Decolonial Discourses and Practices: Geopolitical Contexts, Intellectual Genealogies, and Situated Pedagogies

Fúnez-Flores, Jairo I.; Beltrán, Ana Carolina Díaz; Jupp, James

doi:10.1080/00131946.2022.2132393

Cited by 18 publications

(6 citation statements)

References 53 publications

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“…The coloniality of power is thus justified by what is referred to as the coloniality of knowledge, which "requires a certain schedule of structured blindness in order to establish and maintain the white polity" at the national level (ibid). This evidences the longue duree of academia's role in upholding whiteness and coloniality, in its multiple permutations (Fúnez-Flores, 2022;Fúnez-Flores et al, 2022;Lugones, 2007, Wynter, 2003. In the space of the academe, racial inequalities are viewed as "existing outside of the institution rather than produced through the academe," to paraphrase Mirza (2006).…”

Section: Theory: White Ignorance and Colonialitymentioning

confidence: 98%

Inside the ivory tower, the view from a “space invader”: An exploratory study into the ways racialized PhD students experience white ignorance in elite universities in the UK

Lootens,

Fúnez‐Flores

2024

Sociology Compass

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This paper examines the experiences of racialized PhD students in British elite universities. It is framed by Mills' (2007) conception of white ignorance and reflects on the power of whiteness that shapes everyday experiences in such places of privilege. For Mills, the production of racism relies on epistemological processes that produce ignorance, and which promote various ways of ignoring the histories and legacies of European colonialism. Research has shown that professors find it difficult to talk about racism and coloniality within higher education. Professors responses are important as they may affect the outcomes of conducting research for PhD students, yet there is less understanding of how racialized PhD students experience or address white ignorance. Using in‐depth interviews with 14 racialized PhD students, this paper critically examines the intertwined relationship between the coloniality of knowledge and white ignorance within elite universities in the United Kingdom. While universities have been regarded as “neutral” knowledge‐producing institutions, this study challenges the assumptions, interactions, and practices of higher education disciplines in the social sciences, namely anthropology and sociology. Based on the findings of this work, we argue that white ignorance is an epistemic strategy that justifies racial domination within and beyond the halls of academia.

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Section: Theory: White Ignorance and Colonialitymentioning

confidence: 98%

Inside the ivory tower, the view from a “space invader”: An exploratory study into the ways racialized PhD students experience white ignorance in elite universities in the UK

Lootens,

Fúnez‐Flores

2024

Sociology Compass

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“…In part, the alignment of the Rights of Nature movements in Europe with claims made by Indigenous scholars in regions such as South America reflects calls to decolonize environmental legal discourse across Europe and other parts of the Western world. 82 In Europe, this move to decolonize approaches to the environment encourages engagement with other ways of relating to the natural world, including those that can be found in Europe's former colonies and outside the European context. 83 Drawing from Indigenous cultures and being aware of how colonial histories have silenced other world views can help to decolonize environmental legal discourse and practices, and promote a better understanding of the wealth of less anthropocentric approaches and ideologies that exist in the world.…”

Section: Connection To Place Colonial Legacies and Cultural Heritagementioning

confidence: 99%

Rights of Nature on the Island of Ireland: Origins, Drivers, and Implications for Future Rights of Nature Movements

Killean,

Gilbert,

Doran

2024

TEL

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Over the course of 2021, several local councils across the island of Ireland introduced motions recognizing the ‘Rights of Nature’. To date, little research has been conducted into these nascent Rights of Nature movements, even though they raise important questions about the philosophical, cultural, political, and legal drivers in pursuing such rights. Similarly, much remains unclear as to the implications of such initiatives, both in their domestic context and for Rights of Nature movements around the world. This article contributes to addressing this gap by exploring these themes through an analysis of interviews with key stakeholders conducted across the island of Ireland in June 2022. In particular, it explores the impact of international movements, colonial legacies, cultural heritage, and years of inadequate environmental governance, in motivating local councils to pursue a Rights of Nature strategy.

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“…Although coloniality tries to destroy collective memories to distort our understanding of the modern/colonial order of things, student, youth, Indigenous, Afro‐Indigenous, Black, feminist and peasant movements are organising to collectively reclaim, live and embody our histories and struggles to prefigure our decolonial futures in the present (see, e.g. Barbosa, 2022; Fúnez‐Flores et al, 2022b; Muñoz‐García et al, 2022; Peña‐Pincheira & Allweiss, 2022; Sorzano, 2022).…”

Section: Final Thoughtsmentioning

confidence: 99%

“…Carter, 2008), while others underscore social ontology and the material relations of power (Monzó & McLaren, 2014). Geopolitically attuned perspectives informing comparative and international education (Andreotti et al, 2016; Fúnez‐Flores, 2021, 2022b; Fúnez‐Flores et al, 2022a, 2022b; Shahjahan, 2016; Stein, 2021) emphasise both the material and symbolic more explicitly, utilising the geopolitics of knowledge as an analytic to address how the curriculum is instrumentalised through the internationalisation of higher education supported by international financial organisations and universities.…”

Section: Introductionmentioning

confidence: 99%

Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum

Fúnez-Flores

2023

The Curriculum Journal

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This essay reviews and builds upon Aníbal Quijano's contribution to decolonial theory to sketch out what I refer to as the geopolitics and coloniality of curriculum, broadly understood as an imperial doctrine and a pedagogical mode of domination aimed at producing a modern/colonial subjectivity. It argues that the geopolitics and coloniality of the curriculum reveal the relationship between geopolitical designs, colonialism, and curriculum, thereby contributing to the interrogation of how dominant ways of knowing are propagated discursively and pedagogically. The article focuses on how the geopolitics and coloniality of curriculum enable the reading, interpretation and unsettling of curricular discourses and pedagogical practices reproducing Euro‐Anglo‐American ways of being (ontological violence), individualist ways of knowing (epistemic violence) and racialised affective grammars. It concludes by gesturing towards ways to think, be, act, relate and do otherwise.

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Decolonial Discourses and Practices: Geopolitical Contexts, Intellectual Genealogies, and Situated Pedagogies

Cited by 18 publications

References 53 publications

Inside the ivory tower, the view from a “space invader”: An exploratory study into the ways racialized PhD students experience white ignorance in elite universities in the UK

Inside the ivory tower, the view from a “space invader”: An exploratory study into the ways racialized PhD students experience white ignorance in elite universities in the UK

Rights of Nature on the Island of Ireland: Origins, Drivers, and Implications for Future Rights of Nature Movements

Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum

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