POSTCOLONIALISM

So what exactly is postcolonialism?

According to common definitions, 'Colonialism' refers to territorial occupation. In history, this occupation did not respect the existing systems in place in the occupied territories, resulting in the eradication not only of local economic systems but also of local systems of knowledge and education. Consequently, colonialism entails not only territorial occupation but also the occupation of the minds of the colonized people.

This led to a binary division of the world: the oppressors and the oppressed. Even after the end of colonialism, this mental dominance versus mental oppression is still noticeable. The current subsequent period, during which the hierarchical structuring of the world continues, is referred to as 'Postcolonialism.'

Sensitization to postcolonial ways of thinking should aim to reduce colonial power relations. The traditional logic of categorizing the world must be questioned. Cultural valuation and devaluation, as well as the objectification and stereotypical portrayal of people and situations in the global south that reinforce racist stereotypes, need to be scrutinized and analyzed. Furthermore, the exploitation of the global south, which has persisted for hundreds of years and has become a tradition, must cease so that emancipated, mutual, and reflective development can take place.

In this context, development should not be pursued as an uncritical continuation or imposition of the norms and standards of the global north but rather as a genuine integration of all perspectives.

Real-life examples of postcolonial thinking

Analyzing postcolonial ways of thinking is a sensitive issue that requires the ability to reflect on one's own behavior, often causing discomfort. The goal is not to assign blame but to examine the various perspectives of the involved parties and raise awareness of the diverse points of view that can exist regarding certain situations and circumstances. Our perception is defined through its contrast with someone else's perception and is strongly influenced by our prior experiences. This means that how we interpret new experiences depends on how we connect those experiences in our brains with past experiences and knowledge. This process is highly individual, and even one person may not consistently perceive the same experience in the same way. As a result, there is a vast complexity and a multitude of possible perceptions.

In the following section, we will provide real-life examples to illustrate postcolonial ways of thinking and offer suggestions on how to address them.

Example 1

It is one of Laura's first days in her new host country, where she is staying with a host family. Suddenly, she decides to leave her host family, disregarding the prior agreements about her accommodation. She wants to switch to a shared house, where she can live with other volunteers who speak the same language and have a lifestyle more similar to what she's used to back home. Laura is surprised that her host family doesn't seem pleased with her decision. She comments on the situation as follows: “I would have expected more understanding for my decision. I am here as a volunteer, and if I don't feel comfortable, I don't have to provide any further explanations. I understand that I made a quick decision, but I have to stay here for another two months, and I have to feel comfortable.”

There's no doubt that Laura needs to feel comfortable where she stays. However, her statement exhibits clear patterns of postcolonial thinking. Laura prioritizes her own needs above everyone else's and reinforces the existing power dynamics by emphasizing her status as a volunteer in the host country, positioning herself as superior. In contrast, she views the host family, representing the people from the global south, as an impersonal group. Laura sees herself as an individual, while everyone else is labeled as ‘the others’. She unilaterally decides what is acceptable or not, defining the norm without taking into consideration the local circumstances in a thoughtful manner. Her words give the impression that her stay should only conform to her conditions, effectively imposing herself over the global south. As a representative of the global north, she dictates how her stay should be conducted, thereby perpetuating existing inequalities.

Advice:

This situation illustrates how stereotypes and power imbalances can be reinforced, negatively affecting equitable development, which seeks to dismantle the hierarchies of the world. The goal should be to diminish the power imbalances stemming from colonialism. One approach is self-reflection and examining one's behavior. Our country coordinators and international team, with their extensive experience in different cultures, are available to support you. They may have faced similar situations themselves, as no one is born an expert, but they can aid in your learning process. It is crucial to take responsibility for one's actions and decisions. In our example, Laura initially chose to stay with a host family to immerse herself in the local way of life. When she realized it was more challenging than expected, she changed her mind. Consider your motivations for your time abroad and how it can contribute to your personal development, even if it entails facing certain challenges.

Example 2

Ruth and Amelia have spent 2 weeks volunteering at an animal conservation project. To ensure that the project donation paid on their behalf by the organization that arranged their volunteer assignment is used in "the best way", they decide how it should be spent. The project manager feels uneasy about their decision but accepts it to avoid appearing ungrateful.

Ruth and Amelia assume a position of superiority when deciding how their project contribution should be utilized, despite having spent only a short time in their host country and project. Their belief that they have the right to make such decisions is rooted in historically established colonial power dynamics, wherein the global north dictates the terms of development. They disregard whether their choices align with the actual local needs. Furthermore, their behavior implies that the global south is incapable of making meaningful decisions about fund allocation, effectively devaluing local knowledge and skills. By accepting the girls' decision, the project manager's behavior also reveals internalized oppression resulting from the colonization of the mind.

