Author: Milena Dobreva

Can Walls Become Gateways? Round Table ‘From Wall to Web’ on 18 October 2025 – registration is open!
October is the Black History Month and our project is part of two exciting events prepared in collaboration with The Scottish Museum of Empire, Slavery, Colonialism and Migration and the Glasgow Women’s Library

The exhibition Re-membering the Lives and Work of BME Scottish Communities(1–31 October) will be hosted by Glasgow Women’s Library and is part of the Black History Month supported by the Glasgow City Council. You are welcome to explore the exhibition – it does not need a registration!

And on 18 October 2025 we will host the round table From Wall to Web: How to Archive Black History & Belonging Events?

Why this round table and why now?

Throughout the recent years, Scotland hosted numerous exhibitions and other events dedicated to Black history, migration, communities and belonging. Information on these events, their key messages and their impact on the wider society has not been systematically collected and preserved. The Scottish Museum of Empire, Slavery, Colonialism and Migration is interested in exploring how the memory of such events will not be lost, and the ongoing initiatives of communities will continue their life in a digital archive.

This round table will bring together a panel of practitioners, academics and citizens to discuss a wide range of questions: what to preserve? How? When? For whom? It focuses on exhibitions and other relevant events by and about Black and other ethnic/migrant? communities in Scotland, and the practical steps for creating digital archives that serve those communities first.

We will explore:

The Scottish Museum of Empire, Slavery, Colonialism and Migration is interested in exploring how the memory of such events will not be lost, and the ongoing initiatives of communities will continue their life in a digital archive.
- What to capture—programmes and run‑sheets, recordings, transcripts, posters, photos, wall text, social media, artist/speaker files, audience responses, co‑curation outputs and oral histories—and how to document decisions so others can reuse and build on the work.
- Why archive (visibility, accountability, cultural memory, education, advocacy);
- For whom archives are made (participating Black communities, artists and speakers; future curators; learners; wider publics);
- How to curate with care (consent, credit, community‑preferred language; platforms and metadata; preservation and sustainability).
Register now – places are limited!
7 September 2025
Interview with Dr. Christine Urquhart

Justin Wiggins talked to Christine in June 2025.

After graduating in Chemistry from the University of Warwick, I spent a year doing VSO in Kathmandu, Nepal. After that ‘Information Science’ seemed an interesting career move and I did an MSc in Information Science at City University. After that I worked in a wide variety of organisations, including industrial consultancy, the electricity industry, and a pharmaceutical company. I then combined child care with a variety of part-time work. After running a College of Nursing library for a couple of years, I took the chance of a research post working for, but not at, Aberystwyth. I started lecturing at Aberystwyth in 1995, and became a Senior Lecturer in 2000. Since early 2009 I have focused on research work.

I enjoy the challenge of growing unusual plants.

When did you first become interested in decolonisation?

I have been aware of decolonisation activities since childhood, although most of the descriptions of the UK withdrawing from former colonies were somewhat theoretical until I went to Nepal to work as a teacher and visited India when a voluntary service overseas (VSO after University). I read up the history of partition, and the life and work of Gandhi. I will never forget seeing the rehearsal for the “last post” part of Independence Day celebrations in Delhi – with the military band playing “Abide with Me” (Gandhi’s favourite hymn) with the setting sun behind the Red Fort. Decolonisation isn’t and can’t ever be a crisp and clean detachment – there is meaning for both sides on shared objects, events and activities. Later on, I worked in Dublin for two years and learnt more about Irish history (had done a fair amount of 19th century European history at school) and had the experience of driving through Belfast during the Troubles (to catch the Larne -Stranraer ferry). I continue to read a lot of history.

In your vocational work, would you say that steps toward decolonisation have made good progress in society outside of academia?

I worry that much of the UK population seem quite ignorant about their history, and the problems of Empire.

What are some good resources for helping people understand the importance of decolonisation?

