The COVID-19 pandemic has witnessed an increase and amplification of anti-Asian racism and violence across the globe. Stop AAPI Hate1 in the United States and the COVID-19 Racism Incident Report2 i...

This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity while overlooking the ruination of colonial racism. We call on scholars and practitioners working with the powerful (...) knowledge framework to address more fully the hegemonic relations of disciplinary specialisation and its historical connections to colonial-modernity. This, we argue, would enable curriculum knowledge that is ‘powerful’ in its interrogation of racial violence, rather than in its epistemic reproduction of it. (shrink)

We argue that using a calendar-tracker to capture invisible labour in the academy comes with conceptual and ethical limitations, which might affect how successfully our tracker can provide academics with conceptual resources to understand their invisible work as work.

In the face of global histories of extraction, domination and dispossession, the project of social justice requires nothing short of remaking the world system. This is the premise of Olúfẹ́mi O. Tá...