Researcher Examines Colonial Ties in Global South Schools
A new academic paper analyzes how historical legacies of whiteness persist in public school systems.
Updated on Oct. 21, 2026 in Culture — General
Postdoctoral researcher Paola Prandini has released a study examining colonial continuities within modern public school environments. The research focuses on the intersection of social relations and whiteness across three major cities.
Why it matters
The study offers a comparative perspective on how historical power structures continue to influence educational settings in the Global South. By documenting the lived experiences of educators, it provides insight into the lasting impacts of colonial legacies.
The paper was published in the 13th volume of the Lusophone Journal of Cultural Studies. It draws on qualitative data from public school educators in Johannesburg, Maputo, and São Paulo.
The players
Paola Prandini
She is a postdoctoral researcher at the Wits Centre for Diversity Studies (WiCDS).
The details
Paola Prandini, a researcher at WiCDS, analyzed the memories and professional experiences of public school staff to trace the influence of whiteness in social relations. The work explores the contemporary frameworks relevant to South Africa, Mozambique, and Brazil.
Timeline
October 21, 2026: The research article was officially published.
Culture Shift
This research contributes to the expanding academic focus on post-colonial social structures within the Wits Centre for Diversity Studies. It highlights a shift in cultural studies toward prioritizing the lived experiences of educators to challenge traditional institutional frameworks.
The study provides educators and policy advocates with a framework to identify how historical social dynamics manifest in their own school environments. Readers may find these findings useful for facilitating discussions on institutional inclusivity and classroom equality.
The takeaway
This study underscores how personal memories can be used as a tool to map complex, long-standing social inequalities in international institutions. Understanding these patterns is a necessary step for those looking to foster more equitable public learning spaces.
Further reading
Explore more analysis in Culture — General.
More information
Access the full research article published in the journal archives.
Source note: This article includes information reported by Wits.
