Cartographies of epistemic expropriation: Critical reflections on learning from the south

Halvorsen, Sam

doi:10.1016/j.geoforum.2018.06.018

Cited by 29 publications

(20 citation statements)

References 52 publications

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“…More recently, Leach points to the potential of mutual learning in relation to sustainability ‘across and between low-income countries, emerging economies and richer, declining economies on a world stage – about how such transformational alliances can be forged and operate’ (2015: 830). Of course, the challenge for mutual learning across North and South, and thus for a programme of ‘planetary development studies’, is clearly in the enactment (McFarlane, 2006; Halvorsen, 2018).…”

Section: What Is Global Development?mentioning

confidence: 99%

Towards a new paradigm of global development? Beyond the limits of international development

Horner

2019

Progress in Human Geography

105

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An international development framing is increasingly ill-fitting to a 21st century characterized by interconnected globalized capitalism, the challenge of sustainable development, as well as the blurring of North–South boundaries. While the term global development is increasingly employed, and appears more suited, it is used with different implicit meanings and is often conflated with international development. This article explores the potential of an emerging paradigm of global development as applicable to the whole world. A relational global development approach is advocated here, acknowledging the need for critical attention to the enduring tensions between universalization and geographic variation.

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Section: What Is Global Development?mentioning

confidence: 99%

Towards a new paradigm of global development? Beyond the limits of international development

Horner

2019

Progress in Human Geography

105

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“…Baldwin also draws on Tuck and Yang () to suggest that a consideration of an “ethic of incommensurability” is crucial to decolonial debates. Reflecting on the wider context of the British academy, Halvorsen () expresses a similar concern. He draws on his collaboration with Argentine academics in the context of career progression during the post‐PhD period and suggests that “current enthusiasm with southern epistemologies may be paving the way for the intensification of epistemic expropriation” (Halvorsen, , p. 11).…”

Section: Decolonising Geographical Educationmentioning

confidence: 99%

“…Reflecting on the wider context of the British academy, Halvorsen () expresses a similar concern. He draws on his collaboration with Argentine academics in the context of career progression during the post‐PhD period and suggests that “current enthusiasm with southern epistemologies may be paving the way for the intensification of epistemic expropriation” (Halvorsen, , p. 11). Developing the latter concept in detail, he suggests that recent efforts to include non‐Western epistemologies in Western academia might strengthen the “Anglophone hegemony in ‘international’ geography” (Halvorsen, ).…”

Section: Decolonising Geographical Educationmentioning

confidence: 99%

“…He draws on his collaboration with Argentine academics in the context of career progression during the post‐PhD period and suggests that “current enthusiasm with southern epistemologies may be paving the way for the intensification of epistemic expropriation” (Halvorsen, , p. 11). Developing the latter concept in detail, he suggests that recent efforts to include non‐Western epistemologies in Western academia might strengthen the “Anglophone hegemony in ‘international’ geography” (Halvorsen, ). While critical of the potential pitfalls of the 2017 RGS‐IBG conference theme, Jazeel () draws attention to what might go unnoticed in the light of the numerous productive critiques of the decolonising project.…”

Section: Decolonising Geographical Educationmentioning

confidence: 99%

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Decolonial education and geography: Beyond the 2017 Royal Geographical Society with the Institute of British Geographers annual conference

Stanek

2019

Geography Compass

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This review is inspired by the recent resurgence of grassroots movements aimed at the decolonisation of education. The departure point of the paper are the numerous, recent academic responses to campaigns such as Rhodes Must Fall, Why is My Curriculum White?, Why Isn't My Professor Black?, and #LiberateMyDegree. Following from there, the narrative is divided into two sections. The first part reviews theoretical approaches to decolonial education, especially those rooted in the modernity/coloniality/decoloniality paradigm. The second part analyses the ways in which geographers have applied these ideas to our discipline. The review pays particular attention to the 2017 Royal Geographical Society with the Institute of British Geographers annual conference, curated under the “Decolonising geographical knowledges” theme. I argue that as geographers, we have to continue reflecting on the meaning of decolonial praxis, especially in relation to geographical education, beyond the recent conference. To these ends, the review concludes with seven specific questions for geographers to consider in the near future.

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“…We need to problematise our theorizations in order to challenge the universalism of Eurocentric theories (Raghuram and Madge 2006) and recognise that engaging with Southern theorizations may not be simple. It requires thinking how knowledge produced in the South circulates and is articulated by us (Halvorsen 2018).…”

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confidence: 99%

Unequal internationalisation and the emergence of a new epistemic community: gender and migration

Kofman

2020

CMS

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In this contribution to the formation of an epistemic community and its knowledge production developed in the Paper Between fragmentation and institutionalisation: the rise of migration studies as a research field, I seek to go beyond the bibliometric analysis, and in particular explore the nature of its internationalisation, the connections authors have across the globe and the unequal valuation of differently located research. These aspects underpin networks in the formation and evolution of epistemic communities. I shall illustrate my points through an epistemic community which has grown significantly in the past two decades, but scarcely gains a mention in the Paper. Gender and migration can be placed within the much broader cluster of globalisation, and especially in more recent years, transnationalism. My analysis does not start from bibliometric measures, which I do not have, but is based on selected reviews at different stages of the emergence of this field and my own involvement in it since the early 1990s.

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Cartographies of epistemic expropriation: Critical reflections on learning from the south

Cited by 29 publications

References 52 publications

Towards a new paradigm of global development? Beyond the limits of international development

Towards a new paradigm of global development? Beyond the limits of international development

Decolonial education and geography: Beyond the 2017 Royal Geographical Society with the Institute of British Geographers annual conference

Unequal internationalisation and the emergence of a new epistemic community: gender and migration

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