SlideShare a Scribd company logo
Educating for decolonization:
 Interculturality in the Andes

             Robert Aman
    PhD Candidate, Linköping University
Visiting Research Fellow, University of Oxford
Background
 Evo Morales: ‘500 years of indigenous resistance […] have not
  been in vain. We have achieved power to end the injustice, the
  inequality and oppression that we have lived under. The
  original indigenous movement, as well as our ancestors,
  dreamt about recovering the territory.’
 ‘Broken are the ties to their ancient cultures, dead are their
  gods as well as their cities’ – Octavio Paz
 The undesired component on society’s body; marginalized to
  sceneries in the colonial texts, silenced in the national
  chronicles – together with their engraved histories, knowledges
  and memories.
 The Morales government sketched out a proposal for
  intercultural education centered on the objectives of
  multilingualism and decolonization.

                                                                    2
Background
 Interculturality as concept has come to dominate the
  educational debate in recent years among, on the one hand,
  supranational bodies such as the European Union and
  UNESCO; on the other, among indigenous movements in the
  Andes.
 The EU identifies the potential for interculturality in it’s ‘rich
  cultural and linguistic diversity, which is inspiring and has
  inspired many countries across the world’ and ‘to develop
  active inter-cultural dialogue with all countries and all regions,
  taking advantage of for example of Europe’s language links
  with many countries’ (2007, 10).
 Echoes an imperial order that interculturality in other parts of
  the world marks an attempt to overcome.


                                                                       3
Aim
 Given the apparent mismatch in appropriations of
  interculturality between supranational organizations and local
  social movements, the aim in this essay is to study how
  interculturality, as a path to decolonization, is being translated
  among indigenous alliances in the Andean region.
 Indigenous movements have failed to attract any substantial
  interest in the West (cf. Patrinos 2000), not even within
  postcolonial studies (Young, 2012)
 Engage in a discussion about the proposition for interculturality
  to break out of the prison-house of colonial vocabulary –
  modernization, progress, salvation – as it lingers on in official
  memory; and, simultaneously, problematize the universalizing
  claims implicitly embedded in supranational bodies’
  articulations of the concept.


                                                                       4
Acts of Resistance
 Depart from the proposition that the practical significance of
  interculturality is as an act of resistance to colonialist vestiges
  with the purpose to delink.
 Delinking, says Mignolo (2007, 463), ‘shall be thought out and
  projected as a delinking from the rhetoric of modernity and the
  logic of coloniality.’
 The rhetoric of modernity (invocations of progress, salvation
  and development) is merged into the logic of coloniality that
  operates through the domains of capitalist economy
  (appropriation of land); politics (control of authority); epistemic
  and personal (control of knowledge and subjectivity) (Mignolo
  2005).




                                                                        5
Acts of Resistance

 My approach operates on two interrelated levels:
 On an abstract level, I place emphasis on symptom formations
  of modernity/coloniality in the interviewees’ statements from
  which interculturality is conceptualized as an attempt to delink.
 On a more practical level, my readings set out to map principles
  of knowledge and being and ways of life articulated in
  confrontation with deemed western frameworks.




                                                                      6
Empirical material

 A course on interculturality provided by an indigenous
  organization that spreads over the Andean region of Bolivia,
  Ecuador and Peru.
 Aim of the course: to retrieve and construct knowledge in direct
  relation to Andean culture and identity, in local languages and
  terminology,     based      upon    indigenous      methodology.
  Acknowledged are both the heterogeneity of aspects
  encapsulated by the term ‘Andean’ and the common
  experience of negated identities, ways of thinking and
  interpretations of the world.
 Interviews were individually conducted with 3 teachers and 8
  the students from the course, focusing specifically on
  definitions of interculturality and its practical significance.


                                                                     7
In Lost Territory
                                                Life become inseparable from
‘What we’ve been fighting for since              territory, cosmology and
always is the issue of political                 language.
decisions of the territory. The base            The modern nation-state is a
of life is in the territory and it is also       mono-cultural – one territory, one
                                                 language, one religion – entity
the way of living and to conserve                that suffocates ways of life
life itself and this one express in              modeled within another
our own languages. The major                     framework are suffocated.
problem has been one culture’s                  Emphasizes contradictions in the
negation of all other cultures and               imagination of the state discourse
                                                 and dress their ideological
this is what has happened here                   positions in identical terms – x is
with the construction of the state.’             our language, x is our territory, x
                                                 is our religion – for cultural
                                                 recognition as a political entity.


