Abstract: This research delves into the challenges and potential of decolonial practices in transdisciplinary research, emphasizing the necessity to enhance the foundations of inter- and transdisciplinary and grow the capacity for such methodologies. It critically examines power dynamics and the opportunity for decolonial praxis within engineering and research. It advocates for equitable collaborations that engage diverse knowledge systems on the same foot and promote sustainable practices.
Scientific and Societal Problem: The structural unsustainability and power imbalances rooted in traditional engineering and research paradigms are critically evaluated. Decolonial thinkers argue that such paradigms perpetuate coloniality insofar as design and research practices exclude or undermine "ways of being" outside Western epistemological norms (Escobar, 2018; Quijano, 2000) This exclusion extends to indigenous populations and marginalized communities, often disregarding their self-determination and rights in the name of development (Smith, 2021).
Purpose: To develop a decolonial framework to address the power imbalance between different knowledge systems for equitable collaboration towards sustainable practices between the Global South and Globa Norht research projects.
Workshop Goals:
1. Understand decolonial narratives through storytelling.
2. Implement decolonial practices across different levels of research: researcher positionality, project/research agenda, and community reciprocity.
Research Process and Methods: Employing participatory design methodologies, this research will empower marginalized communities to co-create solutions. It integrates decolonial theories with practical engineering approaches, challenging existing power structures and advocating epistemic justice through a conceptual framework addressing relationality and positionality in Global South research projects.
This involves critically examining and transforming the researcher's positionality and developing a conceptual framework for decolonial practices at four levels of relationality and positionality: researcher, research project/research agenda, community, and society in the Global South.
Expected Findings: The workshop will showcase the transformative potential of decolonial practices for research projects in the Global South, highlighting case studies of community-engaged projects that have enhanced sustainability, social justice, and community empowerment.
Expected contribution: The workshop will emphasize the importance of shifting researcher ontology and perception toward communities, highlighting the necessity of engaging with communities as research subjects and partners in a decolonial research process. It will call for a commitment to decolonial practices within engineering and research to align with social and environmental justice principles.
Description of the Session/Workshop Design:
The "Learnings from the South to North: The Decolonial Transdisciplinary Research Process in Latin America" workshop is a 90-minute interactive session to engage participants in critical discussions and practical exercises. It will feature a brief presentation on decolonial theory and case studies, followed by group activities encouraging participants to apply decolonial lenses to their work. The session aims to facilitate a profound reflection on personal and institutional practices, enabling the development of actionable strategies for incorporating decolonial approaches in engineering and research.
The workshop design is based on the following theories:
a. Decolonial Options and Challenges: This chapter explores the "Buen Vivir" philosophy as a foundational shift in societal values towards communal well-being and environmental stewardship. It challenges traditional development paradigms and advocates a socio-biocentric development model (Gudynas, 2011; Walsh, 2010).
b. Unveiling the Impact: It addresses the need for a better balance between community visions and academic research agendas, advocating for systemic change within academic and professional institutions to recognize and support decolonial practices.
The workshop structure is as follows:
1. Part 1 - Dancing Icebreaker (5 minutes): Expand the narrative connection between Ghana and Colombia, and by extension, Africa and Latin America, through a storytelling session that explores the shared colonial history and the role of slave trade triangulation. Introduce music as a symbol of unity and resistance, inviting participants to share their cultural experiences or songs representing their history or current social struggles. This sets a tone of shared humanity and interconnected histories.
2. Part 2 - Presentation of Workshop & Case Studies Videos (10 minutes): Dive deeper into the conceptual framework by linking decolonial theory directly to practical examples from the case studies. For each case (Colombia, Galápagos, MOVE Gaming Project – Ecuador & Costa Rica), provide a brief overview of the community engagement process, the challenges faced, and the decolonial strategies applied. Use multimedia elements such as videos or interactive maps to give a vivid sense of the communities and landscapes involved.
3. Part 3—Group Activity: Scanning the Room (Individual Mind mapping) (5 minutes): Use an interactive silent activity to scan and observe the experiences with traditional and participatory research methods. After gathering responses, facilitate a quick reflection on the diversity of practices and the potential gaps between researcher intentions and community perceptions.
4. Part 4 - Decolonial Lenses Exploration - Free Group Work (30 minutes): Break down this session into smaller, focused discussions on each level of decolonial transdisciplinary lenses (Mindset, Project, Community Relationship, and Systems of Knowledge). Use case studies as a base for participants to identify and discuss specific instances where decolonial practices could be integrated or where colonial dynamics were challenged. Encourage the unrestricted use of different materials (e.g., flip charts, painting, modeling clay, magazines, mindmaps, free writing techniques, music, poetry) to articulate and embody the free expression of emotions, thoughts, and statements to answer each praxis level. Decolonial lens exploration operates at three levels; groups will choose only one level for discussion.
4.a. The praxis reflection exercise at the individual level is "First level – Decolonial Mindset": What is my level of decolonial perspective in these case studies regarding my mindset and positionality as a researcher, and how do I become aware of this? (i.e., When social research is applied, I view the other not as a subject but as an object of research. When I work with a community and think of it as an object of research, I need to quantify it by categories. Be conscious of ingrained prejudices that dismiss others as "less developed" in your concept of progress).
4.b.The praxis reflection exercise at the project level is: Second level – Decolonial Project: What are my decolonial lenses on these case studies regarding my positionality and predominant system knowledge towards the project? (i.e., when I designed "here in the Netherlands," it led to asymmetrical relations or disregarded locals' best interests. Acknowledge that knowledge is for "someone" and is not free from interests/historical circumstances.)
4.c.The praxis reflection exercise at the community level is the third level—Decolonial Community Relationship: What are my decolonial lenses on these case studies regarding my positionality and predominant system knowledge regarding my relationship with the community? ( i.e., I take seriously the knowledge and ways of living of people, local communities, and local professionals. Self-implicate (also in harm) in participatory design processes with the knowledge and life of the (historically colonized) other).
5. Part 5—Discussion Round and Wrap-Up (20 minutes): Implement a meditation closure by guiding participants through a reflective exercise centered on empathy, understanding, and commitment to action. Prompt participants to think about how they can carry the insights from the workshop into their research practices. Conclude with a collective affirmation or commitment statement crafted by the group, emphasizing the move towards more equitable and just research methodologies.
6. Part 6 - Conclusion (10 minutes): Summarize key insights and encourage participants to consider how they can apply decolonial perspectives in their work. Discuss the concept of permeable positionalities and the importance of engaging with communities as research subjects and partners. Highlight the necessity of challenging one's positionality and power structures within academia and research. Invite participants to commit to one action or change they will implement in their work to support decolonial practices.
This enriched workshop design aims to create a dynamic and participatory experience that imparts knowledge and empowers participants to critically engage with and apply decolonial methodologies in their research practices.
Key Readings: Castro-Gómez, S., & Grosfoguel, R. (2007); Escobar, A. (2015); Smith, L. T. (2021).
