Faiz anwar biography of william hill

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In 2022 a group of professors and students, including myself as an MA student at the time, embarked on a project to use Lotus in the classroom at King’s College London. Lotus: Afro-Asian Writings (1968-91) was the trilingual literary magazine of the Afro-Asian Writers Association, a group of writers, editors, illustrators and translators established at the 1958 Tashkent conference in Uzbekistan. Titled ‘Decolonising the Curriculum and Inclusive Pedagogy: Integrating Cultural Production and Decolonial Archives’, the project set out to question and resist colonial legacies and structures of oppression in the classroom using anticolonial archives, specifically Lotus. What did we learn from this project? How did the magazine engage and inspire students, me included, to think and act with the anticolonial histories included in the magazine?

This project took place in the broader context of the movement to decolonise the university. Rooted in anti-racist struggle and practice, this movement has addressed the legacies of colonialism in universities and particularly in Eurocentric curricula. In Britain, student campaigns such as Why is My Curriculum White? and #LiberateMyDegree emerged in 2015, influenced by the Rhodes Must Fall student movement in South Africa. As a result, Global North universities have adopted decolonising initiatives. However, these initiatives often culminate in the tokenistic diversification of curricula, as Eurocentric narratives remain centred while ‘diverse’ voices are contrasted to reaffirm the centrality of European voices. Similarly, Global North universities are seen to facilitate decolonising initiatives while repressing calls for the inherently decolonial Palestinian Boycott, Divestment and Sanctions (BDS) movement. Universities have refused to divest from arms manufacturers and cut ties with Israeli universities, which contribute to and benefit from the genocide of Palestinians in Gaza, and the deaths of civilians in the West B