The article is devoted to the decolonization of Ukrainian culture as an important factor of nation-building in the European perspective. At the same time, decolonization is a current trend in Western academic thought, which is embodied in social activism, in particular, in the wok movement and the culture of abolition. Postcolonial studies has become an intellectual battleground. These studies draw a new front line in the culture wars. Rethinking Western culture in light of its (...) imperial expansionist past defines the goal of decolonization. However, the tendency towards the politicization of vouk and the culture of cancellation. carries the risks of undermining the basic values of Western culture - freedom of thought and the rule of law, while the decolonization of Ukrainian culture has a different purpose. Unlike cultural decolonization in Western countries, cultural decolonization in Ukraine is aimed at legitimizing modern European values (Lisbon Agreement, 2007) by overcoming the «Russian-oriented» (Eurasian) tradition of thinking.Identifying the authentic contents of Ukrainian culture and refuting its imperial-Soviet interpretations is one of the main tasks of the decolonization of Ukrainian culture. The article offers a comparative analysis of Ukrainian and Western versions of cultural decolonization in order to avoid uncritical borrowings and ignoring the peculiarities of the Ukrainian context. The successful decolonization of Ukrainian culture requires the development of its 1) concept, 2) methods of theoretical substantiation, and 3) methods of practical implementation. The article states that the decolonization of Ukrainian culture becomes possible if its research strategies are deprived of colonial influences, which reveal indications of the imperial and Soviet scientific paradigm of social and humanitarian knowledge. The key concepts of the research are referring to the works of Nigel Giggar (2023), Douglas Murray (2022), Linda Martín Alcoff (2023), Jonh Darwin (2009), Kwasi Kwarteng (2013), Yaroslav Hrytsak (2022), Serhii Plokhii (2021, 2023), Timothy D. Snyder (2017, 2918) and others. (shrink)

The Truth and Reconciliation Commission of Canada made it clear that understanding the historical, social, cultural, and political landscape that shapes the relationships between Indigenous peoples and social institutions, including the health care system, is crucial to achieving social justice. How to translate this recognition into more equitable health policy and practice remains a challenge. In particular, there is limited understanding of ways to respond to situations in which conventional practices mandated by the state and regulated by its legal apparatus (...) come into direct conflict with the values and autonomy of Indigenous individuals, communities, and nations. In this paper, we consider two cases of conflict between Indigenous and biomedical perspectives to clarify some of the competing values. We argue for the importance of person‐ and people‐centered approaches to health care. These value conflicts must be understood at multiple levels to clarify their personal, social, cultural, and political dimensions. Taking into account the divergence between epistemic cultures and communities allows us to understand the multiple narratives deployed in decision‐making processes in clinical, community, and juridical contexts. Recognizing the knowledge claims of Indigenous peoples in health care can help clinicians avoid reinforcing the divides created by the structural and institutional legacy of colonialism. This analysis also provides ways to adjudicate conflicts in health care decision‐making by disentangling cultural, political, medical, and pragmatic issues to allow for respectful dialogue. Insofar as the engagement with cultural pluralism in health care rights is conducted with reciprocal recognition, the medical community and Indigenous peoples can address together the difficult question of how to integrate different epistemic cultures in the health care system. (shrink)

Pieterse, Jan Nederveen and Parekh, Bhikhu (eds.). The Decolonization of Imagination: Culture, Knowledge and Power. London: Zed Books, 1995. 265pp. $59.95 (cloth), $22.50 (paper).

In lieu of an abstract, here is a brief excerpt of the content:The Criticism of Culture and the Culture of Criticism:At the Intersection of Postcolonialism and Globalization TheoryRevathi Krishnaswamy (bio)Why have culture in general and literature in particular emerged as key terms in critical theory today? Are we witnessing a dissolution of these categories similar to the earlier dissolution of the category of history, or are we witnessing an entirely novel consolidation of these categories? Has materialism essentially (...) changed the semiotic such that culture is now simply another commodity available for consumption on the world market, or has the semiotic radically subsumed the social such that cultural representation has become one with material reality itself? Has the relationship between the cultural and the economic altered in ways yet untheorized? Finally, what exactly does the culturalist turn in critical theory mean for the practice of postcolonial cultural/literary studies? And precisely what does it portend for the ongoing politics of decolonization?1 I shall attempt to engage these questions by focusing on two dominant theoretical discourses that regulate contemporary knowledge production in the humanities and social sciences: postcolonialism and globalization. While the "culturalist turn" in contemporary criticism has infected many disciplines, these two theoretical fields have been most influential in asserting the primacy or the constitutive role of the cultural in history, economics, and politics. Yet there has so far been relatively little explicit or systematic scrutiny of the links between postcolonialism and globalization theory.2The links are at once considerable and complicated. Despite differences in disciplinary origin (globalization theory in the social sciences, particularly sociology, and postcolonial theory in the humanities, particularly literary criticism), both discourses emerge at the intersection of imperialism, capitalism, and modernity. Both are concerned with the effects of unequal power relations between different geopolitical locations on the globe: postcolonial theory focuses primarily on a (Eurocentric) colonial past and studies how subaltern practices and productions in the non-Western peripheries respond to Western domination, while globalization theory concentrates mainly on [End Page 106] an (Americocentric) post/neocolonial present and examines how contemporary Western practices and productions affect the rest of the world. Furthermore, both theoretical paradigms have sought to question the universality attributed to Western modernity in metropolitan developmental theory by drawing attention to premodern, nonmodern, or alternatively modern formations in the margins. This attempt to dislocate Western modernity (from the theoretical center) has typically taken the form of dismantling those categories deemed to be central to the narrative of Western modernity—categories such as "nation," "nation-state," "culture" and so on. Consequently, both postcolonial and globalization studies have frequently focused on various forms of economic, political, social, and cultural flows that exceed the boundaries of the nation-state and operate in a deterritorialized or transnational fashion. Through these accounts, postcolonial theory has emphasized the cultural basis of history (the cultural constructedness of history as well as the archival value of cultural productions)3 while globalization theory, in turn, has highlighted the cultural basis of the economic (the economic value of cultural productions as well as the cultural production of economic value).But "besides their shared cultural grammar," the relationship between globalization and postcolonialism "is not very clear," notes Simon Gikandi in "Globalization and the Claims of Postcoloniality," a provocative essay that represents one of few attempts to explicitly articulate the relationship between the two discourses [628]. It is indeed unclear whether contemporary globalization theory has been made possible by the postcolonial challenge to older Eurocentric forms of globalization premised on the centrality of the nation and narrated in terms of modernization or whether postcoloniality itself is a consequence of a globalization premised on the marginalization of the nation, especially in the domain of the cultural and the imaginary. It is unclear whether the postcolonial and the global are one and the same, whether the postcolonial precedes and provides the foundations for global or transnational cultural studies [Eng and Stratton], or whether globalization created the historical and material conditions that both enabled the production of postcolonial theory and eroded its political purchase through incorporation into the Western academy [Ahmad]. What is clear, however, as Gikandi recognizes, is that the cultural and the literary have risen to new levels of prominence in both theoretical fields.The... (shrink)

Decolonizing aesthetics requires a philosophical reexamination of art and cultural representation to address ethical conflicts and the legacy of colonial biases. This study explores the suppression and marginalization perpetuated by colonial aesthetics, with a focus on gender, race, and cultural diversity. Drawing on postcolonial theories, the research highlights the disparities and systemic exclusions within artistic traditions, advocating for decolonized practices that restore and celebrate suppressed cultural expressions. Case studies such as Indigenous Futurism and exhibitions promoting the art of formerly colonized (...) communities illustrate the practical application of decolonization efforts. Using primary data analyzed through Smart PLS software, the study examines correlations and causal relationships between decolonization initiatives and shifts in aesthetic valuation. The findings reveal both challenges and opportunities in dismantling colonial legacies, emphasizing the role of art education, public workshops, and community engagement in fostering awareness and inclusivity. Artists and institutions play a pivotal role in promoting decolonized aesthetics by addressing historical biases and amplifying marginalized voices. Decolonization emerges as an ongoing ethical and cultural practice aimed at dismantling colonial power structures in art and aesthetics, ensuring a more equitable representation of global artistic traditions. (shrink)

In 2015 students in South Africa mobilized to decolonize universities and to struggle for free higher education. This article discusses these developments in the context of contemporary theories of remembrance, repression and denial and current debates around decolonization and “talking race” in post-apartheid South Africa. The current South African student movement challenge apartheid legacies and white colonial culture, contending that campuses are still dominated by racist symbolic and economic orders. They argue, “As we learn we need to unlearn (...) and develop new epistemologies.” This article analyses this process as it unfolds and looks at the unfolding intergenerational tensions and discusses how a lack of affirmative labor of remembrance on the side of the white South African population complicates notions of decolonization in relation to a gendered black nationalism. A point of conceptual reference is the 1968 student protest movement in West Germany, which forcefully broke the silence surrounding fascist continuities within the newly democratized institutions that was “unable to mourn” and remember. (shrink)

Introduction : Fanon now -- Reading fanon anti-piously : on the need to appropriate -- The struggle within humanism : Fanon and Said -- The humanism effect : Fanon, Foucault, and ethics without subjects -- The futures of postcolonial criticism : Fanon and Kincaid -- "Enough of this scandal" : reading Gilroy through Fanon, or who comes after "race"? -- "Any decolonization is a success" : Fanon and the African spring -- Conclusion : singularity and solidarity : Fanonian futures.

