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Institute for International Studies in Education
Academic Colonialism and
Decolonizing Indigenous Research:
Issues and Pot...
Institute for International Studies in Education
W. James Jacob, PhD
Director, IISE
School of Education
University of Pitt...
Institute for International Studies in Education
• Background
• Standpoint
• Redefining Academic Colonialism
• Reconceptua...
Institute for International Studies in Education
Background
Deplored state of knowledge in
the Third World
• Critique of C...
Institute for International Studies in Education
Standpoint
In response to globalizing forces
• Promote universal approach...
Institute for International Studies in Education
Redefining Academic Colonialism
26 April 2012Copyright © 2012 by Che-Wei ...
Institute for International Studies in Education
Decolonizing Indigenous Research
26 April 2012Copyright © 2012 by Che-Wei...
Institute for International Studies in Education
Indigenous Academia:
Challenges, Dilemmas, Limits, and Potential
26 April...
Institute for International Studies in Education
Paradigms and Theories in Indigenous Studies
C
Bilateral Non-
Indigenous-...
Institute for International Studies in Education
Conclusion
• Positive Transcultural (dynamic-hybrid) Identity
• Intercult...
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Academic Colonialism and Decolonizing Indigenous Research: Issues and Potential for Indigenous Academia and Knowledge Systems

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Presenter: Che-Wei Lee
Time: 10 AM to 12 PM
Location: San Juan, Peurto Rico
Event Date: Apr 26, 2012
Organization: Comparative and International Education Society (CIES)
Publication Date: Apr 26, 2012
Conference End Date: Apr 27, 2012
Conference Start Date: Apr 22, 2012

Published in: Education, Technology
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Academic Colonialism and Decolonizing Indigenous Research: Issues and Potential for Indigenous Academia and Knowledge Systems

  1. 1. Institute for International Studies in Education Academic Colonialism and Decolonizing Indigenous Research: Issues and Potential for Indigenous Academia and Knowledge Systems Che-Wei Lee & W. James Jacob Institute for International Studies in Education University of Pittsburgh, USA Higher Education in Indigenous and Conflict Contexts SIG – Higher Education Thursday, 26 April 2012, at 10:15-11:45 a.m. Main Building / San Cristobal D San Juan, Peurto Rico, 56th Annual Conference of Comparative and International Education Society
  2. 2. Institute for International Studies in Education W. James Jacob, PhD Director, IISE School of Education University of Pittsburgh 5714 Wesley W. Posvar Hall Pittsburgh, PA 15260 United States of America Email: wjacob@pitt.edu Website: www.iise.pitt.edu/jacob Che-Wei Lee, MA Program Coordinator, IISE School of Education University of Pittsburgh 5708 Wesley W. Posvar Hall Pittsburgh, PA 15260 United States of America Email: CHL138@pitt.edu Website: www.iise.pitt.edu/lee Contact Information 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob
  3. 3. Institute for International Studies in Education • Background • Standpoint • Redefining Academic Colonialism • Reconceptualization of the Decolonizing Indigenous Research • Indigenous Academia • Paradigms and Theories in Indigenous Studies • Conclusion 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob
  4. 4. Institute for International Studies in Education Background Deplored state of knowledge in the Third World • Critique of Colonialism • Academic Imperialism • Decolonization of Knowledge • Critical Pedagogy • Imitation and the Captive Mind • Deschooling • Academic Dependency • Orientalism • Eurocentrism Alternative discourses in the social sciences • Indigenization of the social sciences • Endogenous intellectual creativity • An autonomous social science tradition • Postcolonizing knowledge • Globalization • Decolonization and nationalization of the social sciences 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob
  5. 5. Institute for International Studies in Education Standpoint In response to globalizing forces • Promote universal approaches to knowledge & understanding Two potential pathways for reactions: Abandoning the old way versus seeking to re-discover ancient wisdoms. A third way emphasizes the following: • Focus on interface between indigenous knowledge and other knowledge systems (science) • The interface recognizes different knowledge systems • To see opportunities for employing aspects of both 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob
  6. 6. Institute for International Studies in Education Redefining Academic Colonialism 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob Center States (dominant/independent) Peripheral States (subordinate/dependent) = Indirect Control (Imperialism, Colonialism) • Standardizing • Institutionalizing • Socializing academic disciplines Figure 1. Dynamic Structure of Unfair Academic Division-of-Labor Sources: Adapted from Alatas (2003) and Shih (2010).
  7. 7. Institute for International Studies in Education Decolonizing Indigenous Research 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob Figure 2. The Indigenous Research Agenda Source: Smith (1999, p. 117).
  8. 8. Institute for International Studies in Education Indigenous Academia: Challenges, Dilemmas, Limits, and Potential 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob • Power Control: Who controls the access to tenure and promotion? • Circumstance: Hostile Non-Indigenous Academic Society (Dominant academic professors fail to possess any minimum cultural sensitivity and insist on employing one-size-fits-all indicators.) • Colonial Legacy: Academic dependency is gradually consolidated in this asymmetrical exchange of academic knowledge. • Politics of Knowledge: The Right of the Cultural Interpretation vs. Knowledge Sovereignty • Policy: The Limits of the Affirmative Action Policy • Curricula: The Potential of Establishing Appropriate Disciplines • Employment: Mainstream knowledge/value leads the market of the academic employment. • Sustainability: Indigenous Higher Education Institutions & Organic Community
  9. 9. Institute for International Studies in Education Paradigms and Theories in Indigenous Studies C Bilateral Non- Indigenous-Oriented etic-to-emic B Unilateral Indigenous emic-as-etic D Bilateral Indigenous- Oriented emic-to-etic A Unilateral Non- Indigenous etic-as-emic 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob E Integrated Interface (Equilibrium and Transformation) emic-and-etic Figure 3. A Macromapping of Paradigms and Theories in Indigenous Research. Source: Lee and Jacob (2012).
  10. 10. Institute for International Studies in Education Conclusion • Positive Transcultural (dynamic-hybrid) Identity • Intercultural Sensitivity, Responsiveness, and Transcultural-Critical Praxis • Paradigms that encourage and enable interface teaching and research require balance between indigenous methodologies and conventional academic methods associated with higher education. • There is room to explore an interface model as an alternative to the imposition of a single approach. • In the longer term an undifferentiated global model could undermine indigenous contributions to knowledge development. • A more strategic goal might be to increase capability: – A critical mass of indigenous scholars. – The development of academic centers where teaching and research at the interface can lead to the creation of new knowledge and the advancement of indigenous peoples and wider society. 26 April 2012Copyright © 2012 by Che-Wei Lee and W. James Jacob

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