How was ‘savagery’ constituted as a field of colonial knowledge? As Europe’s empires expanded, their reach was marked not only by the colonisation of new territories but by the colonisation of knowledge. Path-breaking scholarship since the 1990s has shown how European knowledge of colonised territories and peoples developed from diverse travel writings, missionary texts, and exploration narratives from the 16th century onwards (Abulafia, 2008; Armitage, 2000; De Campos Françozo, 2017; Pratt, 1992). Of prime importance in this (...) work has been the investigation of the pre-positioning of colonised peoples within categories derived from European traditions of historical, religious, legal, and political thought as either ‘savages’ or ‘barbarians’ (Richardson, 2018; Sebastiani, 2013). (shrink)

Abstract:Part sociological analysis of race and class in colonial Trinidad, part autobiographical Bildungsroman, Beyond a Boundary is the cricketing memoir of Trinidadian intellectual and anticolonial activist C. L. R. James (1901–1989). We argue that it offers a good site for thinking through the position of the racially minoritized intellectual entangled in neocolonial logics of cultural hierarchy and identification. We examine James' use of ironic narrative voice to instrumentalize the colonial values encoded in the "Spirit of Cricket." Beyond a (...) Boundary therefore re-imagines the scope of knowledge-making, be it in cricket, art, or indeed Classics, beyond traditionally naturalized hierarchies of race and class. (shrink)

ArgumentThis article focuses on the specific ways in which Zionist scientists studying malaria in Mandatory Palestine presented their work to international scientific circles, moving between the transnational aspects and the local aspects of their work on malaria while suffusing that work with nationalist meanings. This slippery yet seemingly unproblematic movement between the general and the specific, between the colonial world and Palestine, was a necessary mechanism of scientific exchange. In the Zionist case the work on malaria for these scientists (...) was both a marker of their belief in progress and also a sign of their devotion to a specific political and social project. The knowledge imparted by Zionist malariologists and the international reception it received lent scientific legitimacy to the Zionist project while it advanced the goals of settling the land and defining the communal borders within Palestine between the Arab population and the Jewish one. In this way, the Zionist anti-malaria project in Palestine holds a unique place in malaria research of the time. (shrink)

As European colonies in Asia and Africa became independent nations, as the United States engaged in war in Southeast Asia and in covert operations in South America, anthropologists questioned their interactions with their subjects and worried about the political consequences of government-supported research. By 1970, some spoke of anthropology as “the child of Western imperialism” and as “scientific colonialism.” Ironically, as the link between anthropology and colonialism became more widely accepted within the discipline, serious interest in examining the history of (...) anthropology in colonial contexts diminished. This volume is an effort to initiate a critical historical consideration of the varying “colonial situations” in which (and out of which) ethnographic knowledge essential to anthropology has been produced. The essays comment on ethnographic work from the middle of the nineteenth century to nearly the end of the twentieth, in regions from Oceania through southeast Asia, the Andaman Islands, and southern Africa to North and South America. The “colonial situations” also cover a broad range, from first contact through the establishment of colonial power, from District Officer administrations through white settler regimes, from internal colonialism to international mandates, from early “pacification” to wars of colonial liberation, from the expropriation of land to the defense of ecology. The motivations and responses of the anthropologists discussed are equally varied: the romantic resistance of Maclay and the complicity of Kubary in early colonialism; Malinowski’s salesmanship of academic anthropology; Speck’s advocacy of Indian land rights; Schneider’s grappling with the ambiguities of rapport; and Turner’s facilitation of Kaiapo cinematic activism. “Provides fresh insights for those who care about the history of science in general and that of anthropology in particular, and a valuable reference for professionals and graduate students.”—Choice “Among the most distinguished publications in anthropology, as well as in the history of social sciences.”—George Marcus, Anthropologica. (shrink)

The development of both the modern state and modern scientific discourses in the non-Western world are closely linked together, both being the outcome of the colonial encounter. Using a Foucauldian framework of power/knowledge and his notions of ‘episteme’ and ‘governmentality’, this article explores how colonial governmentality in India produced statistical knowledge of the country thus ushering in a new social scientific discourse of ‘progress’, ‘history’, ‘economy’ and ‘society’.

