In the last decade, there has been a surge for the decolonization of education, which many view as a path forward that connects the past, present, and future. While decolonisation can mean different things, it includes a fundamental reconsideration of who is teaching, what the subject matter is and how it’s being taught. This session will look at perspectives on decolonization from both the global north and global south, which typically offer different perspectives.
For the global south, education is a means of self-knowledge, starting from within (the local) and radiating outwards to discover more knowledge of the peoples and world. It means that the global south should exist at the centre, not as an appendix or extension of the global north.
For the global north, it is giving due recognition of the first peoples of the country and to build bridges through recognition. The speakers will look particularly at the role of the library on this journey.
Richard Higgs, Lecturer (University of Cape Town)
Camille Callison, Indigenous Strategies Librarian (University of Manitoba)
Affect: openness, interconnectedness and vulnerability of bodies. Affective encounters have the potential to… move us forward, keep us stuck; mark our belonging or non-belonging to social worlds, and attune us to the promise/threat of each relational encounter. Seigworth, 2017 in Dernikos et al.
Addressing ontological inequities in the decolonial library
inequities in the
Moderator: Mimi Calter
University of Cape Town
The result of coercing or wedging texts and artefacts
into taxonomies that are at best a poor fit and at
worst perform ontological violence on people and
individual’s knowledge is “obscured from collective
understanding as a result of structural inequalities that
marginalise or exclude certain groups from participating in
CC-BY-SA-NC Richard Higgs
dimensions of exclusion
after Crenshaw, 1989
In libraries and education
• Privileges of knowledge
• Privileged knowledges
• Knowledges of privilege
• Rights of access
• Spectralising the Savage
Reduction of Black bodies to extensions of Western man* *Towns, 2020
• Crenshaw, K.. 1989. Demarginalizing the intersection of race and sex: a Black feminist critique of antidiscrimination
doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum
• Dernikos, P., Lesko, N., McCall, S., Niccolini, A. 2020. Feeling education. Mapping the affective turn in education. New
York: Routledge. DOI:10.4324/9781003004219
• Fricker, M., 2007. Epistemic injustice: power and the ethics of knowing. Oxford: Oxford University Press.
• Towns, A. 2020. Toward a Black media philosophy. Cultural studies. DOI: 10.1080/09502386.2020.1792524