Knowledge and racial violence: the shine and shadow of ‘powerful knowledge’

Rudolph, Sophie; Sriprakash, Arathi; Gerrard, Jessica

doi:10.1080/17449642.2018.1428719

Cited by 57 publications

(36 citation statements)

References 38 publications

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“…In universities, the choice of curriculum content is highly dependent on lecturers who occupy knowledge positions. Rudolph, Sriprakash, and Gerrard (2018) argue that decolonised 'just' curricula make visible the politics of knowledge production, power relations and positioning that underpin production, rather than arguing the objective nature of such work.…”

Section: Decolonising Curriculamentioning

confidence: 99%

“…Muller and Young (2019, 198) distinguish between 'knowledge of the powerful' and 'powerful knowledge' describing the former as finite, non-transferrable from the power elite, and the latter as a 'non-rivalrous good' which can enhance an education environment and its potential through shared knowledge practices. The perceived objectivity of academic knowledge has allowed university knowledge production to remain largely unchallenged (Icaza and Vazquez 2018) through framing curricula as a socially just mechanism that provides 'access for all' (Rudolph, Sriprakash, and Gerrard 2018). This is problematic because crudely put, education systems maintain the status quo and the social positions ascribed to particular groups through specialised knowledge (Bernstein 2000) which makes 'access for all' unachievable.…”

Section: Decolonising Curriculamentioning

confidence: 99%

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Initiating decolonial praxis: childhood studies curricula in an English university

Kaneva

Bishop

Whitelaw

2020

Third World Thematics: A TWQ Journal

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English universities aim to attract students from various backgrounds. However, the needs of such cohorts require curricula to be relevant and accessible to an audience that does not necessarily identify as traditionally academic. At disciplinary level, there have also been calls for increasing the plurality of knowledge practices and perspectives. Here, we consider our efforts to reflect on and decolonise Childhood Studies curricula through three topics: global childhoods, disabled childhoods, and transgender/gender nonconforming childhoods. These case studies illustrate a decolonial turn in students engaging with differently constructed childhoods through content that challenges their thinking of childhood from a Western heteronormative, non-disabled perspective. We begin to decolonise our curricula through working with children's voices and challenging practices that marginalise children and position their experiences as 'other'.

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Section: Decolonising Curriculamentioning

confidence: 99%

Section: Decolonising Curriculamentioning

confidence: 99%

Initiating decolonial praxis: childhood studies curricula in an English university

Kaneva

Bishop

Whitelaw

2020

Third World Thematics: A TWQ Journal

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“…Indeed, this tension of education -how it simultaneously holds the capacity for progress and violence -needs to be an always-present aspect of EID research and policy, specifically in relation to systems of racial domination (Rudolph et al 2018). For example, migration and forced displacement is calling for new educational responses, and the inclusion of minoritized populations in mass schooling systems illuminates how education can operate as a 'border regime' (Dyer 2018).…”

Section: Racism and Global Developmentmentioning

confidence: 99%

“…Having fled war and persecution, refugees can face discrimination in the education systems of countries of transit or settlement, including inadequate resourcing, hostile environments, and a failure to recognise the status and value of their cultures, languages and identities (Roy & Roxas 2011, Sidhu & Naidoo 2018, Uptin et al 2012. Racism is also sustained through the epistemic logics of formal education systems globally (Rudolph et al 2018). This takes many forms from a failure to recognise indigenous knowledge systems, to a persistent Eurocentric bias in formal curricula, and language of instruction policies that favour 'global' (read colonial) languages (see for example Brock-Utne, 2007;Desai, 2016;Trudell, 2007).…”

Section: Racism and Global Developmentmentioning

confidence: 99%

The erasures of racism in education and international development: re-reading the ‘global learning crisis’

Sriprakash

Tikly

Walker

2019

Compare: A Journal of Comparative and International Education

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In this paper we argue that despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Instead, considerations of racism remain silent, or indeed, erased, within our teaching and research, often in favour of colour-blind and technocratic approaches to 'development'. This not only ignores the sector's historical links to systems of racial domination but also the current ways in which the field is implicated in producing unequal outcomes along racial lines. We present a re-reading of the 'global learning crisis'-as the dominant discourse of contemporary educational developmentto demonstrate how the framing of the 'crisis' and the responses it engenders and legitimises operate as a 'racial project' (Omi & Winant 2015). The paper offers theoretical and methodological resources with which to interrogate the field's entanglements in systems of racial domination and challenge its erasures of racism.

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“…This is the ever present 'shine and shadow' of educational relationships that can helpfully avoid reading-off governmentality as a totalising force. 83 Bringing these ideas to our analysis, we identify at least three pedagogic orientations of the postcolonial Indian state in the 1950s within the discourses of educational reformers, child development researchers, and child welfare advocates.…”

Section: Pedagogies Of the Postcolonial State: Scientific Spirituamentioning

confidence: 99%

The science of childhood and the pedagogy of the state: Postcolonial development in India, 1950s

Sriprakash

Sutoris

Myers

2019

J Historical Sociology

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This article examines how, in the decade following India's independence, the psychology of childhood became a locus of experimentation, and an avenue through which approaches to postcolonial development were expressed. Tracing the ideas of educational reformers, psychological researchers and child welfare advocates, we show how a 'science of childhood' in this period emphasised both the inherent potential and the emotional complexity of India's young citizens. However, while identifying this potential, these actors at times circumscribed it by deploying culturalist assumptions about Indian childhood that were linked to a teleology of the new nation state. These were ideas that shaped a 'pedagogic' approach to postcolonial modernisation. Nation-building was not just a technocratic undertaking, but an educative project that was scientific, spiritual, and therapeutic in orientation. The article argues for greater attention to the pedagogy of the state in analyses of past and present state-citizen relations.

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Knowledge and racial violence: the shine and shadow of ‘powerful knowledge’

Cited by 57 publications

References 38 publications

Initiating decolonial praxis: childhood studies curricula in an English university

Initiating decolonial praxis: childhood studies curricula in an English university

The erasures of racism in education and international development: re-reading the ‘global learning crisis’

The science of childhood and the pedagogy of the state: Postcolonial development in India, 1950s

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