Colonial matrix of power - see Coloniality of power
Coloniality of power - defined by Aníbal Quijano, describes the legacies of colonialism in structures of power and control and systems of knowledge (many institutional, social, and cultural power relations today can be traced back to structures and cultures implemented during the colonial period).
Colonialism and the process of colonisation describe the control, occupation and exploitation by states of foreign lands and peoples.
Coloniality: Describes the ways in which colonial legacies impact cultural and social systems, knowledge and its production.
Colour-blind: Not seeing or not choosing to notice dimensions of race in another, also called ‘oppression blindness’.
Decoloniality: A movement which identifies the ways in which Western modes of thought and systems of knowledge have been universalised. Decoloniality seeks to move away from this Eurocentrism by focusing on recovering ‘alternative’ or non-Eurocentric ways of knowing.
Decolonising: 1. to free (an institution, sphere of activity, etc.) from the cultural or social effects of colonization; eliminate colonial influences or attitudes from; 2. (of a state) withdraw from (a colony), leaving it independent.
Epistemic injustice: Discrimination against certain forms of knowing or knowledge, including based on race, gender, sexuality, culture, social background and other similar factors. Epistemic injustice results in the exclusion of certain people from the process of knowledge production. It invalidates their ability to be seen as having knowledge or systems of knowledge of their own.
Eurocentric. Viewing the world from a European perspective which assumes that people, culture, society and all things originating in European countries are superior to others.
Epistemology: The ways in which we come to know, understand and perceive the world through formal (educational institutions, the state, religious institutions, the media) and informal (families, communities, public opinion) forces. Epistemology relates to the ways in which we are socialised to experience and view the world through certain prescribed lenses.
Global South refers broadly to Asia, Africa, and South America seen as less developed and marginal. Similar terms that have been used are 'low and middle income countries' , ‘Third World’ or 'developing countries', 'developing world'.
Global North refers to Europe, North America and Australia seen as the 'developed world' or 'first world', usually seen as dominant regions in all aspects of human development.
Microaggressions. Less obvious racism in everyday life, e.g. “where are you from? No, where are you really from?”
Mono-culturalism: Supporting, enforcing or allowing the expression of one cultural, ethnic, social or religious group to the exclusion of others. This encourages assimilation, being expected to adopt the behaviours of the dominant group.
Positionality. Being self-aware of your power and privilege in relation to another.
Racialised People who experience or are disadvantaged by systemic racism. Also those whose ethnicity is usually highlighted in descriptions and policy, in comparison to those whose ethnicity is ignored.
Reparations / reparative justice: The process of making amends for injustices and human rights violations. Reparative justice is a process which might include: symbolic reparations (acknowledgement or apology and memorialisation); guarantees that the offence will not be repeated; compensation; rehabilitation (compensation beyond economic or financial repairs such as providing care and wellness services); and restitution (taking measures to bring the wronged parties into the position they would have been in had the injustice not occurred).
Repatriation. Of cultural artefacts taken, looted during war or colonial occupation.
Restitution. Can be used interchangeably with repatriation, specifically to a clearly identified owner, but may also refer to restorative practices such as compensation.
Virtue signalling. Associating yourself or organisation with a cause to make yourself look good by aligning yourself with others e.g. anti-racism or decolonisation, for example, by making statements, but not living by them or actioning them in practice.
Western-centric. Viewing the world from a Western perspective which assumes that people, culture, society and all things originating in Western countries are superior to others.
Sources:
Decolonising Education: From Theory to Practice (University of Bristol)