                                                                                       8
Lost Languages
                                            Indigenous face, Spanish voice,
‘Interculturality offers tools to            lost identity.
recognize in my memory what my              The same weapon of negation as
grandparents had: the language,              used by Europe against the
the forms, the traditions. Thus, to          colonies is here appropriated by
                                             its victims.
live my reality and accept me a
little bit more for whom I am and           The trice of negativity determines
                                             identity by establishing deviation
not try to copy ways of life that are        from what the subject is not – I
outside of our reality. I think that         am x since I am not y – where the
this is interculturality, to accept us       very national chronicles from
                                             which indigenous presence have
as we are.’                                  been out written becomes the
                                             confirmation for the particularity of
                                             indigenous groupings – We are x
                                             since we are not y (the y we were
                                             never allowed to be).

                                                                                 9
’Other’ paradigms of Knowledges
                                          A view of territory that opposes
‘In the big world (el mundo mayor)         the dominant paradigm of
the territory is valued as an object       modernity that, in providing
for merchandise (objeto de                 capitalist logic of exploitation
                                           legitimacy, regards nature as
mercancía). In the Andean world it         mechanistic and lifeless – the
isn’t, rather we care for it with          common western binary between
respect, as something that gives us        nature and human is
                                           untranslatable within an Andean
life (como algo que nos da vida),          tradition.
that is part of… like a person more       More ecologically balanced than
(como una persona más).’                   the modernistic logic of capitalism
                                           that confronts nature as
                                           exploitable and marketable and
                                           has, consequently, found its way
                                           into western debates on global
                                           sustainability (cf. Dussel 2012).

                                                                              10
Conclusions
   The general thrust of the argument developed here has been that
    there are radical differences in how interculturality is translated
    between supranational bodies and local movements.
   Contrary to aspirations as formulated by the EU and UNESCO on
    universally shared values and cohesion between overlapping cultures,
    indigenous movements in the Andes embrace interculturality as an
    resistant maneuver toward delinking from the experiences of negated
    identities, ways of thinking and interpretations of the world as a
    consequence of coloniality.
   The significance of Evo Morales speech on the necessity to recover
    the territory is wider than ownership: includes recovering – better yet, a
    redefinition – of concealed histories, repressed subjectivities,
    subalternized knowleges and silenced languages. Interculturality, then,
    can be summarized as a derivative response to the rhetoric of
    modernity and the logic of coloniality articulated from the perspective of
    Quechua, Aymara, and other languages subjugated to Spanish, led by
    indigenous needs and principles of knowledge.
                                                                                 11
www.liu.se

More Related Content

What's hot

Antwerp call2014 eamer
Antwerp call2014 eamerAntwerp call2014 eamer
Antwerp call2014 eamer
Allyson Eamer
 
Intercultural Communication by Claire Kramsch
Intercultural Communication by Claire KramschIntercultural Communication by Claire Kramsch
Intercultural Communication by Claire Kramsch
Parth Bhatt
 
01856 en manual de tomabemnto cultural
01856 en manual de tomabemnto cultural01856 en manual de tomabemnto cultural
01856 en manual de tomabemnto cultural
ITC - Instituto Terceiro Corpo
 
The European Public Sphere in Cosmopolitan Societies: A critical approach to...
The European Public Sphere in Cosmopolitan Societies: A critical approach to...The European Public Sphere in Cosmopolitan Societies: A critical approach to...
The European Public Sphere in Cosmopolitan Societies: A critical approach to...
Centre for Public Policy PROVIDUS
 
Language in Glocal Cultural Context
Language in Glocal Cultural ContextLanguage in Glocal Cultural Context
Language in Glocal Cultural Context
ijtsrd
 
Language and culture expo 1
Language and culture expo 1Language and culture expo 1
Language and culture expo 1
Alexis Ramirez Cardenas
 
chapter3
chapter3chapter3
chapter3
Jen W
 
Context culture communication
Context culture communicationContext culture communication
Context culture communication
Emma_627
 
41503117 Intercultural Communication Annotated Resource List
41503117 Intercultural Communication Annotated Resource List41503117 Intercultural Communication Annotated Resource List
41503117 Intercultural Communication Annotated Resource List
Jen W
 
