Drawing broadly on decolonial studies, postcolonial feminist scholarship, and studies on identity, this interdisciplinary edited volume brings together personal accounts written by female scholars who migrated from Latin America and joined universities in the Global North (Australia, the United States, and the Netherlands), and female scholars who moved from the Global North to teach in Latin American universities. The seven contributors examine how their lived experiences with gender, race, and place/displacement have impactedtheir social identities and on their roles as researchers and teachers. They describe how personal and intellectual negotiations in their new location have influenced their fight for plural forms of knowing and being. This book expands the debate on geopolitics of knowledge and the position of female scholars from the Global South beyond the United States as a site of experiences.

Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought - two fields with powerful traditions of critical pedagogy, which have shared productive exchange. The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching. These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.

Drawing broadly on decolonial studies, postcolonial feminist scholarship, and studies on identity, this interdisciplinary edited volume brings together personal accounts written by female scholars who migrated from Latin America and joined universities in the Global North (Australia, the United States, and the Netherlands), and female scholars who moved from the Global North to teach in Latin American universities. The seven contributors examine how their lived experiences with gender, race, and place/displacement have impactedtheir social identities and on their roles as researchers and teachers. They describe how personal and intellectual negotiations in their new location have influenced their fight for plural forms of knowing and being. This book expands the debate on geopolitics of knowledge and the position of female scholars from the Global South beyond the United States as a site of experiences.

Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought - two fields with powerful traditions of critical pedagogy, which have shared productive exchange. The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching. These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.