In lieu of an abstract, here is a brief excerpt of the content:An Appreciation of Arvind Mandair's Sikh Philosophy:Exploring Gurmat Concepts in a Decolonizing WorldJeffery D. Long (bio)"Sikhism," the Colonial Project, and Modernity1I do not use this adjective lightly, but in his brilliant volume Sikh Philosophy: Exploring Gurmat Concepts in a Decolonizing World (Bloomsbury, 2022) Arvind-Pal Singh Mandair goes a considerable distance toward liberating sikhī—known more widely in the academic world as Sikhism—from the conceptual constraints that have kept it from (...) engaging with and informing global issues. In so doing, he does a service not only to the Sikh community and to sikhī itself, but to the world, for there is indeed much in Sikh thought from which the wider human community can benefit. By liberating sikhī from the constraining concept of religion, Mandair facilitates a process by which persons of any background can engage with gurmat ideas—that is, ideas drawn from the system of thought based upon the teachings of the Gurus of the Sikh tradition—and learn from their wisdom.Mandair skillfully deconstructs the concept of religion, building upon earlier work in which he demonstrates the colonial functionalities of this concept.2 When, through colonial knowledge-production processes, sikhī came to be conceived as a religion, Sikh thought was relegated to the realm of theology. This was a relegation, not an elevation, because under the dominant paradigm of modernity, theology is seen as a discourse that is relevant only to a specific religious community. It is thus perceived as lacking the universality [End Page 353] that is taken to inhere in the discourses of philosophy or science. When combined with the colonial situation of Sikhs under British rule, this relegation of Sikh thought to the realm of theology becomes a way of exerting power over the community. As Mandair explains,Once theology had become the primary regime of cultural translation, Sikh thinking was inevitably tethered to the social and political project of religious identification which was required primarily to facilitate governance of cultural differences or heterogeneity that characterized the indigenous populations [of India]. By doing so, it effectively locked Sikh activity within the confines of identity politics.(p. 10)Integral to British colonial policy in India was a project of defining communities, primarily on the basis of religion, but also deploying concepts such as caste and tribe. Through these definitions, the identities of Indians could be essentialized, and policies applied to them in ways that facilitated British dominance over Indian society.3Much has been written about the ways in which language is used to promote ideologies that serve to advance the power interests of some groups of people over others.4 No less an ideological mechanism than the Oxford English Dictionary has been brought to bear in the process of constraining sikhī and depriving it of the universal relevance that it ought naturally to possess. In Mandair's words, "By defining 'Sikhism' as the beliefs and practices of Sikhs, or as an Indian monotheistic religion founded in fifteenth-century India, the OED turns the Sikh aspect into a cliché—a religious type (monotheism), an ethnic type tied to a geographical location (Punjabi/North India) and a historical type (medieval India)" (p. 11).The damage that has been wrought by the modern colonial concept of religion globally is, of course, not limited exclusively to the Sikh community. It has been integral to the construction of a secular order in which what is regarded as religious thought is, again, relegated to a parochial realm of relevance only to members of specific communities. It further serves to marginalize these same communities, whose discourses come to be seen as lacking the universality of secular thought, which is presented as objective truth. As Mandair continues,The purpose of creating the modern category of 'religion' was to help authorize and naturalize secular rationality as the dominant form of modern consciousness, and as the essential language of conventional thinking, or 'common sense.' It is precisely this common sense which persuades us of the apparent naturalness of oppositions such as religion versus politics or materiality versus ideality, to give two well-known examples.(p. 11)To these two examples, one could add the opposition of religion and... (shrink)

Decolonization and Psychoanalysis challenges traditional psychoanalytic frameworks by revisiting Lacan's conceptualization of the materiality of speech through a decolonial lens. Ahmad Fuad Rahmat explores how Lacan's ideas about the symbolic order and its historical development are intertwined with colonial assumptions, and proposes that rethinking these assumptions can pave the way for a decolonial psychoanalysis. The book explores how Lacan uses Freud's Jewishness as a marginalized perspective that reveals the excluded dimensions of signification within the symbolic order, and examines James (...) Joyce's anti-colonial politics and its significance for Lacan's conception of the sinthome. The critique extends to Slavoj Žižek's Eurocentric readings of Malcolm X as a foil with which colonized speech could be conceived as 'symbolic dispossession.' Finally, it reframes the gap by understanding global capitalism as a mode of exchange to advocate for a decolonial psychoanalysis that focuses on the gaps and non-spaces of transmission as opposed to a like for like export of the clinic from the center to the periphery. Decolonization and Psychoanalysis will be of great interest to psychoanalysts and to academics and scholars of psychoanalytic studies, critical theory and cultural studies. (shrink)

The paper argues that the theme of cultural and racial oppression is present throughout Freire’s work. In particular, it explores Paulo Freire’s contribution to the discussion of colonialism and decolonization. To this purpose, first of all it takes into consideration some writings elaborated between the end of the 1950s and the 1970s, enhancing the dialogue with authors such as Albert Memmi, Frantz Fanon and Amílcar Cabral. Then it focuses on concepts which, although not directly linked to the analysis of (...) colonialism, can help reinvent and expand Freire’s proposal in a decolonial key. The last part is dedicated to Freire’s influence on decolonial pedagogy and intercultural critical pedagogy, developed in recent decades starting from the Latin American context. (shrink)

Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its metrics of quantifiable outcomes. This article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through (...) which to interpret Botswana’s current educational pathway within the prevailing decolonization discourse. OBE clearly exhibits features of neocolonialism, as it pertains to the national value principles. We draw on Ndlovu-Gatsheni’s decolonial epistemic perspective to frame the discussions. Insofar as OBE can be integrated with Botswana’s ethnically inclusive, community-based view of democracy and associated virtues, this is a worthy goal for education, and it could lead to a particular form of indigenized democracy. Substantive distinctions among the concepts of decolonization, neocolonialism, and decoloniality underwrite this thesis. We see the project of envisaging a future of education in Botswana as having to do with disentangling colonialist–imperialist cultural reproduction from indigenous aspirations. (shrink)

Campaigns to decolonize higher education have focused mainly on decolonizing the curriculum. Although the cultural features of colonialism and its material imperatives and damage were both modes of colonial domination and exploitation, more attention has been paid to the former in recent debates about education, and it tends to dominate arguments about and characterizations of decolonization in higher education, by making knowledge and the curriculum the central focus. We argue the need to attend not only to the cultural consequences (...) of imperialism and the damage to the self so thoroughly emphasized in postcolonial and decolonial theory, but also to the material implications of colonialism and the evolution of Empire, which has persisted in new forms since formal decolonization. Decolonizing higher education and its institutions must also address new forms of Empire which have colonized the university. We argue that unless the material aspects of colonization and decolonization are adequately addressed, the university will not be substantively decolonized. Indeed, so strong is the influence of late capitalism in the form of neoliberalism on the contemporary university that its modes of practice are likely to foster superficial strategies to ‘decolonize’ the curriculum instead of addressing how capitalist structures and practices sustain current forms of coloniality. We discuss how neoliberalism, exemplified in the use of global rankings, shapes the contemporary university in today’s new age of Empire and we defend an approach to decolonizing that widens the focus of current debates beyond decolonization of the curriculum, to which we give qualified support. (shrink)

_Decolonizing Educational Research_ examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. Through these meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges (...) to conceive of how research in secondary and higher education institutions might break free of colonial genealogies and their widespread complicities. (shrink)

