Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins _curriculum epistemicides_, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative (...) knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis. (shrink)

In a world of appalling social inequalities people are becoming more aware of the multiple dimensions of injustice, whether social, political, cultural, sexual, ethnic, religious, historical, or ecological. Rarely acknowledged is another vital dimension: cognitive injustice, the failure to recognize the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. This book shows why cognitive injustice underlies all the other dimensions; global social justice is not possible without global cognitive justice. (...) Santos s argument unfolds in two inquiries. No matter how internally diverse, Western Modernity provided the knowledge underlying the long cycle of colonialism followed by global capitalism. These historical processes profoundly devalued and marginalized the knowledge and wisdom that had been in existence in the global South. Today, working against epistemicide is imperative in order to recover and valorize the epistemological diversity of the world. Such recovery and valorization is the book s second inquiry and is based on four key analytical tools: sociology of absences, sociology of emergences, ecology of knowledges, and intercultural translation. The transformation of the world s epistemological diversity into an empowering instrument against hegemonic globalization points to a new kind of bottom-up cosmopolitanism. It would promote a wide conversation of humankind, celebrating conviviality, solidarity, and life against the logic of market-ridden greed and individualism and the destruction of life to which world populations large and small are condemned by the dominant forces of globalization. --Provided by publisher. (shrink)

This paper proposes to reconstruct Boaventura de Sousa Santos' conception of "epistemologies of the south" both (a) as a critical theory aiming at denouncing the impoverishment of the epistemic field entailed by the normative imposition of a certain model of knowledge (what we call "the monoculture of reason"), and (b) as a long-term political project of a harmonic coexistence of different epistemologies ("an ecology of knowledges").

Epistemologies of the South explores “a set of inquiries into the construction and validation of knowledge born in struggle, of ways of knowing developed by social groups as part of their resistance against the systematic injustices and oppressions caused by capitalism, colonialism and patriarchy” . The author, Boaventura de Sousa Santos—Professor of Sociology at the University of Coimbra and Distinguished Legal Scholar at the University of Wisconsin–Madison—is one of the leading intellectuals of the World Social Forum , the network of (...) organizations from the “global South” that challenge the current dominant order, and whose activities are often informed by experiences, aspirations and understanding that lie outside of the comprehension of the world as provided by mainstream scientific, economic and social theories. Through the WSF, Santos has made profound contact with the knowledge, forms of knowledge , their strengths and limitations, and the practices infor .. (shrink)

This paper sets out to accomplish two goals. First, drawing on the Irish perspective, it reconceptualises one of the enduring legacy-based harms of epistemic colonisation, in this case, ‘linguicism’, in terms of ‘hermeneutical injustice’. Second, it argues that otherwise well-meaning attempts to combat epistemic colonisation through the inclusion of marginalised testimony can, in certain circumstances, lead to cases of ‘epistemic exploitation’, which, in turn, can result in ‘ontic burnout’. Both linguicism and epistemic exploitation, this paper theorizes, have the potential to (...) bring about ontic burnout. Here is the plan: to set the scene, section I briefly surveys some key arguments supporting the call for higher education institutions (HEIs) to engage in epistemic decolonising, focusing on the importance of striking a balance between two extremes: (i) abandoning all forms of Eurocentric/colonial knowledge through the elimination of inherited thinking and conceptual schemes which result from colonization, in particular, those which remain in our thinking “owing to inertia rather than to our own reflective choices” (Wiredu 2002, p.56); (ii) the other—pursuing a more positive project where we seek to, “exploit as much as is judicious the resources of indigenous conceptual schemes” (Wiredu 1996: p.136). From here, it moves to consider harms associated with a subset of ‘epistemicide’, that is, ‘linguicism’—a phenomenon where the language and culture of the colonizer become part of the ‘civilising project’ and, in more extreme cases of linguicide, forcibly replaces indigenous languages. Section II then explores the subtleties of harmful by-products deriving from ‘inclusion’, namely that which scholars refer to as ‘epistemic exploitation’. Situations where marginalised scholars are finally ‘at the table but still on the menu’ arise when privileged persons, compel marginalised knowers to educate them [and others] about the nature of their oppression (Berenstain, 2016). Habitual requests to turn themselves inside out for emancipatory principles give rise to a phenomenon known as ontic burnout (Dunne and Kotsonis, 2022, p.9)—“a form of dissociative explanatory fatigue culminating in oppressed persons engaging in a conscious or unconscious decoupling from their socially constructed identity, from the burdens and injustices associated with being a member of a certain social kind”. This harm is, I argue, rarely discussed in the literature and worthy of further analysis. (shrink)

