The BRIDGES Toolkit provides antiracist and feminist tools and strategies for addressing and dismantling structures of exclusion in Higher Education curricula. It can be used by any instructor, in any field, at any EU higher education institution, but also cross-sectorally, by Civil Society Organisations and community-based organisations providing adult education programmes and staff training.
The BRIDGES Toolkit seeks to create decolonial cracks in order to transform the epistemologies, methodologies, and pedagogical practices through which knowledge is produced as abstract theory, which is intrinsically based on colonial principles of rationality, universality, and violence.
Each tool emerged from discussions relevant to the local contexts and struggles. They share a common attention to antiracist feminist pedagogies and methodologies, critically intervening in the intersection of racist and patriarchal systems of oppression and knowledge produced within the academy.
- Elaborating theoretical frameworks: Providing tools of analysis to understanding structures of discrimination and exclusion in HEI, from an antiracist and feminist perspective.
- Bridging theory and practice: Implementing pedagogical and methodological strategies to critically reflect on, and challenge structures and practices of discrimination and exclusion in the classroom and in the curriculum.
- Archiving existing projects seeking to decolonise education, as well as antiracist and feminist resources developed both within and outside the academy.
Addressing the liberatory potential of “difference”, as well as the dangers of its enclosure and tokenization within higher education institutions, as opposed to transformative practices that dismantle colonial and racist relations of power. Whilst working towards the above objectives to intervene from antiracist and feminist perspectives in Higher Education Institutions, the BRIDGES Toolkit also seeks to raise critical questions around the (im)possibility of decolonising these institutions.
- Can liberatory practices be created using “the master’s tools” whilst remaining within “the master’s house”?
- Can the University be decolonised? If so, what becomes of it?
- Is a feminist decolonial praxis possible within these spaces?
This tool examines a buzzword of our era. The declaration of "crisis" enables the production of "states of exception" and the intensification of neoliberal, extractivist, authoritarian, racial capitalism. Rather than taking crisis for granted as a phenomenon, we need to discuss its systematic functions and desist its life/death ordering principles.
Moving from a static understanding of borders as lines on a map separating countries, this tool elaborates a processual understanding of border(ing) as manifesting colonial dynamics of demarcation of territories, populations, and bodies, which are perpetuated both at the macrolevel and at the microlevel of everyday life.
This tool explains how journeys of people on the move are managed and controlled through the production of differentiated spaces and juridical identities. The designation and material production of "transit countries" reproduces the uneven geographies of Europe though border regimes with tangible repercussions on people’s everyday lives.
This tool seeks to engender reflection on how narratives of enlightenment, industrialization, and modernity in Western Europe foreground notions of "equal rights", "civilisation", and "citizenship", forging values and identities that erase European colonial history and present, whilst producing racialised hierarchies and normalised forms of violence.
This tool offers an analysis of the impact of intersectional racism and (mis)recognition, while suggesting ways to form political alliances with antiracist struggles and producing new methodologies for collective learning from decolonial perspectives in HEI.