In this article we aim to show the potential of cross-continental dialogues for a decolonizing feminism. We relate the work of one of the major critics of the Western metaphysical patriarchal order, Luce Irigaray, to the critique of the colonial/modern gender system by the Nigerian feminist scholar Oyĕrónké Oyĕwùmí. Oyĕwùmí's work is often rejected based on the argument that it is empirically wrong. We start by problematizing this line of thinking by providing an epistemological interpretation of Oyĕwùmí's claims. We then (...) draw Irigaray and Oyĕwùmí into conversation, and show how this bolsters and helps to further illuminate and contextualize Oyĕwùmí's critique of gender. But the dialogue between these thinkers also reveals significant limitations of Irigaray's philosophy, namely her presumption of the priority of sexual difference, its rigid duality, and her failure to take into account the inextricable intertwinement of gender and race in the Western patriarchal order. Relating Irigaray's critique of Western culture's forgetting of sexual difference to Oyĕwùmí's critique hence demonstrates to what extent Irigaray's philosophy remains typically Western and how she therefore fails to escape the paradigm that she is so critical of. (shrink)

In recent years, different places in the world have witnessed demands for the decolonization of education. Nevertheless, it is not completely clear how this ought to be carried out. There are various factors that influence what such decolonization may entail, including the geographical place for decolonization and the discipline being decolonized. This requires a specific analysis of each context. In this article, I wish to make a proposal for how to carry out the decolonization of philosophy (...) teaching at the university level in the African context, with a special focus on South Africa. I propose that more African philosophy be included in the curricula, as well as the integration of teaching and assessing methods that reflect African culture. Further, I argue that those seeking for decolonization ought to try to pursue it incrementally, given that it is the best strategy to achieve decolonization. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Decolonizing Universality:Postcolonial Theory and the Quandary of Ethical AgencyEsha Niyogi De (bio)Living in colonial India, the Bengali thinker and creative writer Rabindranath Tagore (1861-1941) often meditated on ways that "concord" (milan) and "harmony" (sāmanjasya) could be established between persons and cultures [BIC 450-51]. Noting that "ruptures in balance and harmony" (bhār sāmanjasyer abhāv) that once were more localized now affected the whole world, he maintained that these reinforced the (...) progressive message of the modern age that the local "problems of a people are a part and parcel of humankind's" (swajātir samasyā samasta mānusher samasyār antargata) [RC 279]. In his view, the means to reestablish harmony in this unequal world lay in social practices and ideas conducing "freedom" (mukti) rather than enforcing "power" (shakti) and "coercive discipline" (shāsan) [SaS 408-09]. He argued that such progressive trends of practice and thought would be found not in one culture alone but through traveling across different cultural "seas of knowledge (jnān)" [SwSm 699]. For only through such conceptual journeys would we enkindle in ourselves "arguments with and doubts about" (yukti tarka o sandeher udbhav) our own cultures, and also learn from all the "voyagers in the path of progress" (unnatipather yātri) who emerge in different locations and times [SJ 39-40].As these comments reveal, Rabindranath maintained that inequalities could be rectified by making individual and collective norms and actions accountable to and measurable in terms of a speculative notion of universal humanity. While alert to the injustices proliferating from European colonization, he insisted that coercive practices and imbalances of power could not be entirely localized, and that in order to correct multiple forms of coercion we must seek across cultures and societies for (partial) achievements of human freedom and harmony. In so viewing transcultural negotiations of a common humane proclivity as the means to decolonize the world, Rabindranath did not stand alone but in a diverse company of anti-imperialist thinkers who adapted modern humanism to their ends: W. E. B. Dubois—who lauded Rabindranath's appropriation of [End Page 42] such liberal notions as democracy and equal opportunity "for greater ends" than were allowed by the "inconsistencies" of a racist European perspective [74]—Frantz Fanon, Jean-Paul Sartre, and from Rabindranath's own colonial context, the Bengali Anarchist poet Kazi Nazrul Islam (to name but a few). Reflecting upon worldwide experiences of subjection, these radical modern intellectuals tried above all to avoid reinventing separatism by declaring non-Western cultures to be unilaterally superior to Western imperialist culture. Driven by an activist ethics, they attempted instead to correct the roots of separatism through objectively evaluating, against a common frame of reference, right and wrong, relatively successful or failed practices of human empowerment and community.In this essay, I consider if and how we could characterize as "postcolonial" these evaluative ethics that rationally seek to correct coercive relations between persons and societies through referring to an affirmative idea of a human nature shared by all. If we take postcolonial agency to rest on a thorough critique of and resistance to all political and epistemic maneuvers that subordinate or exclude people and cultures, might this form of resistant agency reside in the ethical normativity of anti-imperialist humanism? This question elicits conflicting responses from contemporary postcolonial theorists.The argument, on the one hand, is that if postcolonial theory is to ethically address the multiple and interlocked hierarchies of a postimperial world, it indeed must take into account how people mobilize against separatism by working through critiques of ethnic divisiveness to negotiate a common human ground. Commenting on the universalism of thinkers such as Rabindranath Tagore and W. E. B. DuBois, Edward Said, for example, suggests that "vital" critiques of chauvinistic separatism arise only from viewing "local identity as not exhaustive" but as elaborating in reference to "larger, more generous realities of community between cultures, peoples, and societies" [Culture and Imperialism 217, 229]. His implication is that only through evaluating ourselves on the basis of a notion of noncoercive universality are we able to think against the identity politics that pervade our world, stemming at once from a nativist... (shrink)

The book intertwines several strands of scholarship in Indian Philosophy, contemporary psychology and the lived Indian psychological practice inclusive of yoga, advaita, tantra and bhakti to engage in an exploration of consciousness, cognitive science and philosophy. The book examines the characteristics of consciousness by situating it in the historical and cultural contexts of Euro-American as well as Asian, particularly Indian philosophical tradition like the Bhakti tradition and creative living. It considers methodological issues and how, various disciplines--biology, Indian philosophy and cognitive (...) neuroscience has shone a particular light on understanding consciousness. The volume decolonizes the understanding of the concept while accounting for the diverse strands which along with the traditional philosophical frameworks in the Indian context have given us a unique understanding of the mind, psychology, cognition and philosophy of the mind. This book will be of interest to students, teachers, and scholars of psychology, consciousness studies, cognitive science, philosophy, social psychology, yoga studies, and yoga psychology. It will also be useful for yoga professionals, social workers, therapists, and anyone who is interested to learn about consciousness. (shrink)

In recent years, the international commons movement has increasingly joined forces with the global movement of municipalities, putting common ideas on the political agenda in many western countries. Commons have been widely discussed in literature. Broadly understood, commons refers to the practices for collective development, ownership, management, and fair access to resources and artifacts (social, cultural, economic, political, environmental, and technological). However, the concept remains vague, complex, and unclear, especially when it comes to different contexts in which new definitions are (...) needed to better understand the societal and cultural dimensions of urban commons. Decolonizing the notion of urban commons brings into visibility the unseen cultures, infrastructural systems, and communities showing where de-growth and separation can take place. Therefore, this analysis can provide new insights, opportunities, and the need for new theoretical, methodological, and shared approaches. There is a gap in transnational research and cultural understanding within the field of urban commons. This research opens new lines of inquiry relating to the definitions of commons in non-European countries. This may include longitudinal research on the decolonization and potential fragmenting of the commons and in particular 'commoning' mindset, more detailed empirical evidence of the cultural and communal concepts, and how these cultural diversities and new interpretations can be implemented in collaborative governance in a wider variety of non-western contexts. By challenging existing frameworks, this study facilitates the emergence of differentiated, dynamic, and non-linear forms of social and political subjectivity within various sociospatial domains. (shrink)

This essay examines the relationship between Americanism, the distinctive ideology of the U.S. American empire, and the predominant discourse in the age of its war on terror, and Eurocentrism, its competing ideology but nonetheless also its ally in defending the West against different "barbarian" threats. It characterizes them as two different forms of hegemonic identity politics: one based in the idea of the particularity of culture, and the other on the idea of universality. A different form of discourse based (...) on the struggles of the traditional targets of those two ideologies is proposed here as an alternative basis for a different historical projectcentered on the idea of decolonization. (shrink)

This study resumes the discussion undertaken by Ulpiano Bezerra de Menezes, historian, archaeologist and museologist at the University of São Paulo, the first to “decolonize the history of Art in the Americas”. At the same time, this resumption is in charge of paying homage to this researcher who found the mistakes and gaps left by European scholars who were at the service of Eurocentric colonialism and its Eurocentric culture. However, the central objective of this text is to contribute to (...) this process of decolonization, expanding the discussion that began in the 1980s. To this end, here, the chapter that opens the work História geral da arte no Brasil, edited by Walter Zanini, whose title is Art in the pre-colonial period, and which completes decades. (shrink)