Derek Walcott's colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. The situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged (...) within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott's emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed "border thinking.". (shrink)

The proposed list of 17 UN Sustainable Development Goals sets out to reframe development according to a more holistic perspective. Yet, drawing on the example of the need for sustainable, resilient and biodiverse agriculture, it is argued here that the SDGs remain essentially grounded within one cultural understanding of how to address poverty. At least with regard to agriculture, the SDGs thus remain mono-cultural, one-dimensional, overly technocratic, and are far from universal as they fail to acknowledge the stipulated alternative pluriverse, (...) frequently understood in the Global South. The problem outlined is neither a technical nor political one: being essentially related to knowledge production it calls for the pluralization of approaches to both global ethics and sustainability. (shrink)

"Local History/Global Designs" is one of the most important books in the historical humanities to have emerged since the end of the Cold War University. This is vintage Mignolo: packed with insights, breadth, and intellectual zeal.

This essay discusses whether an indigenous African ethic, as expressed in ubuntu, may serve as an example of how to decolonise Western knowledge. In the first part, the key claims of decolonisation of knowledge are set out. The second part analyses three strategies to construct models of ‘African’ ethics, namely transfer, translation and stating of a substantive rival model as contained in ubuntu ethics. After a critical appraisal of this substantive proposal, part three indicates the potential and limitation (...) of the decolonisation project: possibilities lie in the -contextualisation of knowledge, whereas limitations are related to constructing an alternative to what is known as ‘scientific’ knowledge. As far as the author knows, this is the first attempt to frame ethics in terms of the epistemological search for ‘decolonised’ knowledge. (shrink)

This paper explores the intricate relationship between the concept of “savage knowledge,” its significance during the ninteenth and twentieth centuries, and the emerging field of ethnoscience. It specifically focuses on the Amazon region as a pivotal area in the development of ethnoscience, examining the contributions of renowned naturalists Carl von Martius, Richard Spruce, and Richard Schultes, who each conducted scientific expeditions to the Amazon during this era. Their works are crucial in reevaluating the dynamic interplay between the Western perception (...) of the “savage,” the scientific principles that underpin it, and the geopolitics of knowledge exchange between countries in the global north and south. I argue that the contextual conditions which made possible the emergence of ethnoscience, including imperial assimilation, extraction, and coloniality, continue to exert influence on twentieth century political discourses concerning the integration of indigenous cultures into global politics. This influence is evident through the analysis of a UNESCO document in the second part of the paper. The study concludes that the incorporation of indigenous knowledge, systematised by ethnoscience, has often served as a pretext for controlling geographical areas historically regarded as “natural resources,” ultimately transforming them into reservoirs of indigenous epistemologies. (shrink)

Looking at work on advocacy research, this article raises concerns about researchers, exploring and illustrating four aspects of the Coloniality of Anglo-European knowledge practice possible in such research. It suggests that it is not because we are able to be scholars that we are positioned to develop knowledge of marginalized others; it is because of how we are positioned in relation to marginalized others that we are able to be scholars. This article ends with a suggestion for an (...) epistemic shift. (shrink)

How should nursing knowledge advance? This exploration contextualizes its evolution past and present. In addressing how it evolved in the past, a probable historical evolution of its development draws on the perspectives of Frank & Gills's World System Theory, Kuhn's treatise on Scientific Revolutions, and Foucault's notions of Discontinuities in scientific knowledge development. By describing plausible scenarios of how nursing knowledge evolved, I create a case for why nursing knowledge developers should adopt a post‐structural stance in (...) prioritizing their research agenda(s). Further, by adopting a post‐structural stance, I create a case on how nurses can advance their disciplinary knowledge using an engaging post‐colonial strategy. Given an interrupted history caused by influence(s) constraining nursing's knowledge development by power structures external, and internal, to nursing, knowledge development can evolve in the future by drawing on post‐structural interpretation, and post‐colonial strategy. The post‐structural writings of Deleuze & Guattari's understanding of ‘Nomadology’ as a subtle means to resist being constrained by existing knowledge development structures, might be a useful stance to understanding the urgency of why nursing knowledge should advance addressing the structural influences on its development. Furthermore, Bhabha's post‐colonial elucidation of ‘Hybridity’ as an equally discreet means to change the culture of those constraining structures is an appropriate strategy to enact how nursing knowledge developers can engage with existing power structures, and simultaneously influence that engagement. Taken together, ‘post‐structural stance’ and ‘post‐colonial strategy’ can refocus nursing scholarship to learn from its past, in order to develop relevant disciplinary knowledge in its future. (shrink)

