DOCSLIB.ORG

Transformative Youth Organizing: a Decolonizing Social Movement Framework

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Transformative Youth Organizing: a Decolonizing Social Movement Framework LMU/LLS Theses and Dissertations 2018 Transformative Youth Organizing: A Decolonizing Social Movement Framework Emily Estioco Bautista Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Education Commons Recommended Citation Bautista, Emily Estioco, "Transformative Youth Organizing: A Decolonizing Social Movement Framework" (2018). LMU/LLS Theses and Dissertations. 522. https://digitalcommons.lmu.edu/etd/522 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Transformative Youth Organizing: A Decolonizing Social Movement Framework by Emily Estioco Bautista A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2018 Transformative Youth Organizing: A Decolonizing Social Movement Framework Copyright © 2018 by Emily Estioco Bautista ii ACKNOWLEDGEMENTS This dissertation is a manifestation of my ancestors’ dreams and all the people who have shared in the pain, the fight, and the joy towards our collective liberation with me. In Lak’ech. I am so grateful for the wise sensibilities of my Grandpa Ipe, who instilled in my father the value of doing what makes you happy. Despite neocolonial pressures to pursue lucrative professions, my dad encouraged me to follow my heart, which gave me permission me to continue the legacy of education from my mother’s parents, who were educators in Bauang, La Union. Together, my parents’ lineages have equipped me with the gifts to sow knowledge, and I am eternally grateful to have my ancestors as my spiritual guides along the way. Dad, thank you for your unwavering support and for being the ultimate model of working hard, planning for the future, maintaining relationships you value, and unapologetically being your joyful self. Your example has immensely shaped the woman I am today. Mom, thank you for making the library my favorite place to be every week growing up. Even though you worked intense hours at the hospital, the quality time we spent together at the library helped me develop a love for imagination and expression. Ronnie, thank you for teaching me how to navigate this country and its treacherous institutions. Your struggle was instrumental to helping me flourish. I am forever indebted to all my family whose pain, sacrifice, and lessons learned helped me grow. Many thanks to the generations of UCLA student organizers and ethnic studies and education professor allies who have politicized my understanding of indigenous epistemologies, colonialism, education, and student empowerment. Thank you for not only augmenting my repertoire to articulate my experience and for providing the frameworks to understand it, but for also cultivating my sense of power and agency through the various spaces you have initiated and iii ingeniously sustained so that I, too, could continue the fight for our communities to reclaim our epistemological rights in these colonial institutions of higher education. These spaces have been so critical to my development as an educator for liberation, an educator who dares to struggle with youth. Many thanks to my bosses at YouthBuild Charter School of California. While neoliberal charter school politics have complicated the public-school landscape in Los Angeles, your efforts to operate a school that sincerely believes in the capability of young people to lead their communities created a space where my experience as a student organizer-turned-teacher for social justice was not only validated, but was also honored by recognizing my leadership despite my young age. During my time at YouthBuild, I have been afforded numerous opportunities to continue to grow and interact with so many other people and educators who share our vision for transformation in the communities we serve. I am incredibly blessed. Thank you to my committee (Dr. Darder, Dr. Ginwright, and Dr. Colín), LMU colleagues (Cohort 12), professors, and staff (Michaela Cooper). The dissertation process is a powerful experience and I’m so thankful to have each one of you support in my journey towards the finish line. Dr. Darder, it was truly divine to go through this scholarly journey with you. Your mentorship as a strong, loving, visionary woman of color has given me the courage to develop my scholarship and activism towards a decolonial vision in solidarity with the community you’ve helped build. Dr. Ginwright, thank you for creating spaces for me to engage in ancestral healing and for your guidance in my dissertation. Dr. Colín, thank you for reading my dissertation with care and for encouraging me to embrace my storytelling. Dr. Bickett, thank you for always making me feel heard throughout the program. Dr. McCarthy, your open door and iv welcoming spirit has made me feel safe and supported. Dr. Huchting, thank you for being so understanding and supportive through the various stages of my academic journey. Thank you to the UCEA Jackson Scholar network and the various mentors (Dr. Khalifa, Dr. Mackey, and Dr. Bowers) who have supported me throughout the years. Thank you for helping me learn how to navigate the academy and for planting seeds in me. The time you invested in me helped me begin to see the radical possibilities of sharing my thoughts and engaging in dialogue with people around the world. You all have helped me develop my scholar identity and your support has been incredibly affirming. Many thanks to my close friends (BC and Breal) and to my comrades in the People’s Education Movement (TS, SD, SC, AK, LT, TF, ANM, RE, ON, CV, JD, AW, MRE, HD, PC, DS, FPK, JC, EF, PDP). Thank you for all the hours we have spent together for self- care/wellness/ healing, reflecting together on our dreams and visions for our communities, engaging in honest and transformative dialogue around challenging dialectics, and laboring together to create the radical autonomous spaces we believe that our communities deserve. Our community and our work inspired me to pursue this project in hopes that it can inform our journey towards the world we seek to create. For the countless others who have showed me love and support throughout my journey as an educator, organizer, and emerging scholar, thank you for your sincerity when listening to and validating the vision of this scholarly project. Each validation helped continue to fuel the fire that keeps my hope alive. We cannot do this work alone and your solidarity has been everything to me. So much gratitude to you all. v DEDICATION For my ancestors that have come before me and those to follow. May we actualize the radical dreams of liberation that birth one another. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ..................................................................................................... iii DEDICATION ......................................................................................................................... vi LIST OF FIGURES ................................................................................................................ xii ABSTRACT ........................................................................................................................... xiii CHAPTER 1: INTRODUCTION ............................................................................................ 1 Statement of the Problem ................................................................................................ 7 Limits of Traditional Organizing ....................................................................... 10 The Need for Transformative Organizing ...................................................................... 13 Research Questions ....................................................................................................... 15 Purpose ......................................................................................................................... 15 The Conceptual Lens..................................................................................................... 16 Critical Pedagogy .............................................................................................. 17 Cultural Politics ..................................................................................... 17 Political Economy .................................................................................. 17 Historicity of Knowledge ....................................................................... 18 Dialectical Theory .................................................................................. 18 Ideology and Critique ............................................................................. 18 Hegemony, Resistance and Counter-Hegemony ..................................... 19 Praxis ..................................................................................................... 20 Dialogue and Conscientization ............................................................... 20 Decolonizing Pedagogy ..................................................................................... 20 Methodology ................................................................................................................
Load more

Recommended publications
  • African Socialism in Tanzania: Lessons of a Community Development Strategy for Rural Transformation in Developing Countries
    ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 6 No 4 S2 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy July 2015 African Socialism in Tanzania: Lessons of a Community Development Strategy for Rural Transformation in Developing Countries Dr. Apuega R. Arikawei Dept of Educational Foundations, Niger Delta University, Wilberforce Island, Bayelsa State Email: [email protected] Doi:10.5901/mjss.2015.v6n4s2p540 Abstract In a bid to formulate an appropriate development strategy to curb the quagmire of the underdevelopment crisis of the continent, African leaders adopted various policy options to extricate her economies from the dominance of colonial hegemony. In Tanzania, the philosophy of African socialism was initiated at post-colonial independence to consolidate not only the true spirit of African brother-hood but also to achieve self-reliance which is the basic principle of community development. This paper examined the practices of African socialism as a nexus toward the actualization of self-reliance and rural development. It adopted the exploratory research and relied on the conceptual framework methodology to establish the relationship between the philosophy of African socialism and community development. This was done with a view to unravel the lessons that could be drawn by any society that desired to achieve community development under the context of the African experience. Keywords: African Socialism, Ujaama, Strategy, Transformation, Agriculture, Education, Community Development. 1. Introduction Across the globe, every nation tries to forge a process of attaining some forms of development to enhance better standard of living for its citizenry. The quest for development however polarized nations to advantaged and disadvantaged position.