The study of English literature was first introduced to the British colonies and protectorates, including Malaysia, in order to consolidate the cultural superiorityof the English people amongst the colonized natives. Its continuation in the postcolonial period of the twenty-first century, either as a component of the Englishlanguage subject at Malaysian secondary schools or as a degree program at Malaysian universities, has mainly been justified by the liberal-humanistic belief that canonical works in English literature display universal values that should be cultivated (...) in the minds of readers regardless of their nationality or religion. In the past few decades, confusion surrounding the exact nature of these values has resulted in the advent of materialistic philosophies of literary theory. In many Muslim countries, such as Malaysia, these theories have only served to increase reliance on Eurocentric readings of literature, ignoring resistance coming from Muslim readers who have their own Tawhidic spiritual outlook and values. This paper suggests the use of a paradigm that places a concern for spiritual matters at the core of comparative studies of English and Islamic literature, especially at Islamic educational institutions. This can benefit Muslims worldwide in the sense that it will present for them a more comprehensive role than literature alone can play in contributing to their spiritual development as well as generating appreciation for the universality of Islamic teachings. (shrink)

Our article aims to analyze the different stages of the Fang culture, particularly the one of Equatorial Guinea in order to know the current situation of the aforementioned culture. It should be said that the Fang is a social group, an ethnic group that belongs to the Bantu trunk. These Fangs developed their culture from an original perspective; that is to say in a raw state before they made contact with Westerners. Culture is a concept that (...) has gone through many studies, hence it has a variety of definitions. According to the dictionary of the Spanish language of the Royal Academy, culture is the set of ways of life and customs, knowledge and degree of artistic, scientific, industrial development, in a time, of a social group. It is estimated that the term culture carries with it what is identity, and precisely a culture’s identity. Thus, no culture can develop outside a society. With respect to our reference, which is the Fang culture of Equatorial Guinea, it can be said that a cultural profile has been developed and it is measured through cultural elements and manifestations such as dances, beliefs, art, religion, language, myths, funeral rites, etc. they all constitute a rich knowledge from a raw state. Thanks to this research we are going to look chronologically at the stages of the said culture from its original stage reaching colonization to the end with decolonization. The impact that Western culture has had on Fang culture is analyzed from another angle. In accordance with the general objective that consists of studying the Fang culture. Well, it can be seen that the contact with Western culture has greatly adulterated the Fang culture, and today, with the processes of globalization, it is fading even more. As it is a research that addresses a sociocultural issue such as the current situation of the fang culture, we have found it necessary to adopt a qualitative methodology. Well, the reasons that have led us to take this methodology are due to the fact that said methodology consists of the study of social relations. (shrink)

Bioregionalism is an environmental movement that attempts to create decentralized, self‐determined communities connected to landscape and ecological features. Activists and scholars have used the phrase “becoming native” to describe the process of belonging to place. Despite its cultural appropriation, not only do bioregional writers still use the metaphor, but it has also been defended within religious studies. Instead of relying on these arguments to address ethical issues, claims to place need a decolonial framework. Looking at various voices within bioregionalism through (...) Indigenous critiques displays both the movement’s issues as well as decolonial processes for local adaptation. Wendell Berry exemplifies the problems of bioregional ethics but also shows bioregionalism's capacity for decolonization. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 112-118 [Access article in PDF] Hong Kong Art: Culture and Decolonization, by David Clarke. Durham, North Carolina: Duke University Press, 2002, 240 pp. Paper. The issue of identity is a "vicious" circle in relation to Hong Kong's return to China in 1997. The more one talks about it, the more it is to be talked about as if it is (...) a phenomenon at a very special moment. But isn't not talking about Hong Kong identity in a certain period of time also a "vicious" circle, in which the lack of noise invites further silence?David Clarke's Hong Kong Art is, in a sense, an initiation of Hong Kong art as a "vicious" circle. In this sense, a concrete affinity between a text and its subject matter is significantly established. This is one of the ideals, potentials, and powers of all books written for the sake of being read and having actual effect. In this respect, this "vicious" circle is not vicious in a negative sense. It is through such interactivities that a book establishes a positive link with its subject matter.Hong Kong Art investigates "a particular historical moment in which HongKong art came into its own" (p. 10) and dwells upon the "local-ness of recent Hong Kong art" (p. 8). Nevertheless, Clarke deliberately avoids introducing a chronological survey of "Hong Kong art history as a whole" (p. 10). His solid research draws on the colloquial meanings of Hong Kong art in connection with the dynamics among different languages (Cantonese, Mandarin, and English), local receptions of art as reflected in local media, as well as backgrounds of artists, artworks, and political and cultural developments, among others. All this is necessary for a book that examines theemergence of Hong Kong identity. This is the case especiallyas "[n]o adequate survey exists of Hong Kong art as a whole," albeit surveying Hong Kong art as a whole is not the book's objective. Clarke's meta-survey about surveys on Hong Kong art is given in an endnote, which I also quote here in a note for the reader's reference. "The present author's Art and Place: Essays on Art from a Hong KongPerspective (Hong Kong, 1996) attempts to give a picture of the Hong Kong art world in the period immediately prior to the one covered by this text, and includes [End Page 112] some discussion of art from earlier periods as well. Petra Hinterthür'sModern Art in Hong Kong (Hong Kong, 1985) attempts a brief survey, but is of course unable to throw light on more recent developments. A chronology of Hong Kong art development from 1922 to 1994 is given in Hong Kong Artists. Volume 1 (Hong Kong, 1995), pp. 21-32. A rather patchy and sometimes imprecise chronology of Hong Kong artistic events from 1967 to 1998 isgiven in Gao Minglu, ed., Inside Out: New Chinese Art (Berkeley, 1998), pp. 207-11. The latter chronology also covers political and other broader historical events of the period. A valuable resource (in Chinese) for research on the early period of Hong Kong art is provided by Edwin Lai and Jack Lee, 'A Chronology of Visual Arts Activities in Hong Kong, 1900-1930,' in Besides: A Journal of Art History and Criticism 1 (1997): 135-230" (p. 211).With regard to the book's "ideal" link with its subject matter, I will now discuss the book's actualization of what it sets out to examine. The inadequacy of surveys on Hong Kong art (whether or not as a whole) manifests the relative tranquility in acknowledging that Hong Kong art is distinct. In view of this, the book itself is an intervention that (further) actualizes what it talks about. This is the case particularly in light of its predecessors' "vicious" circle of "silence," let alone those simplifications reducing Hong Kong art to either a Westernized product or a Chinese branch.The "Introduction" of Hong Kong Art begins with a critique of Western art history practices such as Gardner's... (shrink)

The book under review examines how a number of key literary and cultural texts, spanning the nineteenth to the early twentieth centuries, from Britain and India, imagined the world after decolonization. The book, by an academic working in English and South Asian literary studies, uses literary and cultural geographical approaches, grounded in cultural and historical materialism. It also makes a fresh contribution to utopian studies, especially in the methods we use in this field. The book focuses on what the (...) first chapter evocatively terms, in its title, spatial desire in the age of empire. Taking inspiration from the work of scholars such as Edward Said and Raymond Williams who analyzed cultural... (shrink)

This paper aims to introduce, in the context of Latin America, the theoretical epistemic discussion regarding the theme of the ‘common’ as a political principle which substantiates instituting and autonomous processes of government, control and community regulation. The work seeks to relate a democratic scenario of the ‘common’ with the discourses of pluralist and decolonial normativity, in a way that would guarantee not only horizontal communal self-management, but also a legitimate ordering of forms of life, founded on common interest, social (...) relations and interconnected structures. For this purpose the instrument of critical-socio-legal analysis is applied at the intersections with the ‘participative-communitary’ type of legal pluralism. Our proposal is to combine the contemporary meaning of the ‘common’, its relation to the Latin American principles of ‘buen vivir’ (living well) and ‘interculturalidade’ (interculturality), as well as the instituting practice of the ‘common’, that engenders a normativity built ‘from below’, which is in opposition to the traditional positivist and state legal system imposed through colonization in Latin America. Such achievements that, although formalized, are not being successful against institutional ruptures, have ‘cloistered’ the practices of the ‘common’ and made the existence of legal pluralism invisible. (shrink)

