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Reparations, Knowledge and the Decolonial University1

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Reparations, Knowledge and the Decolonial University1 CODESRIA Bulletin, Nos 2&3, 2021 Page 43 Reparations, Knowledge and the Decolonial University1 n the introduction to can’t breathe’ suffocations ended Decolonising the Academy up having symbolic resonances (2003), an intellectual project Carole Boyce Davies* and multiplicative effect, as we saw I Cornell University developed to place African during the killing of George Floyd Diaspora Studies as one of the USA in May 2020 and the activism that major vectors of the unfinished followed. decolonising process, I asserted that the academy, the university and In this context we can indicate the larger knowledge production Unbearable Wrongness of Being, of relatedly as well the caution apparatus is perhaps one of the Desêtre: Black Studies Toward the offered by Walter Rodney, that most colonised of spaces. In every Human Project’, Wynter saw the the academics in the neocolonial discipline, one is confronted with current iteration of Black Studies or postcolonial context are the a production of knowledge that as having lost its way. She recalls ones often creating the limits. For assumes European epistemologies, some of those aesthetic and political Rodney, the caution had to do with ideas, timelines, as the defining movements that actually wanted a the fact that: frameworks for intellectual work. ‘whole new system of ideas’ and Black people are here in these This thereby creates a hierarchy concludes that, instead, we never institutions as part of the of knowledge in which African arrived at the ‘new territory’ and development of Black struggle, peoples’ experiences still remain remained without the connection but only as a concession at the bottom or outside of from the ‘map’ to this new place designed to incorporate us consideration, in the same measure (Wynter 2005). within the structure … I am as are Black Lives still today. thinking also of the books, Never fully arriving at that the references, the theoretical A few other related and relevant territory or place where we could assumptions, and the entire texts must be indicated here. Sylvia claim to rewrite the script of anti- ideological underpinnings of Wynter advanced an ideological Blackness, we ended up still being what we is taught and studied position that arose through her work re-territorialised under whiteness in every single discipline. at the Institute of the Black World in in the Euro-American model of (Rodney 1990: 112–113) the 1970s, along with her generation the university with its assumption We can conclude, therefore, that the of scholars, including Sterling of the control of knowledge. This ideas of a certain acceptance of the Stuckey, Howard Dodson, Vincent status remains particularly salient status quo are built into the academic Harding, Walter Rodney. The larger when the university is often enterprise if these ideas are not context was an understanding of that assemblage of theoretical challenged. For example, Africana Black Studies as an insurgent field positions that inform and cohere Studies as a field has not extended organised to provide the knowledge state practices. Thus, in my view, to match the current scholarship component of the various political is enacted a continued violence at and knowledge in African Diaspora and social movements demanding the epistemological level, which Studies. Its geographical reach correction at the epistemological or also leaves a variety of subjects contains only partial coverage of knowledge-production level. Thus, defined as non-conforming to the the United States and perhaps a in succeeding years, best described ‘mythical norm’ (Lorde 1984) little or no African history. There in her chapter, ‘On How we unable to breathe, i.e. to live is miniscule Caribbean coverage Mistook the Map for the Territory fully in the world. The graphic except in relation to larger topics, and Reimprisoned Ourselves in Our representations of the visual ‘I but without really accessing the CODESRIA Bulletin, Nos 2&3, 2021 Page 44 full range and breadth of Caribbean having evolved. In other words, have tended to be linked to the Studies as representing not just the an innovative field is no longer to advancement, maintenance and archipelagic islands but also the innovate again or move out of a acceptance of the culture of the circum-Caribbean and the Caribbean colonised status in the academy. British Empire and are thereby diaspora (Boyce-Davies 2013). Afro- among those institutions complicit Latin America is often not included So how do we repair this continuing in maintaining dominant structural in the frameworks of the larger damage that accepts limitations inequities by the very nature of understanding of what is African and begin again to reclaim some their naming and orientations American in hemispherical context. of the lost direction, i.e. to go in terms of what they teach and back to our map as it were? First how they teach that literature. Cornell University’s Africana