On Education 3 (7) (2020)

Authors
Monika Kirloskar-Steinbach
Universität Konstanz
Abstract
The recent call for a conceptual and intellectual decolonization in the humanities critiques the conventional, all-white, largely male philosophical canon. Its critique is directed at the centering of the experiences of this specific group in global knowledge transmission practices. Its proponents focus on the canon’s implicit claim, namely that only one social group is able to think thoroughly and accurately about all problems of philosophical significance across varying spatiotemporal contexts. In this short article, I will use two different debates to make some aspects of this call more meaningful: the US-American discourse in academic philosophy on deracializing the knowing subject and the post-Holocaust German understanding of public intellectual spaces (sections 2 and 3 respectively).
Keywords epistemic decolonization  Adorno  Critical Theory
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Diversifying Philosophy: The Art of Non-Domination.Monika Kirloskar-Steinbach - 2019 - Educational Philosophy and Theory 51 (14):1490-1503.

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