Towards unlearning colonial practices? Muddling through academic collaborations among Tanzania, Zambia and Finland

Résumé

Extensive research has called for transformations to increase equity in, and decolonising of, North–South academic collaborations characterised by power asymmetries. However, less attention has been paid to everyday practices through which collaborators ‘muddle through’ extant funding constraints, university bureaucracies and institutionalised hierarchies when pursuing shared goals. Drawing on the lenses of unlearning colonial practices and decolonising work, and based on authors’ critical self-reflection of over fifteen years of collaborations in development studies between Finnish, Tanzanian and Zambian universities, this article identifies structural, epistemic and relational forms of decolonising work. These are understood as attempts to ‘do otherwise’ contributing to incremental changes in collaborations that extend beyond individual projects.

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