Call for Applications - Writing Workshops: Defiant Scholarship in Africa

We invite early career scholars working on topics connected to and practices grounded in ‘defiant scholarship in Africa’ to apply for writing workshops in Yaoundé, Cameroon and Addis Ababa, Ethiopia.

During these three-day hybrid workshops we will work to identify and challenge the academic racism(s) and academic imperialism(s) that remain embedded within dominant publication models. We will centre work that pursues decolonial, solidarity, and anti-colonial praxes to break with self-referencing, recursive, and imperial modes of social science research (Ake 1979). Importantly, our collective refuses prevailing models of North/South writing workshops that too often commence from unspoken assumptions that there is a dearth of publishing know-how or skill in African settings that requires ‘correcting’.

We reject as untenable the neoliberal and corporate models of scholarly publication in Western universities that have led to the corporate capture of knowledge. This includes, for example, the implicit or explicit ‘publish or perish’ approaches and their manifestations in African universities as ‘publish and perish’ (Nyamnjoh 2004: 331-335). Such approaches to hiring and retaining academic labour have resulted in excessive competition, exhaustion (Mason & Megoran 2021), desperation, plagiarism, and the theft of ideas—all of which are often unevenly racialised and gendered (Muhs et al. 2012; see also Hengel’s 2022 analysis of discrimination of female-authored articles during peer review; and Assis et al. 2023: 75 on exclusions faced by women authors in HE). Neoliberal publication models have led to the gaming of citations by authors, the manipulation of bibliometric data by journal editors, and interrelated trends like ‘citational erasures’ of contributions from black, brown, and indigenous women scholars (Smith et al. 2021). Neoliberal publication models have given rise to the culture of YouTube tutorials and blog posts guaranteeing recipes for fast scholarship. These kinds of neoliberal and commercial approaches to scholarly writing efface other (uneven) demands on our labour while promising formulas for ‘maximum efficiency’—(‘turn out one academic article per week!’)—in a factory-like system that creates profit for the corporate owners of academic journals and advances individual careers but seldom benefits or even reaches wider collectives and communities.

At these workshops, we begin with a common enthusiasm for experimentation, audaciousness, improvisation, creativity, ‘slow scholarship’ (Mountz et al. 2015), and more. Our workshops aim to provide—for Central African and Horn of Africa scholars already engaging in forms of defiant scholarship—platforms to come together. We seek to nurture and strengthen critical writing collectives in the regions, to learn together as a transnational group, to practice critical politics of coalition building (see Lugones 2003). We want to amplify the work that is unearthing counter-histories and offering imaginaries of empowerment and political transformation rooted in wellbeing, ecological balance, and social relations otherwise. To do so, we will demystify inequalities embedded within corporate publishing models while learning from the powerful body of scholarship exposing the complicities and complacencies of social science logics, methodologies, refrains, and discourses (Smith 1999; Simpson 2011; see also Bouka 2018 on ‘collaborative research as structural violence’). We are particularly interested in exploring the challenges, hurdles, or limitations that Central African and Horn of Africa scholars encounter in their pursuit of decolonial, anticolonial, Pan-African, and/or critical research, writing, and publication.

The availability of AI software like Chat GPT, Google Bard, Grammarly, Copy.ai, and more are changing publication and writing practices; what are the uses and implications of these tools for scholars writing and teaching on the continent and those working in solidarity? We will invite journal editors to reflect on biases in the publishing industry, including when and how peer review can affect forms of gatekeeping and epistemic policing, and how authors might navigate these challenges (how, in the words of Nolas and Varvantakis (2019) ‘another review process is possible’). By sharing experiences, we will consider how African scholars can protect their emergent and developing ideas from theft, appropriation, and misattribution (Buchanan 2019) and reject colonial patterns of the ‘native informant’ (Khan 2005; Aidid 2015; Mwambari 2019). We will consider the latent consequences of the rise of some Open Access (OA) models based on excessive fees, and how policies aimed at challenging readership paywalls to make knowledge more widely available have resulted in a pay-to-publish model that heightens the exclusion of scholarship by those working at less affluent universities (Piron 2018; Nobes 2021; see also minutes 47 – 60 and 1:05 – 1:09 of the LSE Firoz Lalji Centre for Africa dialogue on ‘Decolonising the Global Publishing Industry’).