    [Show full text]
  • The Role of Cooperatives in Community Development: the Case of the Motloulela Farming Cooperative
    The role of cooperatives in community development: The case of the Motloulela Farming Cooperative by Molebo Pretty Mohlala Thesis presented in partial fulfilment of the requirements for the degree Masters in Public Administration in the faculty of Management Science at Stellenbosch University Supervisor: Prof Firoz Khan March 2020 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (safe to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. M.P Mohlala Date: March 2020 Copyright © 2020 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract Most rural communities in South Africa struggle with poverty, unemployment and social collapse. To address these difficulties, many residents work collectively in cooperatives, united in the belief that they can achieve more than when working individually. Cooperatives represent a resilient, vibrant and viable economic alternative in bringing people together to work towards a common goal and meeting their shared needs through cooperation. However, while most of the cooperatives in South Africa are largely weak or failing, there remain a few strong and vibrant cooperatives able to provide an economic boost to their communities. This study adopted a qualitative approach and utilised case-study research design to conduct qualitative research into the role of the Motloulela Farming Cooperative (MFC) (Limpopo) in community development.
    [Show full text]
  • Community Development in Rural America: Sociological Issues in National Policy
    CORE Metadata, citation and similar papers at core.ac.uk Provided by eGrove (Univ. of Mississippi) Journal of Rural Social Sciences Volume 03 Issue 1 Southern Rural Sociology Volume 3, Article 10 Issue 1 (1985) December 2019 Community Development in Rural America: Sociological Issues in National Policy Kenneth P. Wilkinson Pennsylvania State University Follow this and additional works at: https://egrove.olemiss.edu/jrss Part of the Rural Sociology Commons Recommended Citation Wilkinson, Kenneth. 2019. "Community Development in Rural America: Sociological Issues in National Policy." Journal of Rural Social Sciences, 03(1): Article 10. Available At: https://egrove.olemiss.edu/jrss/ vol03/iss1/10 This Article is brought to you for free and open access by the Center for Population Studies at eGrove. It has been accepted for inclusion in Journal of Rural Social Sciences by an authorized editor of eGrove. For more information, please contact [email protected]. Wilkinson: Community Development in Rural America: Sociological Issues in Na Wilkinson COMUDNITY DEVELOPMENT IN RURAL AMERICA: SOCIOIAGICAL ISSUES IN NATIONAL POLICY^ Kenneth P. Wilkinson Department of Agricultural Economics and Rural Sociology. Pennsylvania State University ABSTRACT Definitions of the concepts of rural, community, and development suggest problems for a policy of rural community development. An effective policy must address two barriers to development of community among residents of rural areas: 1) deficits in access to resources for meeting common needs and 2) severe inequalities in access to resources that are available. Rurality encourages community development when these barriers are low. The aim of policy should be to attack rural barriers while cultivating rural potentials for community development.
    [Show full text]
  • Structural Violence Against Children in South Asia © Unicef Rosa 2018
    STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA © UNICEF ROSA 2018 Cover Photo: Bangladesh, Jamalpur: Children and other community members watching an anti-child marriage drama performed by members of an Adolescent Club. © UNICEF/South Asia 2016/Bronstein The material in this report has been commissioned by the United Nations Children’s Fund (UNICEF) regional office in South Asia. UNICEF accepts no responsibility for errors. The designations in this work do not imply an opinion on the legal status of any country or territory, or of its authorities, or the delimitation of frontiers. Permission to copy, disseminate or otherwise use information from this publication is granted so long as appropriate acknowledgement is given. The suggested citation is: United Nations Children’s Fund, Structural Violence against Children in South Asia, UNICEF, Kathmandu, 2018. STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA ACKNOWLEDGEMENTS UNICEF would like to acknowledge Parveen from the University of Sheffield, Drs. Taveeshi Gupta with Fiona Samuels Ramya Subrahmanian of Know Violence in for their work in developing this report. The Childhood, and Enakshi Ganguly Thukral report was prepared under the guidance of of HAQ (Centre for Child Rights India). Kendra Gregson with Sheeba Harma of the From UNICEF, staff members representing United Nations Children's Fund Regional the fields of child protection, gender Office in South Asia. and research, provided important inputs informed by specific South Asia country This report benefited from the contribution contexts, programming and current violence of a distinguished reference group: research. In particular, from UNICEF we Susan Bissell of the Global Partnership would like to thank: Ann Rosemary Arnott, to End Violence against Children, Ingrid Roshni Basu, Ramiz Behbudov, Sarah Fitzgerald of United Nations Population Coleman, Shreyasi Jha, Aniruddha Kulkarni, Fund Asia and the Pacific region, Shireen Mary Catherine Maternowska and Eri Jejeebhoy of the Population Council, Ali Mathers Suzuki.
