African/Africana Philosophy

Review of Janz, B. B. (2023). African Philosophy and Enactivist Cognition: The Space of Thought. London, New York, Oxford, New Delhi, Sydney: Bloomsbury Academic.

This essay investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, among others, could accommodate African approaches to philosophy. We contend that the promotion of African home-grown frameworks, such as Conversational Thinking can serve as (...) an appropriate decolonial strategy for philosophy education in parts of Africa. Our reason is that the proposed philosophy curriculum would train the emerging young generations in Africa to be critical, creative and innovative from African epistemic perspectives. This stems from the fact that Conversational Thinking is a strategy among others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation. (shrink)

Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived (...) and learning realities. The argument advanced in this article is that until the epistemic harm of colonialism and apartheid are afforded careful recognition and attention – as in focusing on the lived experiences, realities, and stories of individuals - the hard work of de-legitimizing coloniality, and its implicit structures of hegemonies and binaries cannot unfold. In addressing these harms, I commence by describing some of the contexts of epistemic harm, promulgated through colonialism and apartheid. This is followed by a consideration of decolonization, both as theory and practice-within-context. Here, I also foreground the #Rhodesmustfall campaign, as a particular moment of painful clarity about why decolonization, as well as transformation have faltered in higher education in South Africa. In the second half, I focus on the necessity of prioritising storytelling as a deep manifestation of decolonization. Stories, I maintain, provide access into unknown lives, and can subvert the invisible, normative framings, which dictate how we live in this world. As a manifestation of decolonization, students’ stories hold profound implications for the recognition and affirmation of pluralist identities, histories, knowledge, values, and worldviews. (shrink)

It is no accident that white privilege designed to be both be invisible and weightless to white people. Alison Bailey’s “On White Privilege and Anesthesia: Why Does Peggy McIntosh’s Knapsack Feel Weightless?” extends a weighty invitation white readers to complete the unpacking task McIntosh (1988) began when she compared white privilege to an “invisible and weightless knapsack.” McIntosh focuses primarily making white privilege visible to white people. Bailey’s project continues the conversation by extending a ‘weighty invitation’ to white readers to (...) explore why the metaphorical knapsack, despite the weight of its contents, feels weightless. Here’s the short answer. The knapsack only feels weightless because white people have become anesthetized us to our own brokenness. We are more comfortable considering what white privilege does for us than what it does to us. People of color feel the weight of whiteness every day. The weighty invitation invites white readers to become sensitive to our own insensitivity. To do this Bailey (1) explores white resistance to unpacking the weight; (2) people of color’s testimonies to the daily impact of the weight on their bodies; and (3) how the anesthesia of white privilege distorts our humanity. The article concludes with a McIntosh style list of that the anesthesia of privilege distorts white people’s humanity. (shrink)

The chapter is based on the fact that the history of Africa’s Indigenous ways of knowing and knowledge production did not begin with Westernization process or rather knowledge systems, and as such neither should their future depend exclusively on Western and other worldviews. Like other human societies across the globe, African Indigenous societies have, for centuries, developed their own sets of experiences and explanations relating to the environments they live in. We encapsulate the journey of two African women from two (...) geographical locations and different historical colonial contexts, and yet they have so much in common. Their fate is a deep desire to know of their roots and purpose of being ties them together to influence this work. The purpose of these chapter is encapsulated in this African saying: “A tree that wants to flourish needs to honour the root.” Our root is our ancestral and cultural ways which honor our lives. Further, we focus on the African Indigenous ways of knowing, being, and living by highlighting on the interruption of our Indigenous ways of knowing through slavery and colonization. (shrink)

In contemporary Africa, a critical question has always been concerned about whether African Indigenous knowledge has brought a sense of power to Africans born within the continent or Africans born outside the continent. If not, why not? In this chapter, through the eyes of two women, we focus on the journey to reclaim what was disrupted. The focus of the first section is on Betty’s journey as an African descendant from the Caribbean. It provides an understanding of her new road (...) to enlightenment about her African Ancestry, and the emotional, psychological, and spiritual impact of that knowledge on her perception of Africans. The first part of the chapter deals with theme, titled, “Seeking That Which was Lost” in a sense provides a catharsis for the protagonist—Betty, through the process of unlearning and relearning African Indigenous philosophies. Where does this leave her? Is she empowered by this knowledge? The second and final theme, titled, “Reclaiming That Which Was Lost” is a response to the first theme following where Betty left off. It is a response through Osho’s journey, an African Indigenous woman, born and raised within the continent. She carefully examines the questions presented in the first theme by Betty, the African woman born in the Caribbean. (shrink)

La pregunta sobre la muerte sigue siendo una gran preocupación para el hombre de hoy. La concepción bantú-africana de la muerte y el más allá ofrece una original respuesta a este misterio. Presentar la coincidencia y diferencias de dicha original respuestas con otras respuestas posibles será el objetivo de esta reflexión.

In this discussion, I engage the politics of intention to explore how structural racism structures the production of meaning and the practice of reason. Building on María Lugones's analysis of intention formation as a form of practical reasoning, I explore the reasoning at work during the 2011 Stand Your Ground (SYG) hearing of black survivor of domestic violence, Marissa Alexander, to contend that structural racism—in this case, both intimate personal violence and intimate state violence against black women—enacts race/gender domination through (...) projecting constructed intentions onto black women as a strategy to rationalize punishing black women. I also discuss two key black feminist critiques of reason—Patricia Hill Collins’ discussion of “controlling images” (2000) and Michelle Cliff's concept of the “mythic mind” (1982)—to propose controlling intentions as a framework to theorize how structural racism produces fictive intentions used to rationalize the criminal punishment of survival and justify that outcome as common sense. (shrink)