When considering defiant scholarship in the context of institutional and global conditions, AbdouMaliq Simone (2022: 191) asks: ‘Where might the [African] university go, and what might it become?’ Indeed, we navigate seeming impossible barriers, uncertainties, ambiguities, and contradictions in the very work we seek to do—including that this project is dependent on foreign funding, the incorporation of corporate publishers even as we criticise them, or clarifications around what constitutes ‘rigorous’ scientific work (see also de Jong et al. 2017: 229). Another contradiction that we will work with is that defiant scholarship is often most difficult—and dangerous (Ouma 2022; Noe 2022; Daley and Murrey 2022b)—for African Early Career Scholars who encounter professional expectations in their journey to become ‘established’, e.g. to publish in venues deemed legitimate and be cited in ‘high impact’ journals (Mills et al. 2023; Sawahel 2023). We will think through the difficulties that scholars face, including practical and political obstacles (Noe 2022), multifaceted demands on scholars as professionals with families and responsibilities (Dieng 2020; see also the work of Network of Women Doing Fieldwork), the seductions of extraversion (Serunkuma’s 2024 article on entrapments of African scholars in ‘global knowledge’ projects), and more. We seek to think about creative ways to cultivate delinking and intellectual autochthony, even from within spaces of the bureaucratic and colonial university and in an academic landscape dominated by commercial journals in the Global North. For example, that the leading scientific citation indexes, the Clarivate-owned Web of Science platform and the Elsevier-owned Scopus platform, are overwhelmingly composed of English-language publications based in Europe and North America and constitute what scholars have termed ‘bibliometric coloniality’ (Mills et al. 2023).

Drawing inspiration from anti-colonial and decolonial work on epistemic and pedagogical disobedience (Murrey 2019; Daley & Murrey 2022a), ‘intellectual insurrection’ (Mafeje 2000; see also Martin and West 1999), and the lessons and insights from important African publishing venues (like the Langaa Research and Publishing Common and Spears Media Press in Cameroon, Pambazuka News, and the African Books Collective) we will centre the plurality of projects breaking or delinking from established canons and orders of knowledge to open up possibilities for self-determination and liveable futures. We are interested in work that quietly or brashly defies standardisation within neoliberal institutions, and dynamic scholarship that does not seek validation or legitimacy through capitalist and colonial epistemes.

Scholars have brought attention to the persistence of colonial relations, forms, and logics in the foundations of global universities and knowledge production (Ndlovu-Gatsheni 2013, 2017; Mbembe 2016; Bhambra et al. 2018; Adamu 2019; Adebisi 2020). In Social Science as Imperialism (1979), Claude Ake argues that the application of Western social science scholarship in African contexts—except for the Marxist tradition—amounted to epistemic and political imperialism. Western-derived colonial curricula stigmatised indigenous languages (Ndille 2018) while imposing capitalist values, frameworks, and institutions, thus serving the interests of heteropatriarchy (Oyěwùmí 1997), racial capitalism (Chari 2017; Rutazibwa 2020), and imperialism (Rodney 1990; Ndlovu-Gatsheni 2013).