In this study, we discuss the colonial project as an eliminatory structure of indigenous ways of knowing and doing that is built into Canadian social and health institutions. We elaborate on the role nursing plays in maintaining systemic racism, marginalization and discrimination of Indigenous Peoples. Based on historical practices and present‐day circumstances, we argue that changing language in research and school curriculums turns decolonization into what Tuck and Yang call a ‘metaphor’. Rather, we propose decolonization as a political (...) project where nurses acknowledge their involvement in colonial harms and disrupt the assumptions that continue to shape how nurses interact with Indigenous people, including knowledge systems that perpetuate colonial interests and privilege. Decolonization requires nurses to understand the colonial practices that led to dispossession of land, erasure of knowledge, culture and identity, while upholding indigenous ways of knowing and doing in health, healing and living. As a political manifesto that liberates indigenous life from oppressive structures of colonialism and capitalism, The Red Deal is presented as a visionary platform for decolonization. The aim of this study is to articulate three dimensions of caretaking within The Red Deal as a framework to decolonize nursing knowledge development and practice. Based on the philosophical dimension embedded in The Red Deal that revoke norms and knowledge assumptions of capitalism that destroy indigenous ways of knowing and doing, we underscore an approach toward decolonizing nursing. Our approach rejects the apolitical nature of nursing as well as the unilateral western scientific knowledge approach to knowledge development and recognition. A critical emancipatory approach that addresses the socio‐political and historical context of health care, recognizes dispossession of land and adopts a ‘multilogical’ vision of knowledge that gives space for representation and voice is needed for true decolonization of nursing. (shrink)

An expanding body of research aims to identify culture in cetaceans, often positing killer whales as an exemplar species. To this end, gene-culture coevolutionary theory provides a conceptual language with which whales are discussed in raciological terms. It renders killer whale ecotypes as discrete cultures that are intrinsically xenophobic and evolutionarily divergent. Such research on whale culture intends to substantiate theories of divergent natural selection between human cultures as well. This effort furthers the essentialism, simultaneously biological and (...) cultural, that has long impelled colonial technoscientific projects of racial typologization. The exchange between the raciologies of humans and killer whales is facilitated by the infrahumanizing frameworks of gene-culture coevolutionary theory that locate whale populations alongside indigenous peoples on a spectrum of cultural simplicity and complexity. At this convergence of the animal and the human, gene-culture coevolutionary theory posits indigenous peoples and killer whales as evidence for social Darwinist theories that dehistoricize and naturalize intercultural conflict and ethnicization. The extension of raciology beyond the human species signals an urgent need to decolonize the biological sciences. (shrink)

The continent of Africa has been striving to emancipate itself from the state of irrelevance, poverty, underdevelopment, squalor, infrastructural decay and political and economic fiasco, which it has occupied for many centuries. Colonization is significant among the plethora of problems which are responsible for the pitiable condition which Africa has been since the continent’s colonial experience began. Because of the significant role which colonization plays in keeping the continent of Africa down, many African scholars argue that decolonization is the (...) only elixir that can cure Africa of the slew of ailments and ills. Since this proposal became popular, efforts have been made to define the semantics, scope, and structure of decolonization. Although decolonization is imperative for Africa’s self-retrieval and self-redefinition, and it is important for development, this paper faults the current decolonization project because of the lacuna of not mainstreaming gender considerations in the agitations for decolonizing Africa. (shrink)

Epistemic decolonization has taken centre stage in academia and everyday life. Epistemic decolonization is a call to dismantle the Western way of thinking and its self-arrogated hegemonic authority. It is also a call to re-centre the knowledge enterprise in Africa from a western-centric orientation to an African-centric one to accommodate African epistemic formations. In this paper, I intend to contribute to the discussions of epistemic decolonization by showing that engaging in African epistemology is a form of epistemic (...) decolonization. My argument is that we are recalibrating the knowledge enterprise when we go outside of the western episteme to engage with knowledge in other traditions, such as African epistemology. (shrink)