The case history in the colonial context was a hybrid form, caught between bureaucratic pressures toward racialization, aggregation, and generalization, on the one hand, and the individualistic bias of the genre, on the other. This tension posed a problem for colonial rulers. In their drive to harvest neat, ideologically reliable knowledge about the minds of colonial subjects, officials and researchers in the 20th-century British Empire read case histories in selective ways, pared them down to simplistic fables, (...) and ultimately bypassed them whenever they could. In other words, although they worked mightily to bend the case history to their purposes, they never fully succeeded. The authority granted to personal testimony and the capaciousness of the detail in case histories always contained a subversive potential. As a result, the politics of the colonial case history were underdetermined, overflowing the categories and resisting the generalizations that colonial rulers sought to impose. (shrink)

Historical studies on the relationship between science and diplomacy tend to focus on events since World War II and on initiatives for the maintenance of peace or to achieve cooperation over contentious matters. This article presents the case of José Vicente Barbosa du Bocage (1823–1907), a Portuguese zoologist who had formal diplomatic responsibilities in a context of competition for the colonization of Africa in the nineteenth century. He used his knowledge in African geography to implement colonial and diplomatic (...) strategies that aimed at outcompeting rival powers. The development of a network of actors with scientific, colonial, and diplomatic expertise was crucial for the negotiations that involved the partition of the Congo basin, which resulted in victories for Portugal that surpassed the country's marginal political relevance at the international level and had long‐lasting consequences. (shrink)

The origins of marginalization in nursing and the health sector in Ghana can be traced to colonialism and how a colonial era laid a solid foundation for inequities and entrenched disparities, as well as the subsequent normalization of marginalizing acts, in the health sector, particularly for women. Drawing upon varied literature over a 60‐year period and perspectives from feminist theory, this paper considers the lasting impact of Ghanaian women's historical position during the colonial era and within the patriarchal (...) system that ensued. Through this process, it becomes possible to shed light on the crucial role that colonialism has played in women's experiences, perspectives, and health‐seeking behaviors, and the manner in which it has created a healthcare sector that marginalizes women's health. Although women possess valuable knowledge which should be an asset to consider when providing healthcare services, marginalization of that knowledge has become normalized across society and the healthcare system. There is an urgent need to disrupt and challenge this normalization, and to advocate empowerment and recognition of women's valuable knowledge and experiences, providing women a voice in health decision‐making discourses and in the research processes by which we understand and develop healthcare. Through this, healthcare in Ghana could become more empowering, inclusive, and responsive to the unique experiences and needs of Ghanaian women. By understanding something of the historical origins of women's health marginalization within colonialism, nurses can begin to appreciate women's knowledge and integrate it into healthcare strategies that are more gender‐sensitive and equitable. (shrink)

There is no safe place and no single locus of enunciation from where the uni-versal could be articulated for all and forever. Hindu nationalism and Western neo-liberalism are entangled in a long history of the logic of coloniality (domination, oppression, exploitation) hidden under the rhetoric of modernity (salvation, civilization, progress, development, freedom and democracy). There are, however, needs and possibilities for Indians and Western progressive intellectuals working together to undermine and supersede the assumptions that liberal thinkers in the West are (...) better placed to understand what is the common good better than Indian thinkers in post-partition India. Science, in the last analysis, doesn't carry in itself an ethics and politics. Therefore, it is doubtful to argue that science is beyond both, and only concerned with the advancement of the frontier of knowledge and understanding. Science could be (like Christianity, Hinduism, Liberalism or Marxism) both imperial and liberating. Knowledge and understanding, rather than science; gnoseology rather than epistemology, should be thought out as which the horizon toward a dialogical and critical cosmopolitanism (e.g., pluriversallity as universal project), could be envisioned beyond East and West, Hindu nationalism and Westertn (neo) liberalism. (shrink)

This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity while overlooking the ruination of colonial racism. We call on scholars and (...) practitioners working with the powerful knowledge framework to address more fully the hegemonic relations of disciplinary specialisation and its historical connections to colonial-modernity. This, we argue, would enable curriculum knowledge that is ‘powerful’ in its interrogation of racial violence, rather than in its epistemic reproduction of it. (shrink)

