, 20 (3), pp. 278-291. ISSN 1360-3116
BELL, D., 2015. An open letter to Bob Marley: time to create reggae dialogues. Obsidian, 41 (1/2), pp. 107-110. ISSN 2161-6140
BELL, D., 2018. Researching to transgress and transform. In: A. MELLING and R. PILKINGTON, eds., Paulo Freire and transformative education. London: Palgrave Macmillan, pp. 57-67. ISBN 9781137542496
BELL, D., 2017. Community psychology’s gaze. In: M. SEEDAT, S. SUFFLA and D.J. CHRISTIE, eds., Emancipatory and participatory methodologies in peace, critical, and community psychology. Peace psychology book series . Cham, Switzerland: Springer, pp. 119-132. ISBN 9783319634883