Who/what can be had at an ontological discount? By grasping the “anitrelationality” and “dismediation” of social relations by capital’s system of accounts, we discern not only the epistemicide and the expropriation of the cognitive-linguistic by capital, we shed new light on racial abstraction and gender abstraction. We grasp in “the coloniality of race and gender” the logistics of abstraction that at once code the social factory and give rise to what I have called the derivative condition—a condition in which (...) the multiple forms of being, when dissolved in and as executable information, are functionalized as contingent claims on the value-form by means of “the world computer.” When we say that semiotic processes are metapragmatically put under economic and informatic pressure, we are also saying that the datafication expresses more than a simple analogy to the commodity form by assigning numbers to qualities. Rather, datafication appears as the preeminent mechanism for the commodification of sociality, and thus also encodes access to social currency. Femicide and the ritual violence of parastate cartels of “gore capitalism” can be seen as alternative means of issuing derivative (soft) currencies by imposing extrajudicial if equally violent systems of account. (shrink)

ABSTRACT Epistemic social oppressions such as ‘epistemic partiality’, ‘epistemic injustice’, ‘epistemic harms and wrongs’, ‘epistemic oppression’, ‘epistemic exploitation’, ‘epistemic violence’, or ‘epistemicide’ are terms with increasing theoretical importance and empirical applications. However, less literature is devoted to social strategies to overcome such oppressions. Here the Sorelian and Gramscian concept of social myth is considered in that sense. The empirical case is the myth of ‘The last Indigenous peoples of Europe’ present in the Basque Country, divided between France and Spain (...) and with a historical national culture under their statist powers. The myth has a renewal in a recent social movement, the Biltzarre platform and its Basque Cultural Instinct Team, currently followed through a Participatory Action Research. The results show how such social myth gives coherence and empowers the Basque identity against the loss of identity caused by the French and Spanish powers. Finally, progress is being made on how epistemic oppressons can end, ironically, because of the success of an epistemicide. Presumably, social myths counteract epistemic oppression, strengthening the social identity and self-esteem of the subject, as a form of empowerment in social and political issues. (shrink)

Amitav Ghosh’s The Nutmeg’s Curse (2021) is an insightful deliberation on the layered inequities and asymmetries created by the intersection of colonialism and anthropogenic activities. In The Nutmeg’s Curse, Ghosh conceives the present-day climate and ecological crisis as fallouts of colonial thinking and its manifestations in dominant epistemic and ethical constructions. This article underscores Ghosh’s critique of the Eurocentric discourses for their instrumentality in producing the totalitarian binaries of human and non-human, in which the ‘human’ was always the whites and (...) the ‘non-human’ comprised all ‘others’—the non-whites, indigenous people, nature and ecology. In attributing agency and signifying authority to the white capitalist, this dualistic thinking has always conceived of the ‘others’ as non-humans—those who could be objectified, commodified and tampered with. This article explores how Ghosh repudiates this colonialist monolithic demarcation, which, in compliance with the discourse of the Anthropocene, had annihilated non-Western forms of signification, knowledge and ethics. The article focuses on how the systemic othering of Western modernity’s episteme had been incremental, leading to occurrences of ‘testimonial injustices’ and ‘hermeneutical injustices’—which had culminated in severe forms of epistemicide and unleashed, what Boaventura de Sousa Santos terms ‘cognitive injustice’—relegating indigeneity and ecology to precarious conditions. In accordance with this, this article argues that Ghosh envisages a critical necessity to dismantle the matrix of Western capitalist modernity and its associated narrative of the Anthropocene and claims for a conceptualization of decolonial ecological ethics that would prioritize an encompassing of the episteme produced by the ‘other’. An engagement with the indigenous voices and a restoration of non-Western modes of knowledge production are crucial, as they can offer new ethical dimensions to envision ecology and life with its multiplicities and facilitate ‘cognitive justice’ for the oppressed and unrepresented ‘other’. (shrink)

Epistemologies have power. They have the power not only to transform worlds, but to create them. And the worlds that they create can be better or worse. For many people, the worlds they create are predictably and reliably deadly. Epistemologies can turn sacred land into ‘resources’ to be bought, sold, exploited, and exhausted. They can turn people into ‘labor’ in much the same way. They can not only disappear acts of violence but render them unnamable and unrecognizable within their conceptual (...) architectures. Settler systems of epistemic and conceptual resources and the relations among them are constructed to preclude certain forms of knowledge. This is not an accident; it is a central goal of colonial violence. Colonization and land dispossession would not be possible without the violent disruption of Indigenous knowledge systems and ongoing organized attempts to disrupt their survival. Violently disrupting the relationships of people to land is as much an epistemic project as it is a material one, and these two projects are inherently linked. The task of theorizing epistemic oppression is not only about epistemic oppression. Epistemic oppression is a story that gives language to a phenomenon in order to get past it, to carry on with the maintaining and reviving the forms of Indigenous and diasporic knowledge that colonialism has worked tirelessly to corrupt and silence. (shrink)