Neste início de século a humanidade vem enfrentando muitos e diversos problemas, sejam eles epistemológicos, éticos, sociais, ambientais, políticos ou econômicos. Todos eles, problemas modernos, mas, conforme se defenderá, sem soluções modernas. Os objetivos do artigo são compreender as raízes destas problemáticas, demonstrar que jamais houve modernidade sem colonialidade, uma das razões para que o projeto moderno não seja concluído, e analisar as perspectivas que se abrem a partir da periferia do mundo moderno/colonial. Pensar a partir da periferia, dos (...) lugares e povos oprimidos, abre-nos a possibilidade de epistemologias pluri-versais e de um diálogo horizontal entre os saberes, de forma a concorrer para a reinvenção da emancipação social, sendo esta uma de suas condições essenciais para um conhecimento-reconhecimento que eleva os marginalizados da condição de objeto, como foram historicamente tratados, à condição de sujeitos solidários. (shrink)

Contrary to conventional accounts, critical knowledge of the cultural differences of Amerindian peoples was not absent in the early Conquest of the Americas. It was indeed a constitutive element of that process. The knowledge, strategies, and institutions of early Conquest relied on, and reproduced, Amerindian difference within the Spanish Empire as an essential element of that empire’s continued claims to legitimate authority. I demonstrate this through a focus on three parallel and sometimes overlapping texts: Ramón Pané’s Indian Antiquities; (...) Peter Martyr d’Anghierra’s First Decade; and the first systematic attempt to govern colonized populations in the Americas, the Laws of Burgos. Not only did each text furnish the necessary material upon which the claims to intellectual, and so civilizational, superiority that were central to the justification of empire could be sustained. What is more, they transformed Amerindian difference from an object of knowledge into a subject of governance. (shrink)

Despite the increasing interest in translation in the last two decades, there has been no investigation of the translation of historiography and its transformation from one language to another. This article takes as a case study the translation into French of Ibn Khaldûn, the fourteenth-century North African historian. It considers specifically the translation done by William de Slane in the context of the colonization of Algeria. The Histoire des Berbères, the French narrative of Ibn Khaldûn that relates to the history (...) of Arabs and Berbers in the Maghreb, has become since then the source of French knowledge of North Africa. It is upon that French narrative that colonial and post-colonial historians have constructed their knowledge of North Africa, of Arabs, and of Berbers. The article shows how a portion of the writing of Ibn Khaldûn was translated and transformed in the process in such a way as to become a French narrative with colonial categories specific to the nineteenth century. Using a semiotic approach and analyzing both the French text and its original, the article shows how colonialism introduced what Castoriadis calls an "imaginary" by transforming local knowledge and converting it into colonial knowledge. In showing this the essay reveals that not only is translation not the transmission of a message from one language to another, it is indeed the production of a new text. For translation is itself the product of an imaginary, a creation--in Ricoeur's words, a "restructuring of semantic fields.". (shrink)

In this article I address the imbalance in the production and circulation of knowledge in the dominant Anglo-American academic circuit, aiming to make visible feminist work in a decolonial vein carried out in Latin America, to recentre the decolonial option with regard to established postcolonial studies and to propose a way of understanding global postfeminist female subjectivity as mediated in mass media. The decolonial option offers a rich theoretical toolbox for exploring contemporary junctions of gender, race and the question (...) of representation. I propose a reworking of the concept of the ‘coloniality of gender’, and briefly discuss how Femen and the figure of the exoticised female pop icon exemplify coloniality at work. (shrink)

It is of concern that, until now, Western and Southern theories have not been able to provide a full conceptual understanding of the complicity of the elites and states of former colonies outside the West with the political domination they suffer from their Western counterparts. Decolonial thought, by exploring global epistemic designs, can fully explain such political dependency, which, for Aníbal Quijano, results from the local elites’ goal to racially identify with their Western peers (self-humanization), obstructing local nationalization. We explore (...) why the racially dehumanized local elites believe they can humanize themselves. Our claim is that this happens because of modernity’s pretense that everyone can become civilized and, thereby, human, hiding the fact that hu(man)s are only heterosexual men that are simultaneously Western, white and Christian. Only by focusing on the enunciation of Western knowledge, instead of on its enunciated content, can we make that argument. (shrink)

This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: if and how the colonial (...) history of science is described in Swedish textbooks; how history of science is described; how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons. (shrink)