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
inventionjournals
 
UNIT 3 Critical Literacy, Communication and Interaction 1
UNIT 3 Critical Literacy, Communication and Interaction 1UNIT 3 Critical Literacy, Communication and Interaction 1
UNIT 3 Critical Literacy, Communication and Interaction 1
Nadia Gabriela Dresscher
 
Minority Population Analysis: The Aeta of the Philippines
Minority Population Analysis: The Aeta of the PhilippinesMinority Population Analysis: The Aeta of the Philippines
Minority Population Analysis: The Aeta of the Philippines
Olivier Serrat
 
Language and culture 7
Language and culture 7Language and culture 7
Language and culture 7
EdgarHeredia4
 

What's hot (13)

Antwerp call2014 eamer
Antwerp call2014 eamerAntwerp call2014 eamer
Antwerp call2014 eamer
 
Intercultural Communication by Claire Kramsch
Intercultural Communication by Claire KramschIntercultural Communication by Claire Kramsch
Intercultural Communication by Claire Kramsch
 
01856 en manual de tomabemnto cultural
01856 en manual de tomabemnto cultural01856 en manual de tomabemnto cultural
01856 en manual de tomabemnto cultural
 
The European Public Sphere in Cosmopolitan Societies: A critical approach to...
The European Public Sphere in Cosmopolitan Societies: A critical approach to...The European Public Sphere in Cosmopolitan Societies: A critical approach to...
The European Public Sphere in Cosmopolitan Societies: A critical approach to...
 
Language in Glocal Cultural Context
Language in Glocal Cultural ContextLanguage in Glocal Cultural Context
Language in Glocal Cultural Context
 
Language and culture expo 1
Language and culture expo 1Language and culture expo 1
Language and culture expo 1
 
chapter3
chapter3chapter3
chapter3
 
Context culture communication
Context culture communicationContext culture communication
Context culture communication
 
41503117 Intercultural Communication Annotated Resource List
41503117 Intercultural Communication Annotated Resource List41503117 Intercultural Communication Annotated Resource List
41503117 Intercultural Communication Annotated Resource List
 
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
Participatory Culture and Digital Concept at the Favela Museum, Rio de Janeir...
 
UNIT 3 Critical Literacy, Communication and Interaction 1
UNIT 3 Critical Literacy, Communication and Interaction 1UNIT 3 Critical Literacy, Communication and Interaction 1
UNIT 3 Critical Literacy, Communication and Interaction 1
 
Minority Population Analysis: The Aeta of the Philippines
Minority Population Analysis: The Aeta of the PhilippinesMinority Population Analysis: The Aeta of the Philippines
Minority Population Analysis: The Aeta of the Philippines
 
Language and culture 7
Language and culture 7Language and culture 7
Language and culture 7
 

Viewers also liked

Transforming Knowledge Production: Decolonizing Information Literacy
Transforming Knowledge Production: Decolonizing Information LiteracyTransforming Knowledge Production: Decolonizing Information Literacy
Transforming Knowledge Production: Decolonizing Information Literacy
Gr Keer
 
Bitterroot as a metaphor for decolonizing education
Bitterroot as a metaphor for decolonizing education Bitterroot as a metaphor for decolonizing education
Bitterroot as a metaphor for decolonizing education
Starleigh Grass
 
Cloud Computing - Case history - Attilio Domenico Sprela - Digicamere
Cloud Computing - Case history - Attilio Domenico Sprela - DigicamereCloud Computing - Case history - Attilio Domenico Sprela - Digicamere
Cloud Computing - Case history - Attilio Domenico Sprela - Digicamere
Manuela Moroncini
 
Decolonizing The Academy
Decolonizing The AcademyDecolonizing The Academy
Decolonising Learning Spaces Implications for Ethical Practice
Decolonising Learning Spaces Implications for Ethical PracticeDecolonising Learning Spaces Implications for Ethical Practice
Decolonising Learning Spaces Implications for Ethical Practice
Daniela Gachago
 
131 2015 tt-btc
131 2015 tt-btc131 2015 tt-btc
131 2015 tt-btc
Duong Van
 
Decolonization of education through islamization and dewesternization
Decolonization of education through islamization and dewesternizationDecolonization of education through islamization and dewesternization
Decolonization of education through islamization and dewesternization
jajaliha
 