Colonial influences continue to shape and inform scholarship in and from African societies. Eurocentric epistemological orders relegated African countries to ‘deficit’ positions (Zeleza and Adebayo 2004; Pailey 2019). Colonial persistence is apparent in the marginalisation of Africa in global knowledge creation and circulation (Nyamnjoh 2015a, 2015b, 2021); institutional pressures to conform to and reproduce positivist studies in neo-imperialist contexts (Mamdani 2018; Nyamnjoh 2021); and dominant interpretations of the continent by Western institutions as places for data extraction (Gani and Marshall 2022) principally by white fieldworkers (Hagan 2020), 'mere' empiricism within ‘area studies’ paradigms (Ramutsindela 2007; Macharia 2016; Daley and Kamata 2017; also Serunkuma 2024), 'problem-solving’ research grants (Mama 2007; Branch 2018), and superficial collaborations imposed by external priorities and funders (Mawere and van Stam 2019; Musila 2019; Mwambari 2019). Colonial persistence is evident in the ongoing erasure of the functions of race and racial difference in scholarship on African societies (Pierre 2012; Pailey 2019; Hagan 2020; Harper-Shipman 2021).

Defiant scholarship is exemplified in the work of Mongo Beti, whose Main basse sur le Cameroun: autopsie d’une décolonisation (1972) denounced French neo-colonial economic and material violence in Cameroon and asserted the significance of global visions and practices of Pan-Africanism. Beti’s teaching and scholarship demonstrated a commitment to exposing political and economic injustice and fostering a shared consciousness of solidarity and anticolonial resistance. Scholars have worked to centre diverse forms of knowledge, creativity, and strategies of survival and resistance in response to historical injustices (see also the panel on Decolonization/Decoloniality in Africa organised by Toyin Falola).

As a critical concept, ‘defiant scholarship in Africa’ (Daley and Murrey 2022a; Daley 2023) brings attention to the determined and insurgent body of intellectual work that has long called out, deciphered, and rendered legible shifting and discordant colonial logics and articulated alternative approaches to knowledge creation founded upon anti-colonial solidarity (Beti 1972; Ndlovu-Gatsheni and Al-Bulushi 2022), Black, African, and decolonial feminisms (Endeley and Ngaling 2007; Tsikata 2007; McFadden 2018; Okech 2020; Dieng 2021; Vergès 202; Mohammed 2023), rebellion (McKittrick 2021), indigenous worldmaking and the sacred (Nkwi 2017), conviviality and incompleteness (Nyamnjoh 2015b, 2021; Fokwang 2021), humility and ‘companionable connection’ (Gibson-Graham 2006), and more. Defiant scholarship ‘also valorizes the albeit often ragged, tremulous attempts to stand aside, to risk all kinds of distortions in efforts to shift the terms of the hegemonic academic game’ (Simone 2022: 192). Our understanding of defiance is not prescriptive, as Stefan Ouma (2022) reminds us, ‘even among African scholars, it is contested what credible, effective and comprehensive… defiance is about’.

In the spirit of defiant scholarship, we invite papers that challenge prevailing narratives, seek out silenced or untold stories, foster contemporary Pan-African and transnational solidarities, and offer novel and innovative perspectives through life-affirming epistemes, humour, experimentation, and more.

The workshops will offer opportunities to engage in thoughtful interrogation, fostering a community of researchers committed to reshaping practices in the social sciences. Sessions will include hands-on and interactive activities, fieldtrips, peer meetings and mentoring, roundtables, and keynote addresses, writing prompts and writing feedback, discussion of core readings, and more. In Yaoundé, group activities will include a visit to the national museum and a launch of the book, Learning disobedience: Decolonising Development Studies, at Librairie des Peuples Noirs (The Black People’s Bookstore) founded by Mongo Beti in Tsinga, Yaoundé.