The core concept of ‘the human’ that anchors so many humanities disciplines – history, literature, art history, philosophy, religion, anthropology, political theory, and others – issues from a very particular modern European definition of Man ‘over-represented’ as the human. The history of modernity and of modern disciplinary knowledge formations are, in this sense, a history of modern European forms monopolizing the definition of the human and placing other variations at a distance from the human. This article is an interdisciplinary (...) research that decenters Man-as-human as the subject/object of inquiry, and proposes a relational analytic that reframes established orthodoxies of area, geography, history and temporality. It also involves new readings of traditional archives, finding alternative repositories and practices of knowledge and collection to radically redistribute our ways of understanding the meaning of the human. (shrink)

. Avataric evolutionism is the idea that ancient Hindu myths of Vishnu's ten incarnations foreshadowed Darwinian evolution. In a previous essay I examined the late nineteenth‐century origins of the theory in the works of Keshub Chunder Sen and Madame Blavatsky. Here I consider two major figures in the history of avataric evolutionism in the early twentieth century, N. B. Pavgee, a Marathi Brahmin deeply involved in the question of Aryan origins, and Aurobindo Ghose, political activist turned mystic. Pavgee, unlike Keshub, (...) used avataric evolutionism in expounding his nationalistic goals for an independent India. His rationale was bolstered by the idea that India was the fountainhead of all science and civilization. Aurobindo saw in avataric evolutionism a possible key to understanding the involution and evolution of the supreme spirit in the realm of matter as taught in traditional Vedanta. This material‐spiritual evolution represented for Aurobindo the necessary knowledge for the true liberation of India, transcending purely political independence. Such knowledge he also saw as the means for the spiritual liberation of the whole of humankind. The processes of involution and evolution he claimed were not in conflict with modern science, and Western evolutionary thinking seems to have inspired many of his own evolutionary reflections, even though in the end he rejected the Darwinian transmutation of species. I conclude with an overview and assessment of recent, post‐colonial Hindu assimilations of avataric evolutionism. (shrink)

In the last two decades, we have witnessed the quest for decolonization; through research, writing, teaching, and curriculum across the globe. Calls to decolonize higher education have been overwhelming in recent year. However, the goal of decolonizing has evolved past not only the need to dismantle colonial empires but all imperial structures. Today, decolonization is deemed a basis for restorative justice under the lens of the psychological, economic, and cultural spectrum. In this book, the editor and her authors confront (...) various dimensions of decolonizing work, structural, epistemic, personal, and relational, which are entangled and equally necessary. This book illuminates other sites and dimensions of decolonizing not only from Africa but also other areas. This convergence of critical scholarship, theoretical inquiry, and empirical research is committed to questioning and redressing inequality in contemporary history and other African studies. It signals one of many steps in a bid to consultatively examine how knowledge and power have been both defined and subsequently denied through the sphere of academic practice. (shrink)

Can a colonial archive render up form-of-life? To what ends? This essay explores these questions through a methodological exercise that casts a specific historical subject in the role of Giorgio Agamben’s ‘unspeakable girl’. The subject is a woman identified in a 1910 Cape Town police report as a habitual opium smoker. The unspeakable girl is a philosophical construction through which Agamben develops a concept of initiated (or initiating) knowledge. At stake in my forensic re/deconstruction of this case is (...) how a concept of the ‘unspeakable’ may help to unsettle the figure of the ‘addict’ as a stigmatised object of knowledge and paternalism, in service of more humane policy and treatment regimes in the present. The transformative potential of initiating knowledge supports current practice as the ‘come as you are’ motto of harm reduction, and as a bridge between academic analysis and the more intimate concerns of the heart. (shrink)

The globalization of modern chemistry through European colonialism resulted, by the end of the nineteenth century, in the emergence of a number of parachemical knowledges. Parachemistries were bodies of non-European knowledge which came to be related to modern chemistry within particular historical milieux. Their relationship with modern chemistry was not necessarily epistemic and structural, but historical and performative. Actual historically located intellectuals posited their relationship. Such relationships were not merely abstract intellectual exercises; at a time when the practical uses (...) of modern chemistry in statecraft were growing, the existence of these rival, competing parachemical knowledges challenged modern chemistry’s regulatory deployments. Colonial locations emerged then not as mere ‘contact zones’, but as ‘zones of conflict’ where colonial chemopolitics was interrupted by the continued legitimacy and practice of parachemistries such as rasayana, kimiya, and neidan. (shrink)