LIBY1210: Organization of information
LIBY1210: Organization of informationLIBY1210: Organization of information
LIBY1210: Organization of information
Gr Keer
 
Hendricks workshop on decolonising the curriculum may 24 2016
Hendricks workshop on decolonising the curriculum may 24 2016Hendricks workshop on decolonising the curriculum may 24 2016
Hendricks workshop on decolonising the curriculum may 24 2016
Brenda Leibowitz
 
What does decoloniality mean for Honnours-level learning and teaching at UJ?
What does decoloniality mean for Honnours-level learning and teaching at UJ?What does decoloniality mean for Honnours-level learning and teaching at UJ?
What does decoloniality mean for Honnours-level learning and teaching at UJ?
Carina van Rooyen
 
Decolonising the curriculum: Some ideas
Decolonising the curriculum: Some ideasDecolonising the curriculum: Some ideas
Decolonising the curriculum: Some ideas
Carina van Rooyen
 
Teaching large classes, social justice and decoloniality
Teaching large classes, social justice and decoloniality Teaching large classes, social justice and decoloniality
Teaching large classes, social justice and decoloniality
Carina van Rooyen
 
Abstract final paper 720
Abstract final paper 720Abstract final paper 720
Abstract final paper 720
David Petro
 
Van rooyen decolonising the curriculum may 2016
Van rooyen decolonising the curriculum may 2016Van rooyen decolonising the curriculum may 2016
Van rooyen decolonising the curriculum may 2016
Brenda Leibowitz
 
Education, the state and class inequality: The case for free higher education...
Education, the state and class inequality: The case for free higher education...Education, the state and class inequality: The case for free higher education...
Education, the state and class inequality: The case for free higher education...
Brenda Leibowitz
 
Outlining Process
Outlining ProcessOutlining Process
Outlining Process
Claudia Cárdenas
 
My Thesis Defense Presentation
My Thesis Defense PresentationMy Thesis Defense Presentation
My Thesis Defense Presentation
Onur Taylan
 

Viewers also liked (17)

Transforming Knowledge Production: Decolonizing Information Literacy
Transforming Knowledge Production: Decolonizing Information LiteracyTransforming Knowledge Production: Decolonizing Information Literacy
Transforming Knowledge Production: Decolonizing Information Literacy
 
Bitterroot as a metaphor for decolonizing education
Bitterroot as a metaphor for decolonizing education Bitterroot as a metaphor for decolonizing education
Bitterroot as a metaphor for decolonizing education
 
Cloud Computing - Case history - Attilio Domenico Sprela - Digicamere
Cloud Computing - Case history - Attilio Domenico Sprela - DigicamereCloud Computing - Case history - Attilio Domenico Sprela - Digicamere
Cloud Computing - Case history - Attilio Domenico Sprela - Digicamere
 
Decolonizing The Academy
Decolonizing The AcademyDecolonizing The Academy
Decolonizing The Academy
 
Decolonising Learning Spaces Implications for Ethical Practice
Decolonising Learning Spaces Implications for Ethical PracticeDecolonising Learning Spaces Implications for Ethical Practice
Decolonising Learning Spaces Implications for Ethical Practice
 
131 2015 tt-btc
131 2015 tt-btc131 2015 tt-btc
131 2015 tt-btc
 
Decolonization of education through islamization and dewesternization
Decolonization of education through islamization and dewesternizationDecolonization of education through islamization and dewesternization
Decolonization of education through islamization and dewesternization
 
LIBY1210: Organization of information
LIBY1210: Organization of informationLIBY1210: Organization of information
LIBY1210: Organization of information
 
Hendricks workshop on decolonising the curriculum may 24 2016
Hendricks workshop on decolonising the curriculum may 24 2016Hendricks workshop on decolonising the curriculum may 24 2016
Hendricks workshop on decolonising the curriculum may 24 2016
 
What does decoloniality mean for Honnours-level learning and teaching at UJ?
What does decoloniality mean for Honnours-level learning and teaching at UJ?What does decoloniality mean for Honnours-level learning and teaching at UJ?
What does decoloniality mean for Honnours-level learning and teaching at UJ?
 