TV programmes, and books by David Olusoga help to bring flesh to the rather stereotypical profiles of the “colonized people”. I like the Empire podcast series (William Dalrymple and Anita Anand). Local museums can help people understand the viewpoint of those who interacted with their ancestors – for good outcomes and bad outcomes. It’s easy to understand why so many “conquistadors” came from a very poor region of Spain – getting wealthy only from the resources in Extremadura would be very difficult, and there was every incentive to plunder when abroad. Many people’s family trees in the UK include ancestors who went abroad – perhaps migrated, or served in the armed forces, or did some work overseas and then returned. Understanding the past from immediate family and going backwards in time allows a better understanding of different perspectives on the same situation.

What are some challenges with decolonisation in the 21st century?

Challenges include the problems of transferring and conserving artefacts if they are “rehomed” – but the problem may be deciding which was the original home (e.g. the chequered history of the Koh-i-noor diamond). There may be too much emphasis on the trophy items in the discussions – the aim should be the potential for useful learning and appreciation for different groups of people rather than rights and wrongs of “possession”. During colonization, workers were transplanted to different settings (indentured labourers) – and the history of their background isn’t simple, just as those who were traded as slaves have a complex history (but not a lot may be known). And, basically, who pays or should pay for decolonisation activities? That’s difficult when finding money for any museum/gallery activities can be challenging. Attitudes and customs were different in times past, and it was perfectly possible to hold two conflicting opinions quite happily then – and perhaps we need to remember that people will judge us as holding similar conflicting views in the future. Unconscious bias is very difficult to challenge when people don’t think they are biased.

Who are some poets, musicians, artists, philosophers, thinkers, or mentors that have inspired you on your journey in advocating for decolonisation?

Well, there’s the wonderful example of Robert Burns, the Scottish poet (a man’s a man for a’ that) but who also accepted the job of a West Indian slave plantation manager (although he never actually went). On human rights – the Chinese artist Ai Weiwei has an interesting perspective on some cultural shibboleths, as well as nurturing old skills, and old artefacts.

What is the role of the arts and academia in helping people understand different narratives, worldview perspectives, and decolonisation?

Always question the assumptions – that is what the arts and academia should do.

30 June 2025
Workshop on Generative AI: A Problematic Illustration of the Intersections of Racialized Gender, Race and Ethnicity and their Impact on Digital Heritage
6 June 2025, Glasgow

This workshop was co-organised with CoLIS 2025 – the 12th International Conference on Conceptions of Library and Information Science.

The workshop was delivered by Dustin Hosseini, University of Strathclyde, University of Cumbria, University of Glasgow, with inputs from Nayiri Keshishi, University of Surrey and Milena Dobreva, University of Strathclyde

Introduction

This workshop aimed to develop practical awareness and understanding of the problematic nature of using generative artificial intelligence (AI) within the digital heritage domain. Specifically, this workshop focused on critical and analytic thinking around the underpinnings of generative AI along with what generative AI (re)produces concerning race and gender.

By discussing a set of examples, the workshop illustrates various issues around the misrepresentation of race and gender in AI-generated images. It will also provide the space for a broad discussion on the question of how can heritage professionals, as well as academics active in the digital heritage domain ensure that generative AI creations are more accurate and equitable representations of peoples/cultures/objects.

Format

The workshop was 90 minutes long. It required participants to bring their own device. The workshop included hands-on activity, discussion in small groups and peer learning. The schedule included:
- Introduction – examples from AI generated images
- Activity for the participants (experimentation with AI generated images)
- Discussion: types of issues and possible solutions
Recommended Reading (pre-workshop)

Hosseini, D. D. (2024). Generative AI: a problematic illustration of the intersections of racialized gender, race, ethnicity. [pre-print]

Further references 

Benjamin, R. (2019). Race After Technology: Abolitionist Tools for the New Jim Code. Polity Press.

Participants from various cultural heritage institutions were interested in hosting this workshops for their teams. We are happy to discuss the delivery of the workshop tailored for a specific organisation – if you are interested in this, please get in touch with Mr Dustin Hosseini.
8 June 2025
Interview with Charlie Cobbinah

Justin Wiggins talked to Charlie in May 2025.