This article explores the darker side of appeals to justice and social justice within liberal settings, particularly the US academy, where these terms are frequently mobilized to counter decolonial knowledge formations and aspirations. The authors draw from Frantz Fanon's critique of justice in colonial settings to demonstrate ways in which the coloniality of justice appears in the context of debates regarding the design and implementation of an Ethnic Studies requirement at the California State University and the California Community (...) College Systems. They view the decolonial pedagogy and epistemology of Ethnic Studies as an important dimension of the search for decolonial justice. (shrink)

In United Nations (UN) human rights reporting and analysis, ‘honour’ has been systematically conflated with ‘honour-related violence’ (HRV). However, honour and HRV are not the same thing. In this article I examine contemporary UN human rights discourses around honour. I argue that these discourses are underpinned by racialised and orientalist-colonial imaginaries which falsely categorise people and places as either having or not having honour. This conflation presents honour as a cultural problem attributed to racialised communities mostly associated with the (...) Muslim World. Adopting a critical post- and de-colonial perspective, I undertake a discourse analysis of UN human rights documents to expose orientalist tropes that reproduce epistemic and material violence against honour. There are three strategies employed to commit this violence: first, through the reduction of honour to physical and emotional HRV—a violence predicated upon the logic of coloniality and the orientalist division of the world into modern and pre-modern states; second, by associating honour as violence with Muslims and migrant communities, the discourse furthers structural Islamophobia; third, by reproducing colonial saviour narratives that designate honour as control over women’s sexuality. The human rights discourse on honour forecloses upon alternative ways of understanding what honour is and means for those who live with it. As such, the international human rights discourse on honour extends the coloniality of power and the geopolitics of knowledge. (shrink)

This essay reviews recent feminist scholarship, autobiographical narrative and fiction which explores nurses' engagement with empire in Africa and elsewhere in this century. Such literature suggests that while nursing work may have improved native health in colonized regions, it also contributed significantly to the establishment and stabilization of the racialized order of colonial rule. Of particular significance was colonial nursing's intervention into the reproductive practices of native women, resulting in the loss of local knowledges and autonomy, the disruption (...) of complex social links and indigenous health strategies, and the expansion of markets for western capitalism. (shrink)

This article explores the implications of adopting decolonial love as a theoretical and practical model for healing the wounds of coloniality by contrasting its revolutionary potential to the damaging effects of its opposite, colonial love. The latter, based in an imperialist, dualist logic, dangerously fetishizes the beloved object and participates in the oppression and subjugation of difference. Decolonial feminist theorist Chela Sandoval's concept of decolonial love, by contrast, originates “from below” and operates between those rendered other by hegemonic forces. (...) In its acceptance of fluid identities and a redefined but shared humanity, decolonial love promotes loving as an active, intersubjective process, and in so doing articulates an anti-hegemonic, anti-imperialist affect and attitude that can guide the actions that work to dismantle oppressive regimes. Literature that makes central the lived experiences of female subaltern figures works to theorize new ways of being and offers feminist philosophy a different way to understand intersubjective relation that challenges hegemonic thinking. To this end I offer a close reading of Gabriel García Márquez's underexplored Of Love and Other Demons, a novel in which the subversive power of decolonial love challenges Christian, imperialist love to foreground black lived experience and knowledge over and against the Eurocentric. (shrink)

The hermeneutic resources necessary for understanding Indigenous women’s lives in Latin America have been obscured by the tools of Western feminist philosophical practices and their travel in North-South contexts. Not only have ongoing practices of European colonization disrupted pre-colonial ways of knowing, but colonial lineages create contemporary public policies, institutions, and political structures that reify and solidify colonial epistemologies as the only legitimate forms of knowledge. I argue that understanding this foreclosure of Amerindian linguistic communities’ ability (...) to collectively engage in interpretive processes of culture and be heard and understood as coherent is an essential background condition to conceiving and theorizing the multiplicity of social oppressions and their intersections in contemporary Latin American contexts. Further, the work of disrupting and disobeying colonial interpretive frameworks has long been practiced by Indigenous women in Latin America, whose testimonies and expressions have been made sub-audible by design in colonial systems of meaning-making. This is part of the extensive legacy of the long quillwork of communal alphabets of survival. (shrink)

