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  1. Seminar: Reconsidering the Postcolonial Debate: Please share



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Date:    Thu, 7 Jan 2016 12:08:52 +0000

From:    Daniel Goodley <[log in to unmask]>

Subject: Seminar: Reconsidering the Postcolonial Debate: Please share



*Seminar*



*19th January*



*2 – 4pm, Room 4.06, Education Building, University of Sheffield, 388 Glossop Road.*





*https://www.sheffield.ac.uk/ssid/maps/education

<https://www.sheffield.ac.uk/ssid/maps/education>*





*Reconsidering the Postcolonial Debate: Intersecting Postcolonialism, Education and Disability for Genuine Sustainable Development*





*Tsitsi Chataika*



*University of Zimbabwe*



*Visiting researcher, School of Education*







*Abstract*



In this presentation, I argue for the need to reconsider the postcolonial debate by converging postcolonial theory, education and disability for sustainable development. The essence here is to provide an intertwined

interdisciplinary discourse, which focuses on sustainable development.   In

the process,  I align myself with Stuart Hall, who considers postcolonialism’s indecisive reception amongst differing constituencies as a sign of both, desire and danger. The debate around postcolonialism has been taken to extremes by various commentators, including those who claim to have experienced colonialism. Regrettably, the debates seem to be widening the misunderstanding gap; thus, working against global cohesion, which can bring sanity to sustainable global development. In unpacking this discussion, I consider the work of various postcolonial scholars namely Said, Bhabha, Ahluwalia, Mandela (popularly known as Madhibha); Barker and Murray; Parekh, Ghai, Grech and Meekosha.  The need for a more emancipatory, rather than an appeasing and/or confrontational postcolonial stance, is argued for. This argument is based on the need to integrate postcolonial theory  with  education and disability for sustainable development. Against this backdrop, the presentation then provides a summative account, which demonstrates how an intertwined disciplinary discourse can promote ‘a marriage of commitment’ (as opposed to

convenience) to both global North and global South parties, with view to outgrowing the ‘bickering stage’ and mainly focus on sincere ways of attaining the post-2015 sustainable development goals.







*Biography*



Tsitsi Chataika, a PhD graduate of Sheffield of University,  is a senior lecturer in inclusive education in the Department of Educational Foundations, which falls under the Faculty of Education at the University of Zimbabwe. Her research interests include the connection of disability, gender, education, childhood studies, development and postcolonialism.

Tsitsi has been conducting disability awareness and mainstreaming workshops in countries such as Kenya, Malawi, South Sudan, Zambia and Zimbabwe. She recently developed a gender and disability mainstreaming training manual, which can be used by various stakeholders in Africa and beyond. In 2012, she set up a Zimbabwe Disability Inclusive Development Forum, which brings together disability activists, researchers, policy makers and ordinary citizens in order to network, share information, best practices, opinions and ideas, as well as lobby and advocate for disability inclusion in development processes in Zimbabwe. Tsitsi was part of a three-member team that recently evaluated a three-year inclusive education programme in Zimbabwe covering 30 model schools, which was initiated by Lenard Cheshire International, in collaboration with the country’s Ministry of Primary and Secondary Education. Tsitsi is a board member in various disability-related organisations. Her recent publications include:







*Chataika, T.* and Mckenzie, A. J. (2016). Global institutions and their engagement with disability mainstreaming in the South: Development and (dis)connections. In S. Grech & K. Soldatic (Eds). Disability in the Global

South: The Critical Handbook. London: Springer.







Chataika, T. ( 2016).  African Perspectives on Article 24 of the CRPD. In G. Quinn and C. O'Mahony (Eds). The United Nations Convention on the Rights of Persons with Disabilities: Comparative, Regional and Thematic Perspectives. Cambridge:  Intersentia.







*Chataika, T.,* Berghs, M., Mateta, A. and Shava, K. (2015). From Whose Perspective Anyway? – The Quest for African Disability Rights Activism. In A. de Waal (Ed), Advocacy in Conflict: Critical Perspectives on Transnational Activism. London: Zed Books, pp187-211.







Chataika, T. (2015). AS Kanter: The development of disability rights under international law: From charity to human rights (2014). African Disability Rights Yearbook Journal 2015, 329-337. Pretoria University Law Press. (Book Review).







Mutswanga, P. & Chataika, T. (in press). An Analysis of Personal Experiences of Deaf People in Higher Education in Zimbabwe. Zimbabwe Journal of Educational Research, Harare: HRRC (University of Zimbabwe).







Cleophas, M. Swart, E. *Chataika, T.* and Bell, D. (2014). Increasing Access into Higher Education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission. African Journal of Disability, 3, 2,  DOI: 10.4102/ajod.v3i2.78.







MacLachlan, M. Mji, G., *Chataika, T.* Wazakili, W. Dube, A. K., Mulumba, M., Massah, B., Wakene, D., Kallon, F. &, Maughan, M. (2014). Facilitating Disability Inclusion in Poverty Reduction Processes: Group Consensus Perspectives from Disability Stakeholders in Uganda, Malawi, Ethiopia, and Sierra Leone. Disability and the Global South, 1:1, 107-127.







*Chataika, T.* McKenzie, J. A. (2013). Considerations for an African Childhood Disability Studies. In T. Curran and K. Runswick-Cole (eds), Disabled Children’s Childhood Studies: Contemporary thinking and inquiry for creative policy and practice, London: Palgrave, pp.152-163.







Chataika, T. (2013). Cultural and Religious Explanations of Disability and Promoting Inclusive Communities. In J. M. Claassen., L. Swartz, and L.

Hansen (eds.), Search for Dignity: Conversations on Human Dignity, Theology and Disability, Cape Town: African Sun Media (Stellenbosch University), pp117-128. ISBN 978-1-919985-47-3.







Chabaya, O. and *Chataika, T.*  (2013) Roles and Responsibilities of Supervisors and Research Students/Candidates. In S. Modesto (Ed). Preparing Your Dissertation/Thesis at a Distance: A Research Guide. Publisher:

Vancouver: Virtual University For Small States of the Commonwealth, 77-99.

Available at http://www.vuscc.info/download/A_Research_Guide







Chataika, T. (2012). Postcolonialism, Disability and Development. In D.

Goodley and B. Hughes (Eds) Social Theories of Disability: New Developments and Directions. London:  Routledge, pp. 252-269.







*Chataika, T.* Mckenzie, J, A., Swart, E. & Lyner-Cleophas, M. (2012).

Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities. Disability & Society, 27:3, 385-398.



--

Dan Goodley, PhD

Professor of Disability Studies and Education University of Sheffield School of Education Room 8.05

388 Glossop Road

Sheffield S10 2JA

Telephone: +44 (0) 114 222 8185

email: [log in to unmask]

twitter @disabilityuos

web: https://www.shef.ac.uk/education/staff/academic/goodleyd

<http://www.sheffield.ac.uk/education>



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Disability Studies at the University of Sheffield:

http://disabilityuos.wordpress.com/



Recent ESRC funded research project:

Big Society? Disabled People with Learning Disabilities and Civil Society’

http://bigsocietydis.wordpress.com/



Current Programme of Research: Transforming Disability, Culture and Childhood http://transformingdisabilitycultureandchildhood.wordpress.com/



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