Decolonising the curriculum: Some ideas
Decolonising the curriculum: Some ideasDecolonising the curriculum: Some ideas
Decolonising the curriculum: Some ideas
 
Teaching large classes, social justice and decoloniality
Teaching large classes, social justice and decoloniality Teaching large classes, social justice and decoloniality
Teaching large classes, social justice and decoloniality
 
Abstract final paper 720
Abstract final paper 720Abstract final paper 720
Abstract final paper 720
 
Van rooyen decolonising the curriculum may 2016
Van rooyen decolonising the curriculum may 2016Van rooyen decolonising the curriculum may 2016
Van rooyen decolonising the curriculum may 2016
 
Education, the state and class inequality: The case for free higher education...
Education, the state and class inequality: The case for free higher education...Education, the state and class inequality: The case for free higher education...
Education, the state and class inequality: The case for free higher education...
 
Outlining Process
Outlining ProcessOutlining Process
Outlining Process
 
My Thesis Defense Presentation
My Thesis Defense PresentationMy Thesis Defense Presentation
My Thesis Defense Presentation
 

Similar to Robert Aman. educating for decolonization

343 week 3
343 week 3 343 week 3
343 week 3
lisyaseloni
 
SBU Rethinkng HEd 2021.pptx
SBU Rethinkng HEd  2021.pptxSBU Rethinkng HEd  2021.pptx
SBU Rethinkng HEd 2021.pptx
Juliette Passer
 
343 week 1
343 week 1343 week 1
343 week 1
lisyaseloni
 
Intercultural communication and understanding 101
Intercultural communication and understanding 101Intercultural communication and understanding 101
Intercultural communication and understanding 101
Paul Doyon
 
Cosmology Similar to a culture but emphasizes howwhat count.docx
Cosmology Similar to a culture but emphasizes howwhat count.docxCosmology Similar to a culture but emphasizes howwhat count.docx
Cosmology Similar to a culture but emphasizes howwhat count.docx
faithxdunce63732
 
The Value Of Nature Within Our Everyday Lives
The Value Of Nature Within Our Everyday LivesThe Value Of Nature Within Our Everyday Lives
The Value Of Nature Within Our Everyday Lives
Samantha Randall
 
Dr Paddy Ladd Wfd 2007 Madrid
Dr Paddy Ladd Wfd 2007 MadridDr Paddy Ladd Wfd 2007 Madrid
Dr Paddy Ladd Wfd 2007 Madrid
Steve Emery
 
Sociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and LearningSociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and Learning
Nahjul Qowim
 
Sociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and LearningSociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and Learning
qowimganteng
 
Intercultural communication
Intercultural communicationIntercultural communication
Intercultural communication
Nelly Zafeiriades
 
AXL3400F_Week 5_Challenge of culture_lecture 1
AXL3400F_Week 5_Challenge of culture_lecture 1AXL3400F_Week 5_Challenge of culture_lecture 1
AXL3400F_Week 5_Challenge of culture_lecture 1
leratomaqungo
 
interculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
interculturalcommunicationandunderstanding101-120811171308-phpapp02.pptinterculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
interculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
ArlynAyag
 
Rethinking higher education
 Rethinking higher education Rethinking higher education
Rethinking higher education
Juliette Passer
 
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
RBG Communiversity
 
PISMP TSLB3193 Topic 2b Applying Cultural Literacy Skills in Context and Tec...
PISMP TSLB3193  Topic 2b Applying Cultural Literacy Skills in Context and Tec...PISMP TSLB3193  Topic 2b Applying Cultural Literacy Skills in Context and Tec...
PISMP TSLB3193 Topic 2b Applying Cultural Literacy Skills in Context and Tec...
Yee Bee Choo
 
Laura Phillips - A settler view from ongoing colonized lands
Laura Phillips - A settler view from ongoing colonized landsLaura Phillips - A settler view from ongoing colonized lands
Laura Phillips - A settler view from ongoing colonized lands
UNESCO-RILA
 
The Culture Of The Japanese Culture
The Culture Of The Japanese CultureThe Culture Of The Japanese Culture
The Culture Of The Japanese Culture
Stephanie Clark
 
What is Multiculturalism?
What is Multiculturalism?   What is Multiculturalism?
What is Multiculturalism?
paul_ilsley
 
Intercultural communication (Social Dimensions)
Intercultural communication (Social Dimensions)Intercultural communication (Social Dimensions)
Intercultural communication (Social Dimensions)
thrydent leatrcie Nunez
 
