Sara de Jong – författare

NGOs headquartered in the North have been, for some time, prominent actors in attempts to address the poverty, lack of political representation, and labor exploitation that disproportionally affect women from the global South. Feminist NGOs and NGOs focusing on women's rights have been successful in attracting attention to their causes, but critics argue that the highly educated elites from the global North and South who run them fail to effectively question the power hierarchies in which they operate. In order to give depth to these criticisms, Sara de Jong interviewed women NGO workers in seven different European countries about their experiences and perspectives on working on gendered issues affecting women in the global South as well as migrant women in the global North. Complicit Sisters untangles and analyzes the complex tensions women NGO workers face and explores the ways in which they negotiate potential complicities in their work. Unlike other studies looking at development workers "on the ground," this book examines the women NGO workers in the global North who work to influence high level gender advocacy and policy, alongside women NGO workers supporting migrant women within the global North--a unique combination. Weighing the women's first-hand accounts against critiques arising from feminist theory, postcolonial theory, global civil society theory and critical development literature, de Jong brings to life the dilemmas of "doing good."

NGOs headquartered in the North have been, for some time, the most visible in attempts to address the poverty, lack of political representation, and labor exploitation that disproportionally affect women from the global South. Feminist NGOs and NGOs focusing on women's rights have been successful in attracting funding for their causes, but critics argue that the highly educated elites from the global North and South who run them fail to question or understand the power hierarchies in which they operate. In order to give depth to these criticisms, Sara de Jong interviewed women NGO workers in seven different European countries about their experiences and perspectives on working on gendered issues affecting women in the global South. Complicit Sisters untangles and analyzes the complex tensions women NGO workers face and explores the ways in which they negotiate potential complicities in their work. Weighing the women NGO workers' first-hand accounts against critiques arising from feminist theory, postcolonial theory, global civil society theory and critical development literature, de Jong brings to life the dilemmas of "doing good." She considers these workers' ideas about "sisterhood," privilege, gender stereotypes, feminism, and the private/public divide, and she suggests avenues for productive engagement between these and the inevitable tensions and complexities in NGO work.

Decolonization and Feminisms in Global Teaching and Learning is a resource for teachers and learners seeking to participate in the creation of radical and liberating spaces in the academy and beyond. This edited volume is inspired by, and applies, decolonial and feminist thought – two fields with powerful traditions of critical pedagogy, which have shared productive exchange.The structure of this collection reflects the synergies between decolonial and feminist thought in its four parts, which offer reflections on the politics of knowledge; the challenging pathways of finding your voice; the constraints and possibilities of institutional contexts; and the relation between decolonial and feminist thought and established academic disciplines. To root this book in the political struggles that inspire it, and to maintain the close connection between political action and reflection in praxis, chapters are interspersed with manifestos formulated by activists from across the world, as further resources for learning and teaching.These essays definitively argue that the decolonization of universities, through the re-examination of how knowledge is produced and taught, is only strengthened when connected to feminist and critical queer and gender perspectives. Concurrently, they make the compelling case that gender and feminist teaching can be enhanced and developed when open to its own decolonization.