    [Show full text]
  • Community of Practice Design Guide
    CCoommmmuunniittyy ooff PPrraaccttiiccee DDeessiiggnn GGuuiiddee A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education Acknowledgments Why Are Communities Important? This guide was developed based on the shared Today, organizations, workgroups, teams, and experiences of several organizations working together individuals must work together in new ways. Inter- in ways that embody the spirit of collaboration. These organizational collaboration is increasingly important. included the National Learning Infrastructure Initiative Communities of practice provide a new model for at EDUCAUSE (http://www.educause.edu/nlii) and a connecting people in the spirit of learning, knowledge community it sponsored, the Bridging VCOP; the sharing, and collaboration as well as individual, group, American Association for Higher Education. and organizational development. (http://www.aahe.org); and iCohere (http://www.icohere.com). We would also like to Communities of practice are important because they: specifically acknowledge the NLII VCOP Facilitators X Connect people who might not otherwise Team and four generations of NLII Fellows for their have the opportunity to interact, either as ongoing contribution to and successful demonstration frequently or at all. of many of the processes and tools presented in this guide. X Provide a shared context for people to communicate and share information, stories, and personal experiences in a way that builds understanding and insight. How to Use This Community Design Guide X Enable dialogue between people who come This guide provides a practical approach to creating together to explore new possibilities, solve challenging problems, and create new, communities of practice (CoPs) based on experiences mutually beneficial opportunities. working with corporations, nonprofits, associations, government organizations, and educational X Stimulate learning by serving as a vehicle for institutions.
    [Show full text]
  • Community Economic Development As Progressive Politics: Toward a Grassroots Movement for Economic Justice
    CUMMINGS 2/1/2002 1:10 PM ARTICLES Community Economic Development as Progressive Politics: Toward a Grassroots Movement for Economic Justice Scott L. Cummings* Community economic development (CED) emerged during the 1990s as the dominant approach to redressing urban poverty, replacing entitlement programs and civil rights initiatives with a market-based strategy for promoting economic equality. Premised on the idea that poor neighborhoods are underutilized markets in need of private sector investment, market-based CED gained a broad range of ideological adherents, resonating with proponents of black nationalism, neoliberal economics, and postmodern micropolitics. As the decade brought economic issues to the fore and legal services advocates faced mounting federal restrictions, increasing numbers of poverty lawyers adopted the market-based CED model, providing transactional legal assistance to community organizations engaged in neighborhood revitalization initiatives. Yet, despite the expansion of the market paradigm, analysts have largely avoided a critical dialogue about CED theory and have neglected a careful examination of the evolving nature of grassroots CED practice. This Article sets forth an indigenous critique of market-based CED, arguing that it fails to deliver on its promise of poverty alleviation, diverts attention from the need for a coordinated political response to economic disadvantage, privileges localism over structural reform, and impedes the formation of multiracial political alliances. This Article then presents an alternative model of politically engaged CED that integrates legal advocacy and community organizing to build cross-neighborhood coalitions that promote broad-based economic reform. It concludes by outlining the contours of this new approach, highlighting how poverty lawyers are collaborating with organizing groups to expand living wage ordinances, establish cooperative businesses, and implement comprehensive hiring and job training programs.
    [Show full text]
  • Mignolo-And-Walsh-20
    On Decoloniality On Decoloniality interconnects a diverse array of perspectives from the lived experiences of coloniality and decolonial thought/praxis in dif er ent local histories from across the globe. The series identifies nd examines decolonial engagements in Eastern Eu rope, the Ca rib bean, the Amer i cas, South Asia, South Africa, and beyond from standpoints of feminisms, erotic sovereignty, Fanonian thought, post- Soviet analyses, global indigeneity, and ongoing ef orts to delink, relink, and rebuild a radically distinct praxis of living. Aimed at a broad audience, from scholars, students, and artists to journalists, activists, and socially engaged intellectuals, On Decoloniality invites a wide range of participants to join one of the fastest-growing debates in the humanities and social sciences that attends to the lived concerns of dignity, life, and the survival of the planet. A ser ies ed ited by Walter Mignolo & Catherine Walsh 1 2 3 4 Concep t s 5 6 Anal ytics 7 8 On Decoloniality Pra xis 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Wal ter D. Mignol o 25 26 and 27 28 Cather ine E. Wals h 29 30 31 32 33 34 35 36 37 duke univers it y pr ess Durham and London 2018 38 © 2018 Duke University Press All rights reserved Printed in the United States of Amer i ca on acid- free paper ∞ Designed by Matt Tauch Typeset in Minion Pro by Westchester Publishing Services Library of Congress Cataloging- in- Publication Data Names: Mignolo, Walter, author. | Walsh, Catherine E., author.
