Whistleblower protection: Is Africa ready?

The article critically examines propositions driving the exportation of western whistleblower concepts into the developing world.(1) Specifically it attacks the prevailing view that public interest disclosure is somehow a culture-free, or at least a culture-muted phenomenon, governed by a set of rules and conventions detached from local histories and practices. The article concludes that this exportation is in the spirit of neo-colonialism and issues a note of warning about the dangers of dispersing western conceived forms of corruption reporting to Africa. Copyright (c) 2005 John Wiley & Sons, Ltd.

Archaeology, diaspora and decolonization

Archaeologists in settler societies need to find theoretically well-founded ways of understanding the sociopolitical milieux in which they work if they are to deal sensibly and sensitively with the colonizers as well as the colonized in their communities. This article explores one avenue that the author has found helpful in a number of contexts. He advances the proposition that, with certain qualifications, the social conditions of settler nations might usefully be approached as the products of a single social condition - diaspora - in a manifestation that is unique to such societies because it positions indigenous peoples as well as settlers as diasporic.

Moving and dancing towards decolonisation in education: An example from an Indigenous Australian performance classroom

This paper explores the special type of thinking, moving and dancing place which is opened up for decolonisaton when students engage in an embodied pedagogical practice in Indigenous education. The author examines what decolonisation means in this context by describing the ways in which the curriculum, the students and teacher, and more generally the discipline of ethnomusicology itself, undergo a process to question, critique, and move aside the pedagogical script of colonialism in order to allow Indigenous ways of understanding music and dance to be presented, privileged and empowered. Key questions are: What is the relationship between embodiment and disembodiment and decolonisation and colonisation? In what ways is embodiment more than, or other than, the presence of moving bodies? In what ways is performativity an aspect of power/knowledge/subject formations? How can it be theorised? What could the pedagogical scripts of decolonisation look like?