Attaining epistemic justice through transformation and decolonisation of education curriculum in Africa

Masaka, Dennis

doi:10.1080/14725843.2019.1681259

Cited by 13 publications

(5 citation statements)

References 27 publications

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“…This archive continues the re/creation of the West in ways that allow it, through research, to define the world and its problems from its own particular perspective. Not only does this further perpetuate the delusional, but persistent, notion of Western exceptionalism and its exceptional knowledge creators (St. Pierre, 2021) but it produces valued knowers (Masaka, 2019), or a "marked" group judged as "right" for the academy (Stengers, 2018). The marked group use Western methods to gain research credibility and rise to prominence in universities, continuing to feed on and be fed by dominant epistemic norms.…”

Section: Epistemic Injustice In Research Methodologiesmentioning

confidence: 99%

Toward Epistemically-Just Research: A Methodologies Framework

McIntosh

Wilder

2022

Cultural Studies ↔ Critical Methodologies

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This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices in higher education is made clear through a particular focus on the role research methods play in this process, Finally, a reorientation is proposed along with a framework of methodologies for epistemically-just research.

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Section: Epistemic Injustice In Research Methodologiesmentioning

confidence: 99%

Toward Epistemically-Just Research: A Methodologies Framework

McIntosh

Wilder

2022

Cultural Studies ↔ Critical Methodologies

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“…Education has become the focal point of efforts to attain epistemic justice (Masaka, 2019). Curricula justice for sustainable development involves, for example, ‘more holistic and realistic understanding of development [that] would put all forms and colors of knowledge at the center, producing other understandings based on contextual and empowering ideas emanating from indigenous cultures’ (Syed & Ali, 2011, p. 362).…”

Section: A New Framework Of Epistemic Justicementioning

confidence: 99%

Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

Cummings

Dhewa

Kemboi

et al. 2023

Sustainable Development

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Originally conceptualized by the philosopher, Miranda Fricker, epistemic injustice—unfair treatment of individuals and groups in knowledge‐related and communicative practices—is increasingly being employed to delineate individual and collective injustice in healthcare, information sciences, education and sustainable development. Embedded in many other forms of social injustice and inequality, epistemic injustice is a particularly serious problem for sustainable development, undermining the global community's ability to deal with ‘wicked’ problems. Building on the more conceptually developed, philosophical framework of epistemic injustice and recent research from other fields, this article develops a holistic action‐oriented framework of epistemic justice, namely fair treatment in knowledge‐related and communicative practices, for sustainable development and beyond. It also adds to the current framework of individual and collective injustice by including a range of new insights on structural and systemic epistemic injustice, such as linguistic injustice and epistemicide.

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“…Mbembe, 2021;Nyamnjoh, 2019). Consequently, there is a growing body of research by African academics about decolonising universities and learning (Masaka, 2019). Some of this research centres on revealing the hidden curriculum of management education to illuminate how its domination by knowledge and teaching materials from the 'Global North' marginalises the continent as a place without effective businesses, management and leadership (Inyang, 2008;Nkomo, 2011;Zoogah, 2021).…”

Section: Theoretical Heterogeneitymentioning

confidence: 99%

In Praise of Shadows: Exploring the hidden (responsibility) curriculum

Wall

Blasco

Nkomo

et al. 2023

Management Learning

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We frame this special issue on the hidden responsibility curriculum through the lens of Jun’ichirō Tanizaki’s 1933 essay, In Praise of Shadows, which recognises the subtlety, modesty and dignity of shadows that are highly prized in Japanese culture. We do this to embody the themes both present and absent from the seven articles in this special issue. The articles share flecks and flickers, suggesting that (1) salient things happen in the shadows when it comes to responsibility learning – for better or worse, (2) students can play a role in illuminating and challenging the shadow sides of learning environments and (3) discernible symbols provide navigational possibilities in the shadows. Our tribute to Tanizaki reflects both the involuntary absence, in our Special Issue, of contributions beyond dominant White, Northern European perspectives and the lack of methodological apparatus that can effectively capture the implicit, shadow side of educational life – and life beyond – that evades conventional academic approaches. We also share reflections from the shadows of our own curation of this special issue, as an invite to shine a light on how curational ecosystems might be reimagined.

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Attaining epistemic justice through transformation and decolonisation of education curriculum in Africa

Cited by 13 publications

References 27 publications

Toward Epistemically-Just Research: A Methodologies Framework

Toward Epistemically-Just Research: A Methodologies Framework

Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

In Praise of Shadows: Exploring the hidden (responsibility) curriculum

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