    [Show full text]
  • Agency and First-Person Authority by Matthew Thomas Parrott A
    Agency and First-Person Authority By Matthew Thomas Parrott A dissertation submitted in partial satisfaction of the Requirements of the degree of Doctor of Philosophy in Philosophy in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Barry Stroud, Co-Chair Professor Daniel Warren, Co-Chair Professor Alison Gopnik Spring 2011 © 2011 Copyright Matthew Thomas Parrott All rights reserved Abstract Agency and First-Person Authority By Matthew Thomas Parrott Doctor of Philosophy in Philosophy University of California, Berkeley Professor Barry Stroud, Co-Chair Professor Daniel Warren, Co-Chair Ordinarily when someone tells us about her psychological states, we presume that she is right. By deferring to her in this way, we treat her as a kind of authority on her own psychological life. Although a person usually has this authority, she lacks it whenever she takes a more detached, indirect, or third-personal point of view toward her psychological states. We see this, for example, when she learns about a belief or desire from a friend or therapist. For this reason an adequate account of the phenomenon of "first-person authority" must explain why we have it only for some but not all of our psychological states. Most philosophers believe first-person authority is an epistemic phenomenon, consisting in each of us being better situated to know about our own psychological states than anyone else. Against all such epistemic views, I argue that, because they base their accounts on epistemic privileges that are in principle available to anyone, they cannot capture the exclusively first-personal character of our authority.
    [Show full text]
  • Entangled Histories: an Analysis of the Anglophone Histories of Science in Latin America from Dependence to Decoloniality, 1950-Present
    ENTANGLED HISTORIES: AN ANALYSIS OF THE ANGLOPHONE HISTORIES OF SCIENCE IN LATIN AMERICA FROM DEPENDENCE TO DECOLONIALITY, 1950-PRESENT A Thesis by HADLEY SINCLAIR CLUXTON Submitted to the Graduate School at Appalachian State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2019 Department of History ENTANGLED HISTORIES: AN ANALYSIS OF THE ANGLOPHONE HISTORIES OF SCIENCE IN LATIN AMERICA FROM DEPENDENCE TO DECOLONIALITY, 1950-PRESENT A Thesis by HADLEY SINCLAIR CLUXTON May 2019 APPROVED BY: René Harder Horst, Ph.D. Chairperson, Thesis Committee Michael C. Behrent, Ph.D. Member, Thesis Committee Timothy H. Silver, Ph.D. Member, Thesis Committee James Goff, Ph.D. Chairperson, Department of History Michael McKenzie, Ph.D. Dean, Cratis D. Williams School of Graduate Studies Copyright by Hadley Sinclair Cluxton 2019 All Rights Reserved Abstract ENTANGLED HISTORIES: AN ANALYSIS OF THE ANGLOPHONE HISTORIES OF SCIENCE IN LATIN AMERICA FROM DEPENDENCE TO DECOLONIALITY, 1950-PRESENT Hadley Sinclair Cluxton B.A., The Ohio State University, Comparative Studies of Science and Technology B.A., The Ohio State University, Spanish, Latin American Literature and Language M.A., Appalachian State University, History Chairperson: René Harder Horst Science in Latin America has a rich, complex history characterized by a hybridization of multiple Indigenous, Creole, imperial Iberian and Western/Northern knowledge practices. As a result of these entangled histories, Latin American science does not fit easily into the standard periodization of Western histories of science, nor into traditional Latin American historical periodization. This inability to effectively categorize and constrain the heterogeneous histories of Latin American science has meant that these fascinating narratives have been widely ignored by historians in the West.