Drawing on the analytic of the “colonial matrix of power” developed by Aníbal Quijano within the Latin American modernity/coloniality research program, this article theorises how a system of coloniality underpins the structuring logic of artificial intelligence (AI) systems. We develop a framework for critiquing the regimes of global labour exploitation and knowledge extraction that are rendered invisible through discourses of the purported universality and objectivity of AI. ​​Through bringing the political economy literature on AI production into conversation with (...) scholarly work on decolonial AI and the modernity/coloniality research program, we advance three main arguments. First, the global economic and political power imbalances in AI production are inextricably linked to the continuities of historical colonialism, constituting the colonial supply chain of AI. Second, this is produced through an international division of digital labour that extracts value from majority world labour for the benefit of Western technology companies. Third, this perpetuates hegemonic knowledge production through Western values and knowledge that marginalises non-Western alternatives within AI’s production and limits the possibilities for decolonising AI. By locating the production of AI systems within the colonial matrix of power, we contribute to critical and decolonial literature on the legacies of colonialism in AI and the hierarchies of power and extraction that shape the development of AI today. (shrink)

This paper explores how João de Andrade Corvo and José Vicente Barbosa du Bocage, two nineteenth-century Portuguese naturalists, were able to reach prominent political positions in their country by means of their work in, respectively, botany and agriculture, and zoology. The authority they derived from their scientific activities and the knowledge they acquired in the process, favored by their proximity to particular political quarters, elevated them to important governmental offices, in the context of which they implemented policies that reinforced (...) Portugal’s identity as an imperial nation. The colonial policies and agreements signed by Corvo and Bocage aimed at securing Portuguese colonial territories, which, aside from their economic relevance, constituted a symbol of power that reinforced the sovereignty of a small nation in a Europe dominated by the rule of increasingly vaster and stronger states. In spite of their different scientific careers and personal interests, both naturalists played key roles in Portuguese foreign affairs and colonial negotiations of the late nineteenth century, especially during the Scramble for Africa. (shrink)

This article reevaluates the historical conditions of the concomitant rise of computational systems and DNA-coding in the 1950s and addresses the implementation of behavioral psychology and cybernetic technologies of control after the Second World War. From this historical perspective, this article interrogates the intersectional relation that automatic systems of control share with models of segregation and structures of knowledge oppression. It engages with the work of French philosopher Gilbert Simondon and poses Simondon’s cybernetic theory as an opportunity to question (...) systems of knowledge imposed on ontological domains. Finally, it reveals how cybernetics reproduces a model of cultural understanding based on exclusion/inclusion and addresses the difficulty of creating new critical paradigms from within the informational technologies of neo-colonial episteme. (shrink)

I shall examine in this paper the distinctive way in which the prominent Indian philosopher Krishnachandra Bhattacharyya engaged with Advaita Vedānta during the terminal phase of the colonial period. I propose to do this by looking, first, at ways in which Krishnachandra understood the role of his own philosophizing within the colonial predicament. I will call this his agenda in ‘confrontative’ philosophy. I shall proceed, then, by sketching out the unique manner in which this agenda was successfully enacted (...) through his engagement with the Advaitic notion of self-knowledge. Finally, I will suggest that putting K. C. Bhattacharyya’s thought into the historical perspective of cross-cultural philosophy will reveal a number of shortcomings that need to be revised in a postcolonial setup. (shrink)

In this chapter, we take stock of existing critiques of contemporary migration research and bring these debates into contact with ongoing debates among decolonial scholars and in feminist social epistemology. We illustrate how the ethical and epistemic concerns voiced by migration scholars in regard to the socio-epistemic functioning of their field can be understood using the conceptual apparatus that has been developed around the notions of epistemic injustice and oppression. In so doing, we illustrate the relevance and usefulness of both (...) feminist social epistemology and of decolonial theory for theorising the socio-epistemic challenges that migration scholars face. The conceptual framework of epistemic injustice and oppression not only offers clarity in what is at stake within migration studies both ethically and epistemically, but also elucidates moral and epistemic reasons for why these issues should be addressed. This framework both calls attention to issues of undue epistemic marginalisation, and centres these issues as a core concern as migration scholars critically reflect upon the knowledge production and dissemination practices of their field. Understanding the processes through which this happens, rather than just the epistemic outcomes, can help us to identify ways to address the structural inequalities with which the production of migration knowledge is often associated. (shrink)