The westernized university is a site where the production of knowledge is embedded in Eurocentric epistemologies that are posited as objective, disembodied and universal and in which non-Eurocentric knowledges, such as black and indigenous ones, are largely marginalized or dismissed. Consequently, it is an institution that produces racism, sexism and epistemic violence. While this is increasingly being challenged by student activists and some faculty, the westernized university continues to engage in diversity and internationalization initiatives that reproduce structural disadvantages and to work within neoliberal agendas that are incompatible with decolonization.
This book draws on decolonial theory to explore the ways in which Eurocentrism in the westernized university is both reproduced and unsettled. It outlines some of the challenges that accompany the decolonization of teaching, learning, research and policy, as well as providing examples of successful decolonial moments and processes. It draws on examples from universities in Europe, New Zealand and the Americas.
This book represents a highly timely contribution from both early career and established thinkers in the field. Its themes will be of interest to student activists and to academics and scholars who are seeking to decolonize their research and teaching. It constitutes a decolonizing intervention into the crisis in which the westernized university finds itself.
1. Introduction: Coloniality Resurgent, Coloniality Interrupted (Julie Cupples) 2. The University as Branch Plant Industry (Lou Dear) 3. The White University: A Platform of Subjectification/Subjugation (Lucas Van Milders) 4. Can the Master’s Tools Dismantle the Master’s Lodge? Negotiating Postcoloniality in the Neoliberal University (Lili Schwoerer) 5. Black Studies in the Westernized University: The Interdisciplines and the Elision of Political Economy (Charisse Burden-Stelly) 6. Black Feminist Contributions to Decolonizing the Curriculum (Francesca Sobande) 7. Denaturalizing Settler-Colonial Logics in International Development Education in Canada (Trycia Bazinet) 8. Planetary Urbanisation and Postcolonial Geographies: What Directions for Critical Urban Theory? (Simone Vegliò) 9. Decolonizing Legal Studies: A Latin Americanist Perspective (Aitor Jimenez Gonzalez) 10. The Challenges of Being Mapuche at University (Denisse Sepúlveda Sánchez) 11. Learning from Mayan Feminists’ Interpretations of Buen Vivir (Johanna Bergström) 12. Other Knowledges, Other Interculturalities: Colonial Difference, Epistemological Bias, and Eurocentrism in Intercultural Dialogue (Robert Aman) 13. Poetical, Ethical and Political Dimensions of Indigenous Language Practices in Colombia (Sandra Camelo) 14. Surpassing Epistemic Hierarchies: A Dialogue Between Expanded Art Practices and Human Scale Development (Maricely Corzo Morales) 15. "Liberté, Egalité, Fraternité": Debunking the Myth of Egalitarianism in French Education (Olivette Otele) 16. Dismantling Eurocentrism in the French History of Chattel Slavery and Racism (Christelle Gomis) 17. Beyond the Westernized University: Eurocentrism and International High School Curricula (Marcin Stanek) 18. What is Racism? Zone of Being and Zone of Non-Being in the Work of Frantz Fanon and Boaventura De Sousa Santos (Ramón Grosfoguel)
The Routledge Research in New Postcolonialisms Series offers a forum for original and innovative research that explores the changing contexts, emerging potentials, and challenges to postcolonial studies. Postcolonial studies across the social sciences and humanities are in a period of transition and innovation. From the question of the environment and ecological politics, to the development of new theoretical frameworks, to attempts to innovate around the importance of political critique during expanding imperialisms, enclosures, and global violences against people and place, postcolonial studies are never more relevant and, at the same time, challenged. This series seeks to host and so draw into focus emerging inter- and transdisciplinary conversations about the changing contexts and demands of new postcolonial research. Titles within the series range from empirical investigations to theoretical engagements. Authors are scholars working in overlapping fields including human geography, politics, anthropology, literary studies, indigenous studies, development studies, sociology, political ecology, international relations, art and aesthetics, science, technology and media studies, and urban studies. The series seeks to engage with a series of key debates about how new postcolonial landscapes, and new empirical and conceptual terrains are changing the scope, remit, and responsibilities of postcolonial critique. Topics include: the Anthropocene; food studies; comparative urbanisms; mobilities; identity and new political processes; global justice and protest movements; experimental methodology; neo-liberalising governance and governmentality; the commons and new public spaces; violence and new sites of enclosure; the aesthetics, writing, and translation of alterity; territoriality, cosmopolitanism and comparative ontology; digital technologies and mediatised cultures of translation; material and scientific politics; and policy formations. This series provides, then, a forum for cutting edge research and new theoretical perspectives that reflect emerging currents being undertaken around new forms of postcolonial analysis.
This series is aimed at upper-level undergraduates, research students and academics, appealing to scholars from a range of academic fields including human geography, sociology, politics and broader interdisciplinary fields of social sciences, arts and humanities.