6. Unpacking Colonial Legacies: Part 2

[This blog post was split into two separate posts. Read the previous post for an introduction and some discussion on the Sahel's colonial history.]

Colonial legacies are also apparent in Sahel’s water, sanitation, and hygiene (WASH) sector. Project designs to improve sanitation spearheaded by NGOs are often conceived in the countries of the ‘Global North’ where they are headquartered. Projects are dependent on expensive imported technologies for implementation which make it very difficult for locals to benefit in the long-term if the technology becomes dysfunctional as it cannot be repaired or maintained. A neo-colonial dynamic is evident in the interactions between donors and their partners in the Sahel; many a time, these projects are politicized and operate on a rushed schedule where the consultation process is overlooked (Dietvorst, 2020). Local communities are reluctant to voice their opinions out of fear of seeming ungrateful and only hold their thoughts for future project meetings at which point they rarely materialize. This is reminiscent of traditional development theories which promote a top-down ethnicentric and paternalistic view of development, one that strives towards a western vision of progress (Dinbabo, 2003). Instead, a participatory approach such as community development which involves the community in all decision-making processes is much better geared to ensure sustainability through empowerment, self-transformation, and self-reliance (Penderis, 1996; Rahman 1993). Consultation should be continuous beginning at the project’s conception, supported by open communication channels along with other social accountability tenets. 

In tandem with recognizing the colonial legacies present in tackling the water crisis in the Sahel, it is also important to decolonize knowledge and academic literature on the WASH sector. In light of Black History Month and honoring Black academics, I want to actively showcase Black perspectives and knowledge in my writing and push to do some more often in general. I recognize that there are strides I can take to decolonize my own mind and my academic mindset. I can do so better by incorporating elements of indigenous knowledge, feminist theory, and human rights in my systems thinking to move away from pieces of knowledge and research that are told from a toxic position of power (such as taking information only from a Western development organization brochure without being wary of how the knowledge shared is produced). In this blog post, the author, Alara Adali (2020), says that decolonisation requires communication and power sharing so that everyone can become agents of change. I hope to be able to replicate this amongst my peers in class when discussing and sharing about hydropolitics.