Photo ID 279661800 © Sidewaypics|Dreamstime.com ABSTRACT Decolonization is complex, vast, and the subject of an ongoing academic debate. While the many efforts to decolonize or dismantle the vestiges of colonialism that remain are laudable, they can also reinforce what they seek to end. For decolonization to be impactful, it must be done with epistemic and cultural humility, requiring decolonial scholars, project leaders, and well-meaning people to be more sensitive to those impacted by colonization and not regularly included in (...) the discourse. INTRODUCTION Decolonization is complex. To successfully achieve decolonization, projects should incorporate the voices of those subjugated or silenced. Including such voices requires sincerely exploring who has been affected by colonialism or neocolonialism and how, as well as cultural sensitivity. In its basic use, decolonization refers to countries under colonial rule gaining independence or freedom from forms of subjugation. Additionally, scholars use the term to refer to efforts to dismantle neocolonialism and vestiges of colonialism. The process includes de-silencing subjugated voices.[1] I use decolonization in the latter way to refer to countries with technical independence. While arguably colonization ended formally with independence from colonizing powers, neocolonialism is the indirect, informal, and sometimes subtle control of the people, their economy, and political life despite formal independence from colonizing authorities. I conceptualize neocolonialism as a system that involves direct and involuntary control of another’s political, economic, or social life, impacting their worldview and ways of encountering the world. Decolonization may target actions, places, or systems like health care or AI to overcome the ills of colonialism and neocolonialism. It also may target knowledge and require rethinking how people develop their knowledge base. For example, if people grew up seeing an outside colonizer as superior, they would need to change their knowledge of superiority. Decolonization may target power, for example, changing who owns and distributes COVID-19 vaccines and who distributors exclude in the distribution of vaccines. Decolonization could require looking at those disempowered in the distribution process. Additionally, decolonization may target autonomy of persons by freeing people, ensuring human and individual rights, and respecting cultural traditions. Decolonization projects that try to de-silence by including the voices of those affected by colonialism and neocolonialism must examine inclusiveness in the context of the culture of the subrogated individuals. Examples of decolonization projects include making datasets inclusive of diverse peoples and places, returning to traditional food and eating practices, making sure hospitals in developing countries are led by locals and respectful of cultural traditions, returning unethically obtained artefacts or objects. Another project would be laying the groundwork for equality in formerly colonized countries to ensure that business ownership, education, and financial success will flow fairly to those previously victimized by colonization. Summarily, there are many strategies for decolonizing. However, it is worth asking whether the strategies have risks that undermine the goal of decolonization. I. Understanding Decolonization Discourses Many fields, from AI to politics, economics, health care, aviation, and academia, discuss decolonization. The content of the discourse on decolonization depends on the region and field discussing it. Rather than just reporting on decolonization, the discussions may be calls to action. For example, decolonization discourses reflect activism for cognitive justice, such as equal consideration of Indian or African knowledge systems in global health discourses.[2] In politics and political science, some scholars frame decolonization as an anti-western, anti-colonial movement by Africans to emancipate Africa/ns from subjugation or shift the continent to postcolonialism and post-neo-colonialism. This framing walls off non-African participants and may undermine their capacity to benefit the conversation.[3] There are other political scientists who actively support decolonization and see it as a field of activism in support of anyone and countries where colonization harmed people and development.[4] The point is that two ways of conceptualizing decolonization in politics and political science are discernible. One conceptualization is less inclusive since it alienates scholars and professionals from Western, high-income, or developed countries. The other is more inclusive. In humanitarian studies, including philosophy, some decolonization articles and conversations are efforts to end the destructive force of colonization. They focus on either the form, such as ecocide, genocide, and many others, or the geographic location, such as Africa, Asia, Latin America, and Oceania.[5] Finally, the feelings one brings into this conversation can adversely impact how one engages in them and who they listen to or are willing to hear from. For example, anger, rage, bitterness, and hatred are emotions that are not uncommon in spaces of decolonization conversations. Decolonization conversations that originate from a place of negativity risk deepening the psychological state of victimhood and prevent people from disrupting constructively or critically engaging in the conversation.[6] II. Understanding Decolonization Strategies Decolonization strategies mainly aim to de-silence victims of domination or subjugation. People have proposed many strategies for decolonizing. These strategies may be informed by what the target is for decolonization. Decolonization can target power relations in global health. For example, during the COVID-19 pandemic, public health organizations noted the power imbalance in vaccine distribution. Decolonization could involve de-silencing those affected by neocolonialism to bring about a more balanced distribution of power and a more fair distribution of the vaccine. By analyzing who was adversely impacted by the distribution and who ought to wield power, those engaged in decolonizing advocated for positive change and equitable power relations. Equally, when being is the target of decolonization, the language of unlearning or relearning and mental decolonization take centre stage in the decolonization discourse. For example, the quest to decolonize colonized minds aims to demythologize African inferiority and Western superiority. Demythologizing African inferiority enables those engaged in the decolonization discourse to cultivate and foster African agency.[7] Finally, when knowledge production is the target of decolonization, scholars use inclusion and cognitive justice. For example, they try to alter the knowledge that underlies global health ethics.[8] “[D]decolonizing researchers aim to respectfully understand and integrate theory from Other(ed) perspectives, while also critically examining the underlying assumptions that inform their Western research framework.”[9] One common strategy that scholars use in decolonization is inclusion. It is worth asking, does including people who have been subrogated foster decolonization? Whether that is effective depends on whether included people are more heard or whether the strategies to include them create new forms of silencing. III. Inclusion and the Quest to Decolonize Evaluating how effective inclusion is in the quest to de-silence subjugated voices is important. First, inclusive strategies are not neutral. They are epistemically situated. This situatedness constrains meaning-making in different ways: how and what questions are asked, how social roles are constructed, organized or assigned, and who is admitted to the room where these conversations occur.[10] Inclusion strategies may reinforce (unchallenged) assumptions. For example, to address prejudices and stereotypes in global health images, Arsenii Alenichev and his colleagues[11] successfully inverted “one stereotypical global health image” by prompting a generative AI to produce “an image of a traditional Indian or African healer healing a White Child.” Although there were some problems with the image of the White child, this innovation is a significant, useful effort to de-embed or strip global health images of problematic pictures that mythologize White superiority and Black inferiority. Yet it is possible that using categories like traditional Indian or African reinforces unchallenged assumptions, raising key questions regarding how language and words create new stereotypes. It is common to define traditional as non-conventional, unorthodox, and informal. Yet studies continue to reveal that non-scientifically appraised healing approaches in India or Africa are not only effective but also real, meaningful, fundamental, and primary care-seeking behaviours in many communities in these regions.[12] Suppose inclusive strategies are not un-situated. These conversations may be had within the structures, language, and spaces built by or connected to colonialism. The spaces, language, places, and structures in which these conversations occur can limit who can participate and how they participate. Importantly, some conditions are not conducive to participation as equals. The allocated time for the discussion could also constrain how individuals express themselves. It is unclear who is ultimately heard. Furthermore, epistemic situatedness of inclusion can impact decolonization conversations when participants are beneficiaries of, products of, and trained by structures and systems they seek to dismantle. To enhance the decolonization project and its goals, a pressing task is to unveil and question how the circumstances may inhibit activism. If the vestiges of colonialism continue to structure the decolonization discourse invisibly, the vestiges may undermine decolonization. For example, a public health discussion that includes white Western doctors and Western pharmaceutical executives in Africa may have many local Africans at the table but could still effectively devalue their input based on built-in assumptions and biases that are vestiges of colonialism. Second, exclusion and inclusion are also not binary. Individuals may experience exclusion, even while included (the phenomenon called internal exclusion). In other words, inclusion can fail to be substantial or become a means of enhancing optics, “a way of (un)consciously weakening the radical claims being pursued.”[13] For example, in South Africa, many institutions have made significant efforts to diversify their faculties due to the promulgation of the Employment Equity Act 55.[14] The act requires South African institutions to implement employment equity that redresses the history of harmful discrimination in the country. The act further requires transforming departments and institutional administrations. Although many recognize and support the need to transform departments in South Africa, the rhetoric of transformation departs sharply from the lived experiences.[15] This misalignment between the plan and practice is evident in the underrepresentation of black people and females in senior management teams, professorships in many universities and health departments, and positions of power in some South African institutions. Those selected in the transformation of the departments have also complained of being overworked. The burden of extra work undermines their ability to develop agency and voice in the space they now occupy or fulfil key requirements that have implications for their career trajectory.[16] This is called the minority tax. Notably, "the minority tax… is the burden of extra responsibilities [placed] on faculty of colour to achieve diversity and inclusion and contributes to attrition and impedes academic promotion."[17] One challenge for decolonializing projects will be for decolonial scholars and those selected for decolonization objectives to have the humility to decline invitations, requests, roles, and platforms for which they are either unqualified or lack the capacity to fulfil. At its heart, decolonization strategies must empower those included rather than weaken them. Finally, inclusion can lead to a phenomenon known as elite capture.[18] Elite capture occurs when socially advantaged individuals in a group monopolize or exploit activism to their own benefit at the expense of the larger, struggling group. Elite capture weakens decolonization efforts from within, revealing that those likely to benefit from global inclusive efforts are those who fulfil globally constructed standards, those “already present in the room.” There is no better strategy to weaken decolonial movements than weakening the project from within by strategically positioning individuals who share physical properties with the victims of exclusion and silencing but intellectually, behaviourally, psychologically, and emotionally share more common ground with the colonizer. Such insiders may be unaware they are furthering neocolonial conditions rather than decolonizing. In relation to decolonization, particularly in global health, elite capture reveals that those whose voices are loudest in the room are not necessarily those more impacted by colonialism. They may benefit more from reinforcing colonialism. Opportunism weakens meaningful activism from within, preventing good initiatives and strategies from having their intended impact or taking substantive root.[19] This paper cannot do justice to elite capture, but it is worth noting its negative impacts. IV. Improving the Impact of Decolonization To end neo-colonialism, it is important to understand how it manifests and what to do at each level. Beyond the academic discourse, many tangible efforts exist to decolonize through de-silencing. Examples of these efforts include the ME2 movement that seeks to centre the concerns and experiences of sexually abused or harassed victims in the public discourse. At the funding level, many grant-awarding agencies like Wellcome Trust have dedicated huge budgets to studies that help them understand how they may have perpetrated colonialism or neocolonialism and what they can do differently going forward.[20] In South Africa, promulgating the Employment Equity Act 55 was a tangible attempt to entrench decolonization concerns in a country's regulatory framework. Yet, these decolonization efforts could fail to be substantive if they do not reflect cultural sensitivity. Two key components of cultural sensitivity are worth highlighting here: epistemic and cultural humility. Epistemic humility is an intellectual virtue described as knowing one’s limitations and the limitations of the learning methods employed. At its simplest, it is the ability to admit when one is wrong. Cultural humility includes genuine attempts to learn about and embrace other cultures. Epistemic and cultural humility are signs of academic excellence and strength. Epistemic and cultural humility seriously acknowledge how the state of our knowledge, cognitive limitations, experiences, and backgrounds, while constraining us, also invite us to listen, learn, grow, and change. The limitations-owing account of epistemic and cultural humility suggests that “a person who is aware of her cognitive limitations and owns them is much better positioned to achieve such epistemic goods as true beliefs and understanding than someone who… simply has insight into the epistemic status of her beliefs.”[21] Epistemic and cultural humility may help prevent decolonization projects that unintentionally reinforce what they seek to dismantle. Epistemic humility calls on decolonizers to defer tasks for which they are not qualified to suitably qualified persons. Beyond this, humility supports brave scholarship that imagines and reimagines how featuring the same voices, faces, and perspectives possibly introduces new forms of domination or silencing. Cultural knowledge can lead to a more intentional way of seeking out the right people or a more diverse group than those frequently featured in decolonization conversations. This would give others more opportunities to navigate these spaces and should do so in ways that are familiar to them. One ought to be more sensitive to those who would ordinarily not be included in these conversations. Unless we radically and boldly reimagine these discussions, we risk alienating those most negatively impacted by neocolonialism. CONCLUSION Decolonization conversations are complex and the subject of academic debate. The strategies employed to decolonize can harm or help the victims of neo-colonialism. Inclusion of previously silenced individuals may not be enough to overcome the vestiges of colonialism, leading to a false inclusion, where those included feel excluded or contribute in ways reflecting their own biases and circumstances. Inclusion of an elite or people who do not truly represent the subjugated can lead to elite capture. For decolonization strategies to be impactful, for example, in the context of global health, project leaders and participants must engage in conversations employing epistemic and cultural humility. In many ways, epistemic and cultural humility can help us demythologize our assumptions of any cultural superiority or cognitive authority, allowing for diverse voices, cultures, and perspectives to emerge without domination. - [1] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [2] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [3] Anye-Nkwenti Nyamnjoh 2023. Is decolonisation Africanisation? The politics of belonging in the truly African university. Social Dynamics, 1-20. [4] Rianna Oelofsen 2015. Decolonisation of the African mind and intellectual landscape. Phronimon, 16, 130-146. [5] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [6] Pedro Alexis Tabensky 2008. The Postcolonial Heart of African Philosophy. South African Journal of Philosophy, 27, 285-295. [7] Nicholas M. Creary 2012. African Intellectuals and Decolonization, Ohio, Ohio University Press. [8] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [9] Vivetha Thambinathan & Elizabeth Anne Kinsella 2021. Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis. International Journal of Qualitative Methods, 20, 16094069211014766. [10] Abimbola Seye 2023. Knowledge from the global South is in the global South. Journal of Medical Ethics, 49, 337. [11] A. Alenichev, P. Kingori & K. P. Grietens 2023. Reflections before the storm: the AI reproduction of biased imagery in global health visuals. Lancet Glob Health. [12] Jonathan K. Burns & Andrew Tomita 2015. Traditional and religious healers in the pathway to care for people with mental disorders in Africa: a systematic review and meta-analysis. Social Psychiatry and Psychiatric Epidemiology, 50, 867-877. [13] Anye-Nkwenti Nyamnjoh & Cornelius Ewuoso 2023. What type of inclusion does epistemic injustice require? Journal of Medical Ethics, jme-2023-109091. [14] 1998. Employment Equity Act. In: GOVERNMENT, S. A. (ed.) 19370. [15] Dina Zoe Belluigi & Gladman Thondhlana 2019. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education, 78, 947-963. [16] Juliet Ramohai & Khomotso Marumo 2016. Women in Senior Positions in South African Higher Education: A Reflection on Voice and Agency. 231, 135-157. [17] J. Trejo 2020. The burden of service for faculty of color to achieve diversity and inclusion: the minority tax. Mol Biol Cell, 31, 2752-2754. [18] Olufemi Taiwo 2020. Being-in-the-Room Privilege: Elite Capture and Epistemic Deference. The Philosopher, 108, 7. [19] Margarita Kurbatova & Elena Kagan 2016. Opportunism of University Lecturers As a Way to Adaptate the External Control Activities Strengthening. Journal of Institutional Studies, 8, 116-136. [20] Jeremy Farrar. 2022. An update on Wellcome's anti-racist programme. An update on Wellcome's anti-racist programme [Online]. Available from: https://wellcome.org/news/update-wellcomes-anti-racism-programme [Accessed August 10, 2022 2022]. [21] Katherine Dormandy 2018. Does Epistemic Humility Threaten Religious Beliefs? Journal of Psychology and Theology, 46, 292-304. (shrink)