Vol.9 (2002),15, 5 - 18DIAS.docx
Vol.9 (2002),15,  5 - 18DIAS.docxVol.9 (2002),15,  5 - 18DIAS.docx
Vol.9 (2002),15, 5 - 18DIAS.docx
jessiehampson
 

Similar to Robert Aman. educating for decolonization (20)

343 week 3
343 week 3 343 week 3
343 week 3
 
SBU Rethinkng HEd 2021.pptx
SBU Rethinkng HEd  2021.pptxSBU Rethinkng HEd  2021.pptx
SBU Rethinkng HEd 2021.pptx
 
343 week 1
343 week 1343 week 1
343 week 1
 
Intercultural communication and understanding 101
Intercultural communication and understanding 101Intercultural communication and understanding 101
Intercultural communication and understanding 101
 
Cosmology Similar to a culture but emphasizes howwhat count.docx
Cosmology Similar to a culture but emphasizes howwhat count.docxCosmology Similar to a culture but emphasizes howwhat count.docx
Cosmology Similar to a culture but emphasizes howwhat count.docx
 
The Value Of Nature Within Our Everyday Lives
The Value Of Nature Within Our Everyday LivesThe Value Of Nature Within Our Everyday Lives
The Value Of Nature Within Our Everyday Lives
 
Dr Paddy Ladd Wfd 2007 Madrid
Dr Paddy Ladd Wfd 2007 MadridDr Paddy Ladd Wfd 2007 Madrid
Dr Paddy Ladd Wfd 2007 Madrid
 
Sociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and LearningSociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and Learning
 
Sociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and LearningSociocultural Factors in Language Teaching and Learning
Sociocultural Factors in Language Teaching and Learning
 
Intercultural communication
Intercultural communicationIntercultural communication
Intercultural communication
 
AXL3400F_Week 5_Challenge of culture_lecture 1
AXL3400F_Week 5_Challenge of culture_lecture 1AXL3400F_Week 5_Challenge of culture_lecture 1
AXL3400F_Week 5_Challenge of culture_lecture 1
 
interculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
interculturalcommunicationandunderstanding101-120811171308-phpapp02.pptinterculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
interculturalcommunicationandunderstanding101-120811171308-phpapp02.ppt
 
Rethinking higher education
 Rethinking higher education Rethinking higher education
Rethinking higher education
 
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
RBG’s WORKING DEFINITION OF NEW AFRIKAN EDUCATION, CULTURAL DEVELOPMENT AND S...
 
PISMP TSLB3193 Topic 2b Applying Cultural Literacy Skills in Context and Tec...
PISMP TSLB3193  Topic 2b Applying Cultural Literacy Skills in Context and Tec...PISMP TSLB3193  Topic 2b Applying Cultural Literacy Skills in Context and Tec...
PISMP TSLB3193 Topic 2b Applying Cultural Literacy Skills in Context and Tec...
 
Laura Phillips - A settler view from ongoing colonized lands
Laura Phillips - A settler view from ongoing colonized landsLaura Phillips - A settler view from ongoing colonized lands
Laura Phillips - A settler view from ongoing colonized lands
 
The Culture Of The Japanese Culture
The Culture Of The Japanese CultureThe Culture Of The Japanese Culture
The Culture Of The Japanese Culture
 
What is Multiculturalism?
What is Multiculturalism?   What is Multiculturalism?
What is Multiculturalism?
 
Intercultural communication (Social Dimensions)
Intercultural communication (Social Dimensions)Intercultural communication (Social Dimensions)
Intercultural communication (Social Dimensions)
 
Vol.9 (2002),15, 5 - 18DIAS.docx
Vol.9 (2002),15,  5 - 18DIAS.docxVol.9 (2002),15,  5 - 18DIAS.docx
Vol.9 (2002),15, 5 - 18DIAS.docx
 

Recently uploaded

Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
artenzmartenkai
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
Celine George
 
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptxNational Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
EdsNatividad
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
EduSkills OECD
 
How to Store Data on the Odoo 17 Website
How to Store Data on the Odoo 17 WebsiteHow to Store Data on the Odoo 17 Website
How to Store Data on the Odoo 17 Website
Celine George
 
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES  Lecture_Notes_Unit4_chapter11_sequenceSEQUNCES  Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
Murugan Solaiyappan
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
lakitawilson
 
How to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 NotebookHow to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 Notebook
Celine George
 
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Murugan Solaiyappan
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
KlettWorldLanguages
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
monicaaringo1
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
JackieSparrow3
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
MysoreMuleSoftMeetup
 
