In our experience, leadership in local movements taking on sustainability challenges is fluid and dynamic. Therefore the building of leadership needs to be understood as an always ongoing process of collective efforts, rather than the emergence of particular individuals.
This is a movement produced book, written and edited by members of the Ada Songer Advocacy Forum (ASAF), including members of the Yihi Katseme/Ada Songor Salt Women's Association, the Ada Songor Salt Cooperative and Radio Ada which provides a collective storytelling of the struggle of the Ada people for the Songor Salt Lagoon.https://www.academia.edu/43009209/The_Struggle_of_the_Songor_Salt_People_Ada_Songor_Advocacy_Forum_2016_rev
This chapter shares the story of four social movements: Kume Preko demonstrations, Network for Women’s Rights (NETRIGHT), OccupyGhana, and Ada Songor Advocacy Forum (ASAF). It Highlights the importance of networks and coalitions to make activism meaningful and impactful during the three decades of alternating democratic and military rule following the year 1992.https://www.academia.edu/30937658/Activism_in_Ghanas_Democracy
Informed by 15 years of working with university students and experiential learning programs, the authors share their own critical concerns reflecting on ongoing work and some ways that have been used to address these concerns. In this chapter, successful experiential learning is determined by the depth of student engagement and challenging the status-quo of typical power dynamics in many mainstream experiential learning programs.https://www.academia.edu/22972501/Critical_hyper_reflexivity_and_challenging_power_pushing_past_the_dichotomy_of_employability_and_good_global_citizenship_in_Development_Studies_experiential_learning_contexts_In_R_Tiessen_and_B_Huish_Eds_2014_Globetrotting_or_Global_Citizenship_Toronto_U_of_T_Press
This article calls for a continuation of the decolonisation project that accompanied the emergence of development studies, both material and discursive, not only destabilising Eurocentric conceptual frameworks, but also actively contesting the continued colonisation and inequity in university programs and campuses, through pedagogic approaches of inclusion of marginalised and indigenous voices in course materials, questioning the Eurocentric norms educators and students may hold, and consciously blurring the line between activism and scholarship.https://www.academia.edu/4810552/Decolonising_development_studies_reflections_on_critical_pedagogies_in_action