Epistemic (in)justice in African universities: a perspective of the politics of knowledge

Ndofirepi, Amasa P.; Gwaravanda, Ephraim Taurai

doi:10.1080/00131911.2018.1459477

Cited by 36 publications

(18 citation statements)

References 16 publications

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“…Practices that are now termed as "epistemicide", "epistemic injustice". or "the peripherilisation of indigenous knowledge systems", are pointers to continuities of violence against the humanity of the African people (Ndofirepi & Gwaravanda, 2019). Africanisation as the restoration of humanity entails the recognition, legitimisation, and validation of Africa's rich epistemologies and knowledge traditions.…”

Section: Africanisation As the Restoration Of Humanitymentioning

confidence: 99%

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Hungwe

Mkhize

2022

CriSTaL

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The process of Africanisation teaching and learning in universities in Africa is an extremely important endeavour; yet, this noble undertaking is conceptually disputed and trivialised in certain scholarly circles. Owing to the negative perceptions associated with Africa, there are reservations associated with Africanisation. Accordingly, there are perceptions that Africanisation may compromise the standard of education, the quality of lecturing staff and research, as well as the general deterioration of infrastructure. Additionally, in some scholarly cycles, Africanisation is regarded as anachronistic and confrontational to global dimensions of knowledge, as well as teaching and learning. On the other hand, proponents of Africanisation uphold the perspective that teaching and learning draw relevance by incorporating local knowledge traditions. Against the backdrop of these conceptual contestations, the concern that dominates this article is that it is imperative that the process of Africanisation be founded on guiding philosophical principles. In this article, the argument is made that notions of humanity and rationality provide a philosophical framework for the process of Africanisation.

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Section: Africanisation As the Restoration Of Humanitymentioning

confidence: 99%

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Hungwe

Mkhize

2022

CriSTaL

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“…This is occurring even as fervent appeals for decolonising the university are appearing in the Global North (e.g. London-based City University Business School's organisation in 2020 of webinars on decolonising the curriculum; the ongoing anti-racist work in the UK by Building the Anti-Racist Classroom (BARC)) and Global South (decolonising university movements in Africa (Jansen, 2019;Ndofirepi andGwaravanda, 2019), in Chile (Perez-Arrau et al, 2020), or via LAEMOS in Latin America). Disciplines such as sociology, psychology, history and a range of other social sciences and humanities are actively engaging in decolonial projects (e.g.…”

Section: Are Business Schools and Management Education Embracing The Decolonial Turn?mentioning

confidence: 99%

Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds

Jammulamadaka

Faria²,

Jack

et al. 2021

Organization

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This special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK). A robust pluriversal discussion on the how and why of decolonisation is vital. Yet to date, most business and management schools are on the periphery of debates about decolonising higher education, even as Business Schools in diverse locations function as contested sites of neocolonialism and expansion of Western neoliberal perspectives. This editorial and special issue is the outcome of a unique set of relationships and processes that saw Organization host its first paper development workshop in Africa in 2019. This editorial speaks to a radical ontological plurality that up-ends the classical division between theory and praxis. It advocates praxistical theorising that moves beyond this binary and embraces decolonising knowledge by moving into the realm of affect and embodied, other-oriented reflexive, communicative praxis. It underscores the simultaneous, contested and unfinished decolonising-recolonising doubleness of praxis and the potential of borderlands locations to work with these dynamics. This special issue brings together a set of papers which advance different decolonising projects and grapple with the nuances of what it means to ‘do’ decolonising in a diversity of empirical and epistemic settings.

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“…Rooted in these global histories of power this zero-point epistemology result in forms of epistemic injustice and epistemic violence (Fricker 2007 ; Ndofirepi and Gwaravanda 2018 ; Soldatenko 2015 ; Spivak 1988 ). Fricker ( 2017 ) describes two types of epistemic injustice: testimonial injustice and hermeneutic injustice.…”

Section: The Master’s Housementioning

confidence: 99%

Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

Paton

Naidu

Wyatt

et al. 2020

Adv in Health Sci Educ

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Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the “Master’s House”, utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the “Master’s House” through the frame of Quijano’s concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.

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Epistemic (in)justice in African universities: a perspective of the politics of knowledge

Cited by 36 publications

References 16 publications

The Africanisation of universities in Africa: Reclamation of humanity and rationality

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds

Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

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