How to Create Sequence Numbers in Odoo 17
How to Create Sequence Numbers in Odoo 17How to Create Sequence Numbers in Odoo 17
How to Create Sequence Numbers in Odoo 17
Celine George
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
Celine George
 
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptx
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptxUnlocking Educational Synergy-DIKSHA & Google Classroom.pptx
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptx
bipin95
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
heathfieldcps1
 
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Liyana Rozaini
 
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptxBRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
kambal1234567890
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
SarahAlie1
 

Recently uploaded (20)

Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
 
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptxNational Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
 
How to Store Data on the Odoo 17 Website
How to Store Data on the Odoo 17 WebsiteHow to Store Data on the Odoo 17 Website
How to Store Data on the Odoo 17 Website
 
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES  Lecture_Notes_Unit4_chapter11_sequenceSEQUNCES  Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
 
How to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 NotebookHow to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 Notebook
 
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
 
How to Create Sequence Numbers in Odoo 17
How to Create Sequence Numbers in Odoo 17How to Create Sequence Numbers in Odoo 17
How to Create Sequence Numbers in Odoo 17
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
 
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptx
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptxUnlocking Educational Synergy-DIKSHA & Google Classroom.pptx
Unlocking Educational Synergy-DIKSHA & Google Classroom.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)
 
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptxBRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
BRIGADA ESKWELA OPENING PROGRAM KICK OFF.pptx
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
 