This article addresses the issue of social conflict from the epistemology of “deep disagreements”. Unlike other types of disagreements, deep ones generate incommensurability and cannot be corrected through rational argumentation, precisely because it can amplify the disagreement and exacerbate the problem. At the base of these divergences lie two irreconcilable epistemological positions: infallibilism and fallibilism. The infallibilist style of argumentation is embodied in attempts to find objective truth through final and conclusive evidence. Such a position induces them to defend their (...) own beliefs through vicious cycles that Carlos Pereda has called "argumentative vertigos", generating different silencing and devaluation strategies based on identity prejudices. Dizzying argumentation can even lead to an epistemic annihilation of the Other as a valid interlocutor. This phenomenon is presented as "epistemicide". In this work, the analysis of the frictions, tensions and disputes that can be activated in the course of the production and validation of knowledge is taken further, to probe the conditions under which devaluation and annihilation may be perpetrated. against himself. I call this phenomenon “autoepistemicide”, and I draw a comparison between this concept and its concomitant in the clinical setting: that of “Gaslighting”. Finally, I extract the most important reflections of the article, opening new horizons for future research. (shrink)

This chapter examines the debate on how Wakanda should respond to global injustice, Black Panther illustrates various issues regarding the nature of justice and the types of injustices we can inflict upon one another. Perhaps bearing witness to colonial epistemicide around them stoked Wakandans' strong impulse to protect their knowledge at all costs. In African philosophy, scholars often analyze or draw from proverbs and language use as a way to explore moral and political principles within an oral tradition. Ifeanyi (...) Menkiti argues that proverbs and wisdom within African thought and tradition uphold mutuality and the sense of not holding one's self others. Yet, despite what T'Challa says in his speech to the United Nations at the end of the film, his decision to "no longer watch from the shadows" appears to be motivated by the need to help, not by a sense of oneness with all of humanity, as understood through African philosophy. (shrink)

¡PRESENTE! investigates the many answers to a seemingly simple question: What does it mean to be present? Performance studies scholar Diana Taylor answers that question by offering an expansive explication of presence as both ethical command and performative knowledge production. Taking the histories of state violence, colonialism, and imperialism as her starting point, Taylor situates being ¡Presente! as an embodied and performed practice of standing alongside those harmed by historical and ongoing violence. Noting that Present/e is simultaneously single and plural (...) in English and Spanish, and drawing on Jean Luc Nancy's formulation of being singular plural, Taylor asks how presence is imbricated in questions of subject formation and collectivity. She begins with reframing the racialization of Latin Americans as a coming into presence through colonial conquest-a presence not as subjects but as subjugated objects-and asks what was made absent through this racialized process. For Taylor, the epistemicide of Indigenous, Native, and African ways of knowing stands at the center of this process of presence and absence. To counter this ongoing epistemicide, Taylor situates ¡Presente! as a performative and decolonial mode of knowledge production that decenters European Enlightenment traditions and seriously takes up Native, Indigenous, and African ways of knowledge and temporality. Grounded in performance studies, this book links knowledge to action as a doing practice, or what Taylor calls a "peripatetic strategy" that emphasis movement in learning. This book offers an expansive theory of ¡Presente! in various locations and situations: the original colonial conquest of Columbus and the Spanish; the May 1968 student protests; a study in Zapatistan autonomy; the 43 disappeared students of Ayotzinapa; queer histories of Mexico; and the former torture centers of the Pinochet dictatorship. Throughout these varied locations, Taylor weaves a methodology, theory, and practice of ¡Presente!. This book will be of interest to students and scholars of performance studies, Latin American studies, American studies, critical ethnic studies, colonial, decolonial, and postcolonial studies, and queer theory. (shrink)

The unprecedented cultural consciousness after decades of black cultural suppression in the South African public life since the 1990s summons us to the need to harness African ecclesiopolitical symbols in public life. This task is executed at a time when the notions of inter alia, spirituality and Imvuselelo are at the heart of the combustion chambers of our public and political life. Imvuselelo is a thermometer of decolonialist rebellion – the militant spirituality linked with Tiyo Soga – and is a (...) self-combustion escape route in instances of black African epistemicide and violence. The heuristic device of iziko is employed to illuminate and locate the reestablishment and anamnestic praxis of protological life-giving foundations of spirituality in the African universe in our interpretation of Imvuselelo. The notion of imvuselelo is illuminated through iziko to debunk the incompatibilities, disharmonies, incongruences and conflagrations of virtual spirituality in its capture and domestication of the resources of the downtrodden. (shrink)

