BRIDGES brings together communities from both inside and outside the academy to co-create knowledge through antiracist feminist practices. Through this work, we seek to dismantle the assumptions that theory must be derived from a process of abstraction that is detached from everyday struggles. Instead, it fosters processes of reflection and collective analysis that have originated from situated experiences within and outside European universities, deconstructing divides between the object and the subject of knowledge, and between activism and scholarship. The project seeks to bridge intersecting struggles, building communities to co-produce alternative knowledge through Participatory Action Research.

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?