Advice:

While we don't question Ruth and Amelia's positive intentions, their behavior exemplifies how deeply ingrained postcolonial attitudes can be. It is crucial to scrutinize the consequences of one's intentions. Ruth and Amelia should have engaged with the project manager, who has the authority to determine how the money is used, as no one is better equipped than local individuals to identify their own needs. Trust and transferring responsibility from the global north to the global south can reduce distance, dominance, and oppression.

Example 3

Annika is volunteering at a street children project. After her first few weeks, she meets her local coordinator and expresses her disappointment with the project. She claims that the children aren't real street children because they are clean and well-clothed. In her view, these children don't genuinely require assistance, and she didn't expect her assignment to be like this.

Annika's experiences are characterized by postcolonial ways of thinking. She unquestioningly accepts the binary division of the world, where the global north provides help to the global south, where those in need reside. People from the global south are often depicted as living in romanticized poverty, which many from the global north aim to experience. However, the motivation for a stay in the global south should not be to discover exoticism, confirm stereotypes, or sugarcoat poverty. Annika's beliefs contradict the fundamental idea that change to the status quo is needed, rather than merely administering poverty. Annika also asserts her power position by determining that help is unnecessary for the children she is meant to assist.

Advice:

As previously mentioned, postcolonial thinking involves devaluation and categorization. This is clearly illustrated in this example, as Annika classifies the children's lives, deciding who are "real" street children and who are not. What criteria does she employ for this classification? Her conclusion stems from a stereotypical colonial image of what "real" street children should look like. Such stereotypes must be dismantled. Aspects of life in countries of the global south are as diverse as those in countries and societies of the global north.

It is essential to thoroughly research your host country before your trip, study global relations, social structures, and history to gain a more realistic understanding of local circumstances.

Example 4

Nelly is staying with a host family in her host country. The standard of the house and food is equivalent to that of a middle-class family in the country. After a few weeks, she discovers cheaper accommodation options and believes she's paying too much for her lodging and meals. She assumes that since she is in a developing country, everything should be inexpensive. Moreover, the family she stays with doesn't appear to be very poor, leading her to believe that they don't genuinely require the income from her rent.

Nelly has preconceived notions about how much a family should earn, and she takes for granted that everything should be cheap in a so-called developing country. This mindset reflects postcolonial thinking. Nelly expects to live with a poor family, reinforcing the idea that people in the global south are impoverished and reliant on support from the global north. As a representative of the global north, Nelly unilaterally decides what constitutes poverty and when support is no longer necessary. She disregards the pricing decisions of the people from the global south and implies that poverty should be sustained, as she sees no need to further financially support the host family to improve their standard of living.

Advice:

While cheaper local accommodations may be available at times, this is often the result of the attitude held by many foreign travelers or organizations, similar to Nelly's, who negotiate lower prices. Host families and accommodation providers often accept this because receiving less is still better for them than receiving nothing at all (note: the situation may differ if there's a higher demand for rooms than available). It's essential to reject the mentality of seeking everything at the lowest cost possible.

Please respect the pricing set by local accommodation providers. In general, host families can sustain themselves without revenue from renting to foreigners. However, without such income, they may struggle to afford more than the bare minimum to cover living expenses, leaving them unable to make larger purchases or cover expenses beyond what's essential for survival, such as travel costs. If Nelly can afford such expenses, why doesn't she grant her host family the same opportunity?

Example 5

Ben is volunteering at a music academy in an African country. He is a passionate musician with excellent proficiency in his instrument. After a few weeks, he concludes, "I know Africa isn't Europe. Nevertheless, there's nobody here who can reach my level of classical music. This isn't advancing my musical skills at all. Moreover, there isn't anyone who even grasps the basics of singing or can properly accompany me on the piano. And the piano here is not a good one.

Advice:

Ben is surprised by the limited knowledge of Western music among the musicians in his host country. This mindset is rooted in the assumption that Western knowledge should be widespread throughout Africa, revealing his belief in the superiority of Western knowledge and the devaluation of local knowledge, as promoted by colonialism. In this example, it's the devaluation of local music, instruments, and the way music is performed. Ben determines what constitutes "proper" music, classifying European music as "proper" and African music as "improper." As a musically literate individual, he should be open-minded enough to acknowledge that African music styles and instruments hold equal value to Western music and deserve a place in the world of music. Respect for local knowledge, interests, ideas, and thoughts is crucial for an exchange on equal terms.

After reading this, are you feeling bewildered about how to behave?

"I don't know what I should say and what I shouldn't? How can I find out what other people perceive and how they feel? How do I deal with my own needs?"

If you have these questions, the first step is already taken! You are prepared to reflect on your behavior during your trip.