How does one decolonize and reclaim the meanings of research and researcher, particularly in the context of Western research? Indigenous communities have long experienced oppression by Western researchers. Is it possible to build a collaborative research knowledge that is culturally appropriate, respectful, honoring, and careful of the Indigenous community? What are the challenges in Western research, researchers, and Western university methodology research training? How have ‘studies’ – critical anti-racist theory and practice, cross-cultural research methodology, critical perspectives on environmental justice, and (...) land-based education – been incorporated into the university to disallow dissent? What can be done against this disallowance? According to Eve Tuck and K Wayne Yang’s suggestion, this article did not use the concept of decolonization as a substitute for ‘human rights’ or ‘social justice’, but as a demand of an Indigenous framework and a centering of Indigenous land, Indigenous sovereign... (shrink)

The US psychologist Gail Hornstein’s monograph, Agnes’s Jacket: A Psychologist’s Search for the Meanings of Madness, is an important intervention in the identity politics of the mad movement. Hornstein offers a resignified vision of mad identity that embroiders the central trope of an “anti-colonial” struggle to reclaim the experiential world “colonized” by psychiatry. A series of literal and figurative appeals makes recourse to the inner world and cultural world of the mad as well as to the ethno-symbolic cultural materials of (...) dormant nationhood. This rhetoric is augmented by a model in which the mad comprise a diaspora without an origin, coalescing into a single transnational community. The mad are also depicted as persons displaced from their metaphorical homeland, the “inner” world “colonized” by the psychiatric regime. There are a number of difficulties with Hornstein’s rhetoric, however. Her “ethnicity-and-rights” response to the oppression of the mad is symptomatic of Western parochialism, while her proposed transmutation of putative psychopathology from limit upon identity to parameter of successful identity is open to contestation. Moreover, unless one accepts Hornstein’s porous vision of mad identity, her self-ascribed insider status in relation to the mad community may present a problematic “re-colonization” of mad experience. (shrink)

This essay explores some conceptual and diagnostic frameworks to advance epistemic decolonization in the US philosophical profession. A central focus is the distinction between those philosophies of formerly colonized peoples that are culturally alterior or, simply, alterior and those that are analectical in the Dusselian sense of emerging from a subordinated political position. The paper begins by reflecting upon connections between coloniality, the alterior, and the analectical to frame the discussion of epistemic decolonization in the philosophy profession. It (...) then considers a knower's core theoretic reconstruction in the task of epistemic decolonization and identifies some ambiguities in reconciling alterior traditions with analectical theoretical reconstruction. The work of Charles Mills and Enrique Dussel are considered as case studies. The paper concludes with critical reflections on the institutional network of canon, curriculum, and other conceptual and credentialization structures that constitute institutional Eurocentrism. (shrink)

This article questions the place of the child in the metaphysics and imaginary of Western colonization, racialization, and decolonization. In the last chapter of The Wretched of the Earth by Frantz Fanon, children appear not only as victims but also as a problem for which Fanon struggles to account as a theorist of decolonization as much as a psychiatric practitioner. Through a reading of one of the cases, this article interrogates the ways in which colonization attempts to infantilize (...) colonized populations while erasing childhood, and the ways in which decolonization meets colonization by regarding childhood in the end as a misfortune. The work of decolonization, to proceed, thus would demand us to rethink childhood, and in doing so break free of Western metaphysics. (shrink)

Ubuntu is a Bantu term meaning humanity. It is also a philosophical and ethical system of thought, from which definitions of humanness, togetherness, and social politics of difference arise. Devi Dee Mucina is a Black Indigenous Ubuntu man. In Ubuntu Relational Love, he uses Ubuntu oratures as tools to address the impacts of Euro-colonialism while regenerating relational Ubuntu governance structures. Called "millet granaries" to reflect the nourishing and sustaining nature of Indigenous knowledges, and written as letters addressed to his mother, (...) father, and children, Mucina's oratures take up questions of geopolitics, social justice, and resistance. Working through personal and historical legacies of dispossession and oppression, he challenges the fragmentation of Indigenous families and cultures and decolonizes impositions of white supremacy and masculinity. Drawing on anti-racist, African feminist, and Ubuntu theories and critically influenced by Indigenous masculinities scholarship in Canada, Ubuntu Relational Love is a powerful and engaging book. (shrink)