Charlie Cobbinah is a doctoral researcher and fellow of the Wits-Edinburgh Sustainable African Futures (WESAF) Doctoral Programme, an interdisciplinary program from the partnership between The University of Edinburgh and The University of the Witwatersrand. His research focuses on exploring the intersections between decolonization, higher education, and sustainable development in the context of Africa. Currently, his work aims at exploring the ways and the extent to which decolonial discourses are reinventing the self-reflexive identity and institutional role of African universities in advancing sustainable African futures.

As an aspiring professor of African Development, Charlie is actively engaged in discussions on African sustainability and knowledge production initiatives, particularly in the context of higher education institutions across Africa. He has contributed to various initiatives and projects aimed at rethinking colonial legacies in African higher education and cultural institutions and fostering interdisciplinary approaches to knowledge production. Beyond academia, Charlie runs a social entrepreneurship program that empowers teenagers through education and leadership training.

As an invited guest at the DeCoGLAM event on 7 May 2025, Charlie chose the topic Whose Story? Critical Analysis of Primary Sources for Decolonized Curricula. Justin Wiggins from our team asked some additional questions.

What was an event in your life that inspired you to become passionate about decolonisation?

I wouldn’t call it a single event, but rather a lived experience. While several factors have contributed to my passion for decolonisation, one major influence has been the educational systems I encountered growing up in Ghana. From an early age, I absorbed ideas and constructs that felt significantly detached from my own context. This disconnect—and the dissatisfaction it brought—grew as I progressed through the academic ladder. However, during my postgraduate studies, my exposure to the discourse of decolonisation solidified my passion. I finally reached a point where I could name the dissatisfaction I had long felt and envision the possibility of change. Since then, through learning and being inspired by other leaders in the field of decolonisation, it has become a lifelong passion.

What does decolonisation mean to you?

To me, decolonisation means reimagining what our world could have been—and still can be—without the historical and enduring impacts of colonisation across many regions. Colonisation, in my view, has privileged only one way of knowing, being, and holding power. Decolonisation, therefore, is about transforming that dominant lens and making space for diverse worldviews, identities, and systems of knowledge.

From your time spent in academia, would you say that steps toward decolonisation have made good progress in society?

As an emerging scholar, I deeply appreciate the work of those who have contributed to the development of this field. Despite the many challenges that accompany this discourse and praxis, there has been significant progress—especially in recent years, following movements such as South Africa’s #FeesMustFall and other global “fallist” movements. We are now seeing academic institutions approach decolonisation with a renewed sense of urgency and commitment, and this is having a tangible impact—particularly in the growing emphasis on social justice.

What are some good resources for helping people understand the importance of decolonisation?

This is a tough one. Decolonisation is a vast and multi-layered field with diverse perspectives, so it’s difficult to narrow it down to just a few resources. However, I would recommend some foundational texts like The Wretched of the Earth by Frantz Fanon and Decolonising the Mind by Ngũgĩ wa Thiong’o. Additionally, there are insightful podcasts and online lectures that unpack the subject in accessible ways, depending on one’s level of familiarity.

In your current field of study, what do you hope to achieve through advocating the importance of decolonisation?

I am passionate about the future of (higher) education and hope to contribute to the reimagining of educational institutions in Africa and beyond through decolonisation. I believe that decolonising our institutions of learning is a powerful pathway toward reimagining our people, our communities, and the broader world—and ultimately, building a sustainable future.

What are some challenges with decolonisation in the 21^st century?

That’s an interesting question. While decolonisation offers immense opportunities today, there are key challenges that must be addressed. Two major ones are: (1) the deep-rooted colonial legacies that remain embedded in our institutions and societal structures, and (2) the risk of tokenism and symbolic gestures that dilute the true transformative goals of the decolonial project.

Who are some poets, musicians, artists, or mentors that have inspired you on your journey in advocating for decolonisation?

I’ve been inspired by a number of individuals—both past and present. Among them, Kwame Nkrumah stands out the most. His ideas around decolonisation, Africanisation, and Pan-Africanism—though not without critique—represent, to me, the promise of a liberated and self-determined future for the African continent. Alongside Nkrumah, I also draw inspiration from contemporary thinkers and scholars such as Toyin Falola, Achille Mbembe, and Sabelo Ndlovu-Gatsheni, whose work continues to shape the decolonial discourse today.

31 May 2025