Facilitator: Alessandra Palange | Six two hour sessions | Autumn: 13:00 - 15:00 Mondays 8, 22 October + 5, 19 November + 3, 17 December

The aim of this course is to discuss the concepts of dewesternisation, multiculturalism and decoloniality (Mignolo 2011) and their potential implications within the field of education research and practice. Decoloniality can be defined as the project of developing alternative, indigenous vocabularies, educational practices and methodologies mainly by first recognizing and then disassociating from colonial and neocolonial power/knowledge structures. During the course, we will critically discuss essays that have been influential in the development of a theory of decoloniality and explore case studies from different geographical areas and spiritual and religious traditions. This seminar will be of interest to research students interested in cultural diversity in education, the relationship between the global and the local, and activism.  

From the following bibliography, I will select one reading per week to be discussed in the course and an additional reference for those who want to read more. 

Bibliography

• Andreotti, V. D. O. (2011). (Towards) decoloniality and diversality in global citizenship education. Globalisation, societies and education, 9(3-4), 381-397.

• Baker, M. (2012). Decolonial Education: Meanings, Contexts, and Possibilities. In American Educational Studies Association, Annual Conference, Seattle Washington. Retrieved from https://www. academia. edu/3266939/Decolonial_Education_Meanings_Contexts_and_Possiblities (accessed on Oct 17, 2014).

• Blaser, M., de Costa, R., McGregor, D., & Coleman, W. D. (2010). chapter 1 Reconfiguring the Web of Life: Indigenous Peoples, Relationality, and Globalization. Indigenous peoples and autonomy: Insights for a global age UBC Vancouver

• Carvalho, J. J. D., & Flórez-Flórez, J. (2014). The meeting of knowledges: A project for the decolonization of universities in Latin America. Postcolonial Studies, 17(2), 122-139.

• Chen, K. H. (2010). Asia as method: Overcoming the Present Conditions of Knowledge Production in Asia as Method: Toward deimperialization. Duke University Press.

• De Lissovoy, N. (2010). Decolonial pedagogy and the ethics of the global. Discourse: Studies in the Cultural Politics of Education, 31(3), 279-293.

• Elmessiri, A. M. (2006). Epistemological bias in the physical and social sciences. International Institute of Islamic Thought (IIIT).

• Fataar, A., & Subreenduth, S. (2015). The search for ecologies of knowledge in the encounter with African epistemicide in South African education. South African Journal of Higher education, 29(2), 106-121.

• Fitznor, L., Haig-Brown, C., & Moses, L. (2000). (De) colonizing academe: Knowing our relations. Canadian Journal of Native Education, 24(2), 75.

• Freire, P. (2000). Excerpts from the Pedagogy of the oppressed. Bloomsbury Publishing.

   

• Grosfoguel, R. (2007). The epistemic decolonial turn: Beyond political-economy paradigms. Cultural studies, 21(2-3), 211-223.

• Grosfoguel, R. (2013). The structure of knowledge in westernized universities: Epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human architecture, 11(1), 73.

• Hall, B. L., Dei, G. J. S., & Rosenberg, D. G. (2000). Indigenous knowledges in global contexts: Multiple readings of our world. University of Toronto Press.

• Harindranath, R. (2014). The view from the Global South: an introduction. Postcolonial Studies, 17(2), 109-114.

• Harper, A. B. (2012). Going Beyond the Normative White “PostRacial” Vegan Epistemology. Taking Food Public: Redefining Foodways in a Changing World, 155-74.

• Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65-76.

• Hwami, M. (2012). Settlers, sell-outs and sons of the soil: The creation of aliens in Zimbabwe and the challenge for higher education. Cultural and Pedagogical Inquiry, 4(1)

• Illich, I. (1973). Excerpts from  Deschooling society Harmondsworth, Middlesex.

• Tlostanova, M. and Mignolo, W., 2012. Learning to unlearn. Decolonial reflections from Eurasia and the Americas. Columbus, OH: Ohio State University Press

•  Monzó, L. D., & McLaren, P. (2014). Critical Pedagogy and the Decolonial Option: challenges to the inevitability of capitalism. Policy Futures in Education, 12(4), 513-525.

• Morreira, S. (2015). Steps Towards Decolonial Higher Education in Southern Africa? Epistemic Disobedience in the Humanities. Journal of Asian and African Studies, 0021909615577499.

• Mpofu, W. J. (2013). Coloniality in the scramble for African knowledge: A decolonial political perspective. Africanus, 43(2), 105-117.

• Nasr, S. V. R. (1991). Islamization of knowledge: A critical overview. Islamic Studies, 30(3), 387-400.

• O'Connell, A. (2016). My Entire Life is Online: Informed Consent, Big Data, and Decolonial Knowledge. Intersectionalities: A Global Journal of Social Work Analysis, Research, Polity, and Practice, 5(1), 68-93.

• Prakash, M. S., & Stuchul, D. (2004). McEducation marginalized: Multiverse of learning-living in grassroots commons. Educational Studies, 36(1).

• Quijano, A. (2007). Coloniality and modernity/rationality. Cultural studies, 21(2-3), 168-178.Rahman, F. (1988). Islamization of knowledge: A response American Journal of Islamic Social Sciences, 5(1), 3.

• Veintie, T. (2013). Practical learning and epistemological border crossings: Drawing on indigenous knowledge in terms of educational practices. Diaspora, Indigenous, and Minority Education, 7(4), 243-258.

• Walsh, C. (2007). Shifting the geopolitics of critical knowledge: Decolonial thought and cultural studies ‘others’ in the Andes. Cultural studies, 21(2-3), 224-239.

• Warrior, R. A. (1995). Tribal secrets: recovering American Indian intellectual traditions. University of Minnesota Press.

• Weil, Z. (2013). The power and promise of humane education. New Society Publishers.

• Weil, Z. (2016). The world becomes what we teach: Educating a generation of solutionaries. Lantern Books.

• Zhang, H., Chan, P. W. K., & Kenway, J. (Eds.). (2015). Asia as Method in Education Studies: A Defiant Research Imagination. Routledge.