“Natural logic” was proposed by Lewis Henry Morgan as the engine of cultural evolution, concluding that the “course and manner” of cultural development “was predetermined, as well as restricted within narrow limits of divergence, by the natural logic of the human mind.” This essay argues that Morgan’s conception of natural logic aids the project of settler colonialism. Rather than being a false account of human agency, however, it is a conception of natural logic that is produced through the systematic narrowing (...) of possibilities for agency, human, and otherwise. This narrowed logic is thus only a part of a differently conceived logic of agency that is also general and normative. The discussion proceeds in four sections: first, a presentation of Morgan’s conception of natural logic and its origins; second, an analysis of four colonizing implications of Morgan’s view; third, examples of further developments of natural logic in the twentieth and twenty-first centuries in the work structuralist and post-structuralist theorists; and, last, a brief introduction of a decolonial logic that provides a broader alternative conception of the structure of agency, human, and otherwise, and that avoids the oppressive effects of the reductionism of the natural logic received from Morgan and his successors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Decolonizing MemoryLaurence J. Kirmayer*, MD (bio)In this far-reaching essay, Emily Walsh explores the significance of memory for coming to grips with the enduring legacy of colonialism in psychiatry. She argues that "for reasons of self-preservation, racialized individuals should reject collective memories underwritten by colonialism." Psychiatry can enable this process or collude with the structures of domination to silence and disable those who bear the brunt of the colonialist history (...) of violence and its current global incarnations. In this brief commentary, I want to underscore the importance of Walsh's argument, link it to contemporary work in cognitive and social science on the dynamics of memory, and point to some resources for implementing these insights in health services and clinical practice.Memory as Psychological Process, Social Practice and Cultural InstitutionMemory is not simply an individual psychological process of accessing images, stories, and knowledge of the past, but a reconstructive process of building a narrative (Kirmayer, 1996). This narrative is profoundly shaped by available templates, metaphors and models that are provided by the tacit, normative and official histories of society (Hirst, Yamashiro & Coman, 2018). But memory is also shaped by cultural affordances that guide attention and by narrative practices, which depend on other people (Ramstead, Veissière, & Kirmayer, 2017). In effect, remembering is not a matter of reaching down into one's memory archive or sedimented experience, but an embodied and enactive process of thinking with and through others (Laanes & Meretoja, 2021; Veissière, Constant, Ramstead, Friston, & Kirmayer, 2020). Memory then depends on community and on a shared understanding of history and of possible futures through which one can anchor and elaborate one's individual story.A direct consequence is that disconnecting a person from others, disembedding them from their social milieu, will lead to disruptions in memory and in the continuity of self. When the environment is toxic, this severance may sometimes be (partly) beneficial—but it always comes at a cost. Figuring out those costs, making them explicit, and ensuring that those whose history is being suppressed or overwritten by others have a chance to reclaim and write their own, is an ethical and pragmatic imperative.The denial of vital memories (recent or remote, personal or collective) causes fractures in the self that may disorganize the individual, install false consciousness, and cement the exclusionary and disvalued position of colonized, racialized, and [End Page 243] marginalized subjects. This process is not only—or even primarily—about memory. It is part of the structure of everyday life, inscribed in institutions and practices where colonial histories, racism, and economic exploitation are deeply entangled. Representations of the past are part of the way we construe the present and anticipate the future—but not every interpretive frame is a memory; there are structures in and of the moment that condition how we think about ourselves in health and illness and these too convey interests and biases disguised as "just the way things are."Fanon's Politics of Postcolonial Memory and IdentityWalsh offers a reading of aspects of Fanon's philosophy to reveal the workings of colonialism in and through memory. She is concerned with specific subsets of collective memories that are affectively charged and related to the identity of a group (Wertsch & Roediger, 2008). These memories are collective not simply they are shared by or distributed among the members of a group but because they define or constitute the collective itself.History is written largely by the powerful who create dominant or 'master' narratives that serve their own projects of legitimation and self-mystification (Trouillot, 2015; Lindqvist, 2021). But the creation of dominant narratives is not solely the province of those in power. There are many kinds of self-serving collective memory (Baumeister & Hastings, 2013)—from those related to the creation of nation states, which may ignore not only colonized peoples, but all ethnicities, religions or linguistic groups subordinated to the ideals of the dominant group (Anderson, 2006; Gunew, 2013; van Alphen & Carretero, 2015), to other forms of collective identity, even to those created by liberatory movements. These are maintained by institutionalization, ceremonial repetition and reenactment... (shrink)

The emergence of legal decolonization in the mid-twentieth century, as evidenced by the 1960 United Nations Declaration on the Granting of Independence to Colonial Countries and Peoples, is often understood through the lens of race and the disruption of racial hierarchy. If we take seriously the transnational feminist contention that the colonial racial order was also gendered, however, how might this perspective shift our understanding of decolonization? In this article, I explore the debates on decolonization that take (...) place in the UN General Assembly from 1946–1960 that lead to the 1960 Declaration from a transnational feminist perspective to answer this question. Specifically, I use comparative historical and discourse methods of analysis to explore how colonialists and anti-colonialists negotiate the onset of legal decolonization, focusing especially on how colonialist hierarchies of race, culture, and gender are addressed in these debates. I argue that, on the one hand, colonialists rely on a paternalist masculinity to legitimate their rule (i.e., our dependencies require our rule the way a child requires a father). In response, anti-colonialists reply with a resistance masculinity (i.e., “colonialism is emasculating;” “decolonization is necessary for a return of masculine dignity”). I argue that decolonization in the United Nations transpires via contentions among differentially racialized masculinities. Ultimately, a transnational feminist perspective that centers the intersection of race and gender offers a richer analysis than a perspective that examines race alone. (shrink)

Decolonizing Time: Work, Leisure, and Freedom demonstrates the importance of time as a central category for political theory. The historical struggle over the control of time is of analytical, moral, and practical significance, such that any project aiming to establish a meaningful relationship between freedom and equality must begin by reconceptualizing time. Whereas the labor movement's original fight for time sought to limit the length of the working day, the fight for time today must address the new realities of the (...) colonization of time, which increasingly extends beyond work to free time and leisure. Decolonizing Time reconsiders discretionary time as a measure of freedom through the concept of temporal autonomy as developed through the Aristotelian-Marxist, critical, and feminist theory traditions. The research is further enriched by the respective contributions of critical race theory. (shrink)

In this essay I examine Hélène Cixous's readings and figurings of women in colonial and decolonizing cultural spaces and slippages between universalized Western metaphors and metonyms and their colonial and orientalist significance. These readings, figurings, and slippages provide a supplementary framing of Cixous's utopian model of intersubjective exchange, her representation of the relation between materiality and textuality, and her universalization of the singular transcendental subject.

Research ethics regulation in parts of the Global North has sometimes been initiated in the face of biomedical scandal. More recently, developing and recently developed countries have had additional reasons to regulate, doing so to attract international clinical trials and American research funding, publish in international journals, or to respond to broader social changes. In Taiwan, biomedical research ethics policy based on ‘principlism’ and committee- based review were imported from the United States. Professionalisation of research ethics displaced other longer-standing ways (...) of conceiving ethics connected with Taiwanese cultural traditions. Subsequently, the model and its discursive practices were extended to other disciplines. Regulation was also shaped by decolonizing dis- courses associated with asserting Indigenous peoples’ rights. Locating research ethics regulation within the language and practices of public policy formation and transfer as well as decolonization, allows analysis to move be- yond the self-referential and attend to the social, economic and political context within which regulation operates. 研究倫理規範甚至法制化的濫觴,過去在有些北美國家是為了回應其國內發生的醫學研究倫 理醜聞。但近年來,無論是發展中或已開發國家,往往是為了爭取國際醫學臨床試驗計畫能在 其國內執行、爭取美國相關研究經費、能在英語的國際期刊發表文章、或是因應國內相關社會變化。 以台灣來說,基於「原則主義」的醫學領域之研究倫理政策及規範,以及在研究機構內成立 委員會專責倫理審查的運作模式,可說完全移植自美國。這種運作模式及研究倫理的專業化, 不但逐漸取代過去已融合台灣文化的研究倫理觀쳀,且在這種運作模式下的倫理論述及實作, 更從醫學領域擴展至其他研究領域。在此同時,台灣的研究倫理規範之發展,也受到台灣原住 民族的去殖民化及群體權主張等影響。. (shrink)

Colonialism, in its many forms and stages is often imposed as being central to the narratives of colonizedpeople and their cultures, as well as the genesis of their knowledge. In colonial discourse, lands and the occupants of these lands were ‘discovered’, further implying that colonized people did not have their own ways of knowing (nor even existence) before colonization. This narrative has been embedded within Euro‐American fields of study, including nursing, in which caring and healing practices that exist outside of (...) a colonial lens are dismissed and complicity with colonialism is downplayed or sanitized. This paper is a reflection on the current discourse on decolonizing nursing shaped by postcolonial, critical and Black feminist philosophies. After examining the decolonization discourse in nursing, I argue that current calls to decolonize nursing lack a clear description of the goals and process of doing so, making it unfeasible to hold those in the process of decolonizing accountable. In addition, the lack of intentionality in reckoning with past and current forms of colonialism embedded in nursing hinders the ability to engage with lessons that could shape the future. I conclude this discourse by discussing practical steps toward centrering diverse ways of knowing, and ensuring this process prioritizes communities and nurse scholars who have historically been silenced. (shrink)

Moral Images of Freedom resurrects the Kantian project of affirmative political philosophy and traces its oft-forgotten influences found in thinkers like Martin Heidegger, Ernst Cassirer, Frantz Fanon, and Walter Benjamin. As a whole the book attempts to respond to nihilistic claims about the empty purpose of critical theory in a world so utterly captured by violence in all of its worst forms: economic, social, political, and cultural. Instead, this book draws together a sweeping thread of hope in the varied symbolic (...) forms of freedom persistent throughout the work of a broader range of critical theorists and addresses the burning challenge for such work to respond seriously to the need for a decolonization of critical theory itself and a sustained commitment to the possible future of socialism. (shrink)

This book discovers freedom in the colonial idea of African primitiveness. As human transcendence, freedom escapes the drawbacks of otherness, as defended by ethnophilosophy, while exposing the idiosyncratic inspiration of Eurocentric universalism. Decolonization calls for the reconnection with freedom, that is, with myth-making understood as the inaugural act of cultural pluralism. The cultural condition of modernization emerges when the return to the past deploys the future.