• Dr Amber Murrey, Geography & the Environment, University of Oxford, Associate Editor of African Geographical Review, and editor of A Certain Amount of Madness: The Life, Politics, and Legacies of Thomas Sankara
• Dr Emile Sunjo, International Relations, University of Buea
• Dr Ephrem Gebremariam, Geography & Environmental Studies, Addis Ababa University
• Professor Abebaw Yirga Adamu, Education, Addis Ababa University, and Director of the Ethiopian Institute for Higher Education
• Dr Nokuthula Hlabangane, Anthropology, University of South Africa, and co-editor of Decolonising Science, Technology, Engineering and Mathematics (STEM) in an Age of Technocolonialism: Recentring African Indigenous Knowledge and Belief Systems
• Dr Walter Gam Nkwi, Institute for History, Leiden University, the Netherlands and author of African Modernities and Mobilities: An Historical Ethnography of Kom, Cameroon, C. 1800-2008
• Professor Patricia Daley, Geography & the Environment, University of Oxford, author of Gender and Genocide in Burundi: The Search for Spaces of Peace in the Great Lakes Region, and co-editor of Routledge Handbook of South-South Relations

• Dr Remadji Hoinathy, Institute for Security Studies in Lake Chad Basin Programme, N’Djamena, Chad
• Dr Antang Yamo, Anthropology, Université de Yaoundé I and the Interuniversity Centre for Indigenous African Studies and Research (CIERAA), Cameroon
• Dr Jude Fokwang, Anthropology & Development, Regis University, and co-founder and Executive Publisher of Spears Media Press in Cameroon
• Dr Eyob Balcha Gebremariam, School for Policy Studies, University of Bristol
• Dr Rama Salla Dieng, African Studies & International Development, University of Edinburgh
• Dr Takiyah Harper-Shipman, Africana Studies, Davidson College, USA
• Dr Odomaro Mubangizi, Deputy Director & Director Academic Affairs, The Proposed Hekima University in Nairobi, Kenya
• Dr Sayan Dey, Alliance School of Liberal arts, Bengaluru, India
• Professor David Mills, Education, University of Oxford, co-author of Who Counts? Ghanaian Academic Publishing and Global Science, Director at African Books Collective
• Dr Stephanie Kitchen, Executive Director of African Books Collective, Oxford
• Dominik Lukeš, Centre for Teaching and Learning, University of Oxford
• Editorial Team of the Africa Geographical Review, including Dr Benjamin Neimark at Queen Mary University of London, Dr Hanson Nyantakyi-Frimpong at the University of Denver, and Dr Matlhogonolo Kelepile at the University of Botswana
• Dr Hassan Yosimbom, Research Manager, Langaa Research & Publishing Common, Cameroon

• Application Deadline: 10 March 2024
• Notification of Acceptance: April 2024
• Eligibility: Early-career researchers pursuing their PhD or within three years of completion of the PhD. Scholars should be affiliated with a university or research institute in the Central Africa or Horn of Africa regions.
• Language: Papers must be submitted in English or French. There will be live English/French translation at Workshop 1 in Yaoundé.
• Workshop 1 will be held in Yaoundé from 18 – 20 June 2024. Workshop 2 will be held in Addis Ababa from 7-9 October 2024. Accepted participants should be available to attend one workshop in-person and will attend select sessions of the other workshop online.
• Travel, lodging, and meals for accepted participants will be covered by funds from a British Academy Writing Workshop Grant.
• Stipends for childcare and/or internet data are available. If you would like to apply for this funding, please specify the need in your cover letter and include a brief budget.

Please submit: (1) a 300-word abstract of an advanced research paper that speaks to themes of ‘defiant scholarship in Africa’ and (2) a cover letter of no more than 2-pages that details your interest in defiant scholarship as well as 2-3 issues that you consider to be the most urgent for scholars working in your region.

For accepted participants, your advanced research paper must be submitted by 1 June 2024 (for Yaoundé) and 20 September 2024 (for Addis) to enable response, feedback, and peer reflection during the workshops.

Submit your application online at https://forms.gle/QRBr7tQ6T3KkPR7i8 by 10 March 2024.

We look forward to your submissions.

Please address inquiries to Dr Amber Murrey at amber.murrey-ndewa@ouce.ox.ac.uk, Dr Emile Sunjo at emile.sunjo@ubuea.cm, and Dr Ephrem Gebremariam at ephrem.gebremariam@eiabc.edu.et

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