Thematic Article
Decolonising gender knowledge in Sub-Saharan Africa: empirical insights and theoretical innovations from early career researchers—Introduction
, ,Abstract
This article introduces the Thematic Collection ‘Decolonising Gender Knowledge in Sub-Saharan Africa: Empirical Insights and Theoretical Innovations from Early Career Researchers’, edited by Alicia Bowman, Evelyn Garwe and Juliet Thondhlana. It highlights the under-representation of Global South scholars, particularly early career researchers (ECRs), in gender knowledge production in the region and advocates for grounding the study of gender in Africa in local realities and knowledge systems, in line with African feminist perspectives. Moreover, the article positions the collection as a powerful step towards decoloniality not simply by amplifying African perspectives, but by actively creating space for African scholars to shape the future of gender studies. The article discusses how the Thematic Collection fostered the co-production of knowledge by empowering African scholars to develop their own research questions and methodologies, free from Eurocentric constraints, thus promoting complete epistemic freedom. It also showcases the interdisciplinary nature of the Thematic Collection, spanning gender studies, higher education, and legal, labour, and urban studies. Overall, the introduction argues that, by centring the research of African ECRs, established power dynamics can be disrupted, and the dominance of Western-centric paradigms can be challenged.
Keywords
decolonialitygender studiesAfricaearly career researchersinterdisciplinarityCopyright statement © The author(s) 2025. This is an open access article licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License
Cite this article Bowman, A., Garwe, E. & Thondhlana, J. (2025), ‘Decolonising gender knowledge in Sub-Saharan Africa: empirical insights and theoretical innovations from early career researchers—Introduction’, Journal of the British Academy, 13(3): a33 https://doi.org/10.5871/jba/013.a33

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In the Harvard lectures that became Art as Experience (1934) Dewey developed a democratic account of art that not only expanded the range of creative experience (watching a huge digger, the architectonics of a mutually satisfactory conversation, are included in the reach of art) but developed an account of art that was vitally reciprocal, participatory and social. Maker and perceiver are equally interactive creators as they mutually develop new modes of feeling and thinking. For Dewey this relationship necessarily re-makes the experience of community and, just as important, creates a civic space for interrogation and critique. (This article is published in the thematic collection ‘The arts and humanities: rethinking value for today—views from Fellows of the British Academy’, edited by Isobel Armstrong.)
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