of all, every discipline in the The faculty responses were Studies, for example, the founding current university context needs overwhelmingly favourable and we unit in the field, is emblematic of minimally a counter-discourse were pleased that, in a department the inability of the field to move (internal and external) represented which included a vibrant body of outside of the reductions into within its curricular and research subjects of inquiry not captured which the academy has placed frameworks. Anthropology, for by the current naming, a series of this unit. Illustrative of this is the example, cannot continue to deny discussions to challenge ourselves rejection of a Caribbean Students its gendered colonialist beginnings and our contexts resulted in a Association request for a minor but should also include the work of document that our colleagues (Stamm 2020). In this writer’s Black women anthropologists like affirmed, by their signatures, as view, this rejection comes across Zora Neale Hurston, who still has demonstrating precisely this need then as amazingly short-sighted no real place in the discipline. One to create a ‘more just and equitable in a field which was founded can say the same for History and department’. We asserted then by student demands for studies Political Science and the range of that a move to a Department of that challenged the Eurocentric fields in Arts and Sciences. Literatures in English would do the education that was then and still following: is dominant in the academy. Thus, In this regard, in the wake the current chair’s assertion, even of the Black Lives Matter • Present a more accurate description as he has written articles about activism following the killing of the wide range of literatures that ‘global Africa’ (Taiwo 2015) in the of George Floyd, calls from we teach and study already; past, that the Africana model has students to #DoBetterCornell • Open the Department to a wider ‘worked for the last fifty years, it led Martha Pollack, president of pool of students who see English has continued to inspire others both Cornell University, to welcome as limiting their study with us (it within the country and in other institutional anti-racist projects. As leaves us always explaining that parts of the world’ (Stamm 2020), members of one of the departments an English Department actually does literary studies); leaves no room for innovation or that historically maintained an extension or elaboration. Indeed, entrenched British imperial white • Move beyond the privileging of in the current version of Africana supremacist framing, faculty ‘English’ rather than ‘Literatures’ as the primary descriptor. Studies at Cornell, administratively of colour proposed a change of the name of Cornell’s English managed by continental African We saw this move, while being Department to the Department scholars, the rejection of a first among the major universities of Literatures in English. With Caribbean Studies minor indicates in the United States and Europe, that change was also assumed a certain myopia, perhaps along as also following similar moves at a redistribution of its curricular with a conservative political the University of the West Indies, representations, so that medieval orientation or, more generously, which created a Department and pre-eighteenth-century a limited understanding of the of Literatures in English, and England would not be the dominant breadth of the African diaspora, or other universities like University required mandate for students who global Africa as it is called in the of Brasilia, which created a were majoring in English. My Social Sciences. The importance Department of Literary Theory colleague Mukoma wa Ngugi and of a field organised then to create and Literatures, both in the early I argued then, following Ngugi wa an intellectual paradigm that 1990s. This formal change to being Thiong’o et al, ‘On the Abolition challenges Eurocentric knowledge named Department of Literatures of the English Department’ dominance comes across as not in English was fully approved (1968), that English Departments CODESRIA Bulletin, Nos 2&3, 2021 Page 45 by all levels of the university in The CARICOM Ten Point The forced separation of Africans February 2021, though we learned Reparations Plan is listed as from their homeland has resulted subsequently that Bryn Mawr follows: in cultural and social alienation College had approved a similar from identity and existential 1. Full Formal Apology name change in November 2020, belonging. Denied the right in influenced by the Cornell move 2. Repatriation law to life, and divorced by space from the source of historic self, but actually formally occurring in 3. Indigenous Peoples Development Program Africans have craved the right advance of our final approval. They to return and knowledge of the 4. Cultural Institutions describe the basis of their change route to roots. as also wanting to demonstrate 5. Public Health Crisis A program of action is required their ‘commitment to de-colonial 6. Illiteracy Eradication to build ‘bridges of belonging’.
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