Decolonising Science: towards inclusive and ethical research
The discourse on decolonising science has gained prominence in recent years as scholars and activists, adopting a critical lens, strive to confront the historical and systemic implications of coloniality on scientific knowledge, practices and institutions. Central to this discussion is the recognition that colonialism has played a major role in shaping the way scientific research is conducted, the specific subjects it chooses to focus on, and the perspectives it prioritises—often privileging Eurocentric viewpoints and reinforcing a hierarchy of knowledge that marginalises alternative wisdoms and perspectives.
This was the focus of a recent PhD short course at IHE Delft, organised by the Graduate School with support from the Water and Development Partnership Programme. The course emphasised the need to interrogate our scientific knowledge and how it was acquired, pointing out that in pursuit of modernisation and the creation of a monoculture, colonialism brought exploitation, oppression and the erasure of indigenous knowledge systems and practices.
This history continues to shape our current world, even though colonial rule has formally ended. Consequently, we still find ourselves in a prolonged process of coloniality, upholding ideologies and scientific systems designed with supremacy and patriarchal thinking. The objective of decolonising science is to redress these historical injustices in our approach to scientific research.
“The course aims to inspire students to explore and engage with decolonial, anti-colonial and postcolonial approaches in their current research,” said Amitangshu Acharya, coordinator of the course and IHE Delft Lecturer in Water Governance. The 25 course participants study at various Dutch universities and either originate from or are engaged in research on environmental issues in low- and middle-income countries. Their backgrounds include engineering, natural and social sciences.
“The course aims to inspire students to explore and engage with decolonial, anti-colonial and postcolonial approaches in their current research,”
Pluralising knowledge
Professor Rolando Vazquez Melken of the University of Amsterdam , a renown decolonial thinker, said, "many people speak about decolonisation, but very few people know what it is", in a lecture titled ‘Dismantling knowledge divides: understanding decolonisation’. He highlighted that for meaningful change to happen, more than a superficial understanding is required.
Decolonising science is about challenging established norms and power structures within the scientific community that often overlook the processes of erasure. Since these processes resulted in widespread destruction of cultures, histories, languages and the identities of colonised peoples over centuries, a key aspect of decolonising science necessitates that we move away from the ingrained western perspectives that position Europe at "the present of history and the centre of geography," explained Melken.
Instead we must re-examine this ‘knowledge’, questioning these dominant narratives and theories that have underpinned so-called modern knowledge systems. It involves dismantling the hierarchies within disciplines, challenging the assumed universality of western theories and acknowledging alternative ways of knowing and understanding the world, recognising the value in diverse voices and realities. By doing so, we will not only truly start to understand the processes of erasure, but it will also enable a more inclusive and pluralistic understanding of science to emerge—one that reflects the diversity of human experiences and perspectives.
"Many people speak about decolonisation, but very few people know what it is,"
Non-exploitative science
By embracing a more inclusive, ethically conscious and socially responsible approach to science, it also forces us to question the values underpinning our research and the societal impact it engenders to determine whether our scientific approach is oriented towards healing or exploiting.
The course discussed how the process of decolonialisation will create space for a science that is more than measuring and designing; a science that is capable of listening. This will prompt us to question the intended beneficiaries and objectives of our research—science for whom and for what—and to understand who is speaking through this science. This approach may lead to the development of more ecologically sustainable ways of living as it does not have exploitation of nature at its core.
In engaging in non-exploitative science, we must continue to have these difficult dialogues, course speakers said. Approaching these conversations with humility, vulnerability and transparency in a continual process of learning and unlearning will help ensure that our scientific studies consistently respect the dignity, rights and well-being of individuals, non-human entities, communities and resources alike.
Through the support of initiatives such as these, the Water and Development Partnership Programme aims to contribute to and facilitate these dialogues with its projects in the Horn of Africa, the Sahel and the Middle East, as well as within its broader network. The programme intends to offer this course in the upcoming years and will make the recorded lectures and educational materials available online for other audiences.
Click here to learn more about the programme
Denise Vanzie
Communication Advisor