Robert Aman. educating for decolonization

  • 1. Educating for decolonization: Interculturality in the Andes Robert Aman PhD Candidate, Linköping University Visiting Research Fellow, University of Oxford
  • 2. Background  Evo Morales: ‘500 years of indigenous resistance […] have not been in vain. We have achieved power to end the injustice, the inequality and oppression that we have lived under. The original indigenous movement, as well as our ancestors, dreamt about recovering the territory.’  ‘Broken are the ties to their ancient cultures, dead are their gods as well as their cities’ – Octavio Paz  The undesired component on society’s body; marginalized to sceneries in the colonial texts, silenced in the national chronicles – together with their engraved histories, knowledges and memories.  The Morales government sketched out a proposal for intercultural education centered on the objectives of multilingualism and decolonization. 2
  • 3. Background  Interculturality as concept has come to dominate the educational debate in recent years among, on the one hand, supranational bodies such as the European Union and UNESCO; on the other, among indigenous movements in the Andes.  The EU identifies the potential for interculturality in it’s ‘rich cultural and linguistic diversity, which is inspiring and has inspired many countries across the world’ and ‘to develop active inter-cultural dialogue with all countries and all regions, taking advantage of for example of Europe’s language links with many countries’ (2007, 10).  Echoes an imperial order that interculturality in other parts of the world marks an attempt to overcome. 3
  • 4. Aim  Given the apparent mismatch in appropriations of interculturality between supranational organizations and local social movements, the aim in this essay is to study how interculturality, as a path to decolonization, is being translated among indigenous alliances in the Andean region.  Indigenous movements have failed to attract any substantial interest in the West (cf. Patrinos 2000), not even within postcolonial studies (Young, 2012)  Engage in a discussion about the proposition for interculturality to break out of the prison-house of colonial vocabulary – modernization, progress, salvation – as it lingers on in official memory; and, simultaneously, problematize the universalizing claims implicitly embedded in supranational bodies’ articulations of the concept. 4
  • 5. Acts of Resistance  Depart from the proposition that the practical significance of interculturality is as an act of resistance to colonialist vestiges with the purpose to delink.  Delinking, says Mignolo (2007, 463), ‘shall be thought out and projected as a delinking from the rhetoric of modernity and the logic of coloniality.’  The rhetoric of modernity (invocations of progress, salvation and development) is merged into the logic of coloniality that operates through the domains of capitalist economy (appropriation of land); politics (control of authority); epistemic and personal (control of knowledge and subjectivity) (Mignolo 2005). 5
  • 6. Acts of Resistance  My approach operates on two interrelated levels:  On an abstract level, I place emphasis on symptom formations of modernity/coloniality in the interviewees’ statements from which interculturality is conceptualized as an attempt to delink.  On a more practical level, my readings set out to map principles of knowledge and being and ways of life articulated in confrontation with deemed western frameworks. 6
  • 7. Empirical material  A course on interculturality provided by an indigenous organization that spreads over the Andean region of Bolivia, Ecuador and Peru.  Aim of the course: to retrieve and construct knowledge in direct relation to Andean culture and identity, in local languages and terminology, based upon indigenous methodology. Acknowledged are both the heterogeneity of aspects encapsulated by the term ‘Andean’ and the common experience of negated identities, ways of thinking and interpretations of the world.  Interviews were individually conducted with 3 teachers and 8 the students from the course, focusing specifically on definitions of interculturality and its practical significance. 7
  • 8. In Lost Territory  Life become inseparable from ‘What we’ve been fighting for since territory, cosmology and always is the issue of political language. decisions of the territory. The base  The modern nation-state is a of life is in the territory and it is also mono-cultural – one territory, one language, one religion – entity the way of living and to conserve that suffocates ways of life life itself and this one express in modeled within another our own languages. The major framework are suffocated. problem has been one culture’s  Emphasizes contradictions in the negation of all other cultures and imagination of the state discourse and dress their ideological this is what has happened here positions in identical terms – x is with the construction of the state.’ our language, x is our territory, x is our religion – for cultural recognition as a political entity. 8
  • 9. Lost Languages  Indigenous face, Spanish voice, ‘Interculturality offers tools to lost identity. recognize in my memory what my  The same weapon of negation as grandparents had: the language, used by Europe against the the forms, the traditions. Thus, to colonies is here appropriated by its victims. live my reality and accept me a little bit more for whom I am and  The trice of negativity determines identity by establishing deviation not try to copy ways of life that are from what the subject is not – I outside of our reality. I think that am x since I am not y – where the this is interculturality, to accept us very national chronicles from which indigenous presence have as we are.’ been out written becomes the confirmation for the particularity of indigenous groupings – We are x since we are not y (the y we were never allowed to be). 9
  • 10. ’Other’ paradigms of Knowledges  A view of territory that opposes ‘In the big world (el mundo mayor) the dominant paradigm of the territory is valued as an object modernity that, in providing for merchandise (objeto de capitalist logic of exploitation legitimacy, regards nature as mercancía). In the Andean world it mechanistic and lifeless – the isn’t, rather we care for it with common western binary between respect, as something that gives us nature and human is untranslatable within an Andean life (como algo que nos da vida), tradition. that is part of… like a person more  More ecologically balanced than (como una persona más).’ the modernistic logic of capitalism that confronts nature as exploitable and marketable and has, consequently, found its way into western debates on global sustainability (cf. Dussel 2012). 10
  • 11. Conclusions  The general thrust of the argument developed here has been that there are radical differences in how interculturality is translated between supranational bodies and local movements.  Contrary to aspirations as formulated by the EU and UNESCO on universally shared values and cohesion between overlapping cultures, indigenous movements in the Andes embrace interculturality as an resistant maneuver toward delinking from the experiences of negated identities, ways of thinking and interpretations of the world as a consequence of coloniality.  The significance of Evo Morales speech on the necessity to recover the territory is wider than ownership: includes recovering – better yet, a redefinition – of concealed histories, repressed subjectivities, subalternized knowleges and silenced languages. Interculturality, then, can be summarized as a derivative response to the rhetoric of modernity and the logic of coloniality articulated from the perspective of Quechua, Aymara, and other languages subjugated to Spanish, led by indigenous needs and principles of knowledge. 11

Editor's Notes

  1. 13-04-10 Linköpings universitet Detta är en generell mall för att göra PowerPoint presentationer enligt LiUs grafiska profil. Du skriver in din rubrik, namn osv på sid 1. Börja sedan skriva in din text på sid 2. För att skapa nya sidor, tryck Ctrl+M. Sidan 3 anger placering av bilder och grafik. Titta gärna på ”Baspresentation 2008” för exempel. Den sista bilden är en avslutningsbild som visar LiUs logotype och webadress. Om du vill ha fast datum, eller ändra författarnamn, gå in under Visa, Sidhuvud och Sidfot.
  2. Speaking in a single European language becomes not merely a reinforcement of historical power structures that obliges the addressed to communicate in the idiom of the metrópoli , but the very act of speaking emerge as a continuous reminder of an imperial legacy the postcolonial subject carries within – lengua as Spanish for both language and the physical tongue 13-04-10 Linköpings universitet