Tolstoy had a lifelong interest in education and philosophy. However, he was suspicious of using philosophy as a foundation for educational practice or applying philosophy to the educational problems of his day, most importantly, the development of an education system in Russia around the time of the emancipation of the serfs. Tolstoy’s rejection of the philosophy of education arose from his concerns about what would be identified in contemporary terminology as ‘epistemic injustice’ or ‘epistemicide’. How could European philosophy inform (...) a curriculum and pedagogy for the Russian peasantry when the peasants’ own forms of knowledge were more valuable to their ways of life? Tolstoy sought to answer this question by engaging with children in peasant schools. This experience informed the development of his own worldview, articulated in the latter years of his life—a vision of uniting the insights of indigenous peoples from various times and places to inform what he considered to be the pursuit of authentic knowledge. This article considers Tolstoy’s apparent rejection of the philosophy of education, exploring how this seemingly bombastic position led to the evolution of an innovative meta-philosophy that offers some contribution to thinking about contemporary educational problems. (shrink)

Resumo: A pesquisa aqui apresentada resulta de uma reflexão sobre as epistemologias subalternas, sobretudo de matrizes africanas, tomando como exemplo a etnomatemática. O discurso filosófico sobre o “epistemicídio” dos saberes locais e tradicionais, por parte do paradigma científico dominante, pode ser aplicado a vários âmbitos disciplinares, entre os quais a matemática, nas suas duas vertentes principais, a aritmética e a geometria, que representa um caso paradigmático e significativo. Teorizada pela primeira vez pelo brasileiro D’Ambrosio e o holandês-moçambicano Paulus Gerdes, a (...) etnomatemática vive hoje uma contradição: ela foi aceite em termos epistemológicos, mas, especialmente em África, teve muitos problemas em se afirmar, entrando com dificuldades nos curricula oficiais. A pesquisa mostra como se deu tal processo, em Moçambique, um país símbolo do caminho da etnomatemática africana, em consideração da contribuição de Gerdes e da educação progressiva na primeira fase da sua independência.: This work aims at carrying out a reflection on the subaltern epistemologies, considering as an example the Ethnomathematics. The philosophical discourse on the “epistemicide of local and traditional knowledge by the dominant scientific paradigm can be aplied to various disciplinary fields. Among them it is possible to find Mathematics, in its two main branches, arithmetic and geometry. Mathematics represents a paradigmatic and meaningful case. It has been theorized for the first time by the Brazilian D’Ambrosio and the Dutch-Mozambican Paulus Gerdes, ethnomathematics is living today a contradiction: it was accepted in epistemological terms, but, especially in Africa, it registered many problems in assert itself, showing difficulties in being accepted in official curricula. The research shows how this process occurred in Mozambique, a symbolic country for African ethnomathematics, both in consideration of Gerdes’ contribution and of the progressive education during the first phase of its independence. (shrink)

There is a kind of living that feels like dying. There is a kind of life marked—relentlessly—by death. The term social death refers to this experience, this rhythm, this walled passage. By definition, social death may belong to whoever—or indeed whatever—lives and dies in a network of relation. Even when conceived of only anthropocentrically, then, the term must apply beyond that, because the human being lives and dies in nonhuman relation. Moreover, social death always occurs out of sync with physical (...) death. As such, its temporality is unique. Social death is already and not yet, long begun and never finished, and one is never quite sure when it will strike; it is out of time. Given the way in which it eddies across existences and temporalities, social death is a chimerical, though no less powerful term. (shrink)

Why decolonize knowledge and philosophy? Pascah Mungwini proposes that epistemic decolonization should be implemented to remain true to the spirit of philosophy and to the idea of humanity. Aaron Creller, Michael Monahan, and Esme Murdock focus on different aspects of Mungwini’s proposal in their individual responses. Creller suggests some “best practices” so that comparative epistemology can take into account the parochial embeddedness of universal reason. While Monahan underscores that world philosophy as a project must openly acknowledge its own incompleteness and (...) its instantiation in different world philosophies, Esme Murdock uses Glissant’s thoughts to make a case for the right to opacity as a strategy for subverting the dominating power of Euroamerican reason. In his reply, Mungwini underscores that philosophy will be able to increase the amount of justice, beauty, and truth in this world only when its practitioners begin to exhibit genuine pluralism in their work. (shrink)