    [Show full text]
  • Decolonial Performance Collaborations with Undocumented Communities
    Performing Precarity: Decolonial Performance Collaborations With Undocumented Communities Christopher Goodson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2017 Reading Committee: Scott Magelssen, Chair José Antonio Lucero Stefka Mihaylova Julie Shayne Program Authorized to Offer Degree: Drama ii © Copyright 2017 Christopher Goodson iii University of Washington Abstract Performing Precarity: Decolonial Performance Collaborations with Undocumented Communities Christopher Goodson Chair of the Supervisory Committee: Dr. Scott Magelssen School of Drama This dissertation draws upon my field work relating to contemporary performance practices in the United States that collaborate with undocumented Latina/o immigrants. Drawing on the latest scholarship regarding undocumentedness, I argue that this population, due to the economic and social realities it faces, constitutes an internal colony of the US. In this regard, I frame the various processes related to these performances as “decolonial epistemologies,” à la scholars of decolonial thought such as Walter Mignolo, Madina Tlostanova, and others. Drawing upon first- person interviews with participants and spectators, as well as my own presence at several live performances, I argue that these artistic efforts (which manifest in the diverse media of theater, experimental video, and public ceremony) are designed not only to counter the mainstream discourse that regularly criminalizes and dehumanizes undocumented immigrants, but also to provide meaningful, inter-subjective learning experiences for those involved. Closely examining the social and economic contexts (as well as the aesthetics) of these unrecognized practices, this study offers a unique lens which shows how performance both garners a greater visibility for undocumented immigrants, and also effects positive change to their state of precarity in the US.
    [Show full text]
  • Environments of Intelligence
    Environments of Intelligence “An absorbing volume that integrates an extraordinarily wide area of work, with interesting observations and new twists right to the end.” Ruth Millikan, University of Connecticut, USA What is the role of the environment, and of the information it provides, in cognition? More specifically, may there be a role for certain artefacts to play in this context? These are questions that motivate “4E” theories of cognition (as being embodied, embedded, extended, enactive). In his take on that family of views, Hajo Greif first defends and refines a concept of information as primarily natural, environmen- tally embedded in character, which had been eclipsed by information-processing views of cognition. He continues with an inquiry into the cognitive bearing of some artefacts that are sometimes referred to as “intelligent environments”. With- out necessarily having much to do with Artificial Intelligence, such artefacts may ultimately modify our informational environments. With respect to human cognition, the most notable effect of digital computers is not that they might be able, or become able, to think but that they alter the way we perceive, think and act. Hajo Greif teaches at the Munich Center for Technology in Society (MCTS), Technical University of Munich, Germany, and the Department of Philosophy, University of Klagenfurt, Austria. His research interests cover the philosophy – and some of the history and the social studies – of science and technology, as well as the philosophy of mind. History and Philosophy of Technoscience Series Editor: Alfred Nordmann For a full list of titles in this series, please visit www.routledge.com 1 Error and Uncertainty in Scientific Practice Marcel Boumans, Giora Hon and Arthur C.
    [Show full text]
  • An Overview Onto the Decolonisation of Political Science in the 21St
    An Overview onto the Decolonisation of Political Science in the 21st Century Silethemba Medelline Guta 2nd Year PhD Student, Marie Curie Sklodowska University, Lublin, Poland. Abstract The paper reviews the ongoing discussion and debate on decolonizing political science and to establish how political science can be decolonized. The hegemony within the practice is argued to produce a society rigged with inequalities at different levels. It is highlighted that the impact of historical writers of political thought and theory on present day society cannot be underestimated. Education informs thought and behavior thus, the curricula is of significance in the decolonial debate so that many voices are heard and that ethnic diversity is embraced in the production of knowledge. Decolonising political science is not a once off project that can be done in a hurry but it is of significant importance for the epistemologies and ontologies that inform political science to be examined carefully. Decoloniality is the equalizer in the social justice theories however it is not openly discussed and very well understood. The paper also highlights the writers and scholars against the decolonial project and how their voices are important in the development of the political science decolonial agenda. Decolonising political science will give the balance and equilibrium needed to embrace other voices that have not been heard in the construction of political thought and practice in contemporary times. Keywords: Curricula; Decoloniality; Political Thought; Social Justice Introduction This paper argues that spreading information, particularly in the history of political science and philosophy, requires a decolonized methodology in order to confront disparities in the world and in curricula.
    [Show full text]