Postcolonial educational perspectives on global racism and resistance – Inclusion and empowerment of migrant voices
“Strengthening Migrant Perspectives in Political Education”
In the fields of anti-racism and anti-racist non-formal education, white views continue to have a considerable impact on Germany’s educational environment. Global post-colonial viewpoints are hardly ever included in the perspectives that are offered in educational contexts and methodologies, which are typically victim-centered. The emergence of capitalist economies, colonialism’s historical era, and the subsequent spread of those economics are all directly tied to the phenomenon of racism. People who have experienced racism are still subjected to social discrimination, devaluation, exploitation, and other negative social consequences.
With this project, we seek to put the expertise and talents of immigrant communities to use and change the narrative by providing them the opportunity to contribute to the development of innovative instructional strategies for adult education and vocational training as well as upper secondary schools. We also hope to use *power-sharing techniques by incorporating them in the development of the Methods, created, tested, and distributed jointly.
There are many excellent opportunities to address this topic given the link between the two countries (Sudan–Chile) and Germany, as well as the history and contemporary state of this relationship. Many similarities may be drawn using Chile as an example, with its colonial history and the associated social structures, the role of German exiles up until the present uprisings, and the process of democratization that followed. A current point of interaction for educational activity is the Sudanese military regime’s resistance movement and the democracy process. A obvious connection to Germany and Europe can be seen, in particular, in the recent military and development assistance that the EU and Germany provided to the Sudanese dictatorship as part of the Khartoum process to deter refugees.
In order to create new anti-racist/racism-critical educational strategies, we will pick real-world instances, incidents, and stories. Then, a development team will continue to build these methods . After the development of the techniques as well as after the initial testing of the methods with the target groups. We wont to encourage long-term networking by taking into account a significant participation of community members within the methods or for their implementation in the development of the educational methods in the sense of empowerment or power-sharing practise.
The completed approaches will also be used in a preliminary round with target audiences in Berlin and Brandenburg. During one conference day, the developed methods will then be presented to a wider interested public of political education actors (especially MOs) and multipliers. The developed methods will also be made free accessible to users under a CC license on a website.
As a demonstration of a concept of power sharing Adam Bahar, a political education specialist from Sudan who has been been living in Germany for 12 years, and Cristina Marambio, a Chilean immigrant who has been active in different migrant groups for the past five years, would both be coordinating and organizing the project.
*Power sharing is a process in which resources are made available to marginalized groups in order to empower them without control over how they will be used.