Local Histories and Global Designs: An Interview with Walter Mignolo

Delgado, L. Elena; Romero, Rolando J.; Mignolo, Walter D.

doi:10.1353/dis.2000.0004

Cited by 44 publications

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“…Rather than viewing policy as static, CPA considers policy as a movement: policy ideas flow from one context to another, are contingent and ad hoc, and involve power relations (Ball 2006). This article also employs Walter Mignolo's theory of 'coloniality' to make sense of AHELO (see Delgado and Romero 2000;Mignolo 2000Mignolo , 2005. Coloniality 2 moves beyond notions of postcolonialism and refers to an enduring logic of domination, 'that enforces control, domination, and exploitation disguised in the language of salvation, progress … and being good for everyone,' which underpinned the logical structure of imperial powers (Mignolo 2005, 6).…”

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Shahjahan

2013

Journal of Education Policy

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The Organization for Economic Cooperation and Development (OECD) is currently engaging in a worldwide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess student learning outcomes that would be valid across different languages, cultures, and higher education institutions. Drawing on anticolonial perspectives, this article provides a critical policy analysis of the AHELO project. Based on a review of the AHELO texts, it presents two themes: (1) crisis and imperial logic in policy production and (2) Anglo-Eurocentrism as global designs and colonial relationships. It argues that, through AHELO, OECD is striving to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates coloniality in global higher education. It concludes by noting some comparative observations between AHELO and Programme for International Student Achievement in terms of the increasing role of global knowledge for policy tools in educational policy.

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Section: Theoretical Framework and Methodologymentioning

confidence: 99%

Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Shahjahan

2013

Journal of Education Policy

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“…In this manner, as Delgado and Romero (2001) highlight, Mignolo's transculturalism is always performed in power structures between hegemony and subalternity. Such decolonial thinking (Tlostanova & Mignolo, 2012) recognizes not just colonialism, but rather a -colonial matrix of power‖ (p. 18) as part of the existing global design and world order.…”

Section: Transculturalism and The Colonial Matrix Of Powermentioning

confidence: 97%

Decolonial pedagogy through transcultural narrative inquiry in the contact zone

Gill

White

2014

Cult. and Ped. Inq.

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Given the often tokenistic, ahistorical and apolitical approach to mainstream multiculturalism employed in schools, this paper theorizes transculturalism and decolonial thinking from a pedagogical perspective while also considering its potential as a transformative method of inquiry. Of particular interest to the authors is how employing transcultural narrative has the capacity to explore colonialism outside and beyond a conventional historical context in order to understand its impact on the present day. To this end, the authors discuss transcultural narrative as a form of decolonial pedagogy and inquiry, one that invites messy and often uncomfortable intro/trans-spective reflections where conflicting cultural, social and historical locations come into contact. This contact zone effectively compels unsettling dialogue between the colonizer/settler and the colonized, whiteness and color, privilege and marginalization, obstructionist and agency/ally work etc, locations which the authors argue are best understood collectively, relationally, and along a continuum rather than as a fixed binary. The authors present an example of this form of engagement (in the form of a transcultural narrative between an instructor and guest speaker), including the rationale through which it was actualized as well as some of the new inner/understandings that emerged from the inquiry experience. The potential to employ transcultural narrative as a pedagogical process of inquiry is also discussed. Transculturalism and the colonial matrix of powerIn an effort to disharmonize -multiculturalism,‖ the term transculturalism (Mignolo, 2001) has received considerable attention in the area of Subaltern Studies over the last decade As part of this important work, Mignolo demands a move away from the concept of celebrating cultural diversity to raise awareness of colonial difference. In this manner, as Delgado and Romero (2001) highlight, Mignolo's transculturalism is always performed in power structures between hegemony and subalternity. Such decolonial thinking (Tlostanova & Mignolo, 2012) recognizes not just colonialism, but rather a -colonial matrix of power‖ (p. 18) as part of the existing global design and world order. Mignolo critiques the conventional use of the term -colonialism‖ that distantly and comfortably situates it within a historical context. Conversely, he draws our attention to the concept of -coloniality,‖ one that is consistent with the Peruvian liberation theologist, Anibal Quijano's notion of the -coloniality of power‖. This compels an understanding

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“…Pero, por lo menos, quiero señalar que Mignolo subraya que esa guerra es un hito tan importante como la Revolución francesa, con el argumento de que la distinción de América Anglosajona y América Latina fue establecida muy nítidamente. 26 Como miembro del grupo de modernidad-colonialidad, Mignolo considera que la modernidad y la colonialidad son elementos constituyentes entre sí, es decir dos caras de una moneda (es la paráfrasis de la célebre frase, "el desarrollo y el subdesarrollo son las dos caras opuestas de la misma moneda", emitida por Andre Gunder Frank, uno de los precursores de la teoría de la dependencia). Desde esta perspectiva, la historia moderna del mundo es la historia de la colonialidad planeada a nivel global.…”

Section: La Colonialidad Globalunclassified

José Martí, el océano Pacífico y la colonialidad global

Kyun

2011

mycp

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como un vidente que presagió la expansión imperialista de los Estados Unidos. Sin embargo, esta estimación no ha sido siempre positiva para la comprensión cabal de su pensamiento y trayectoria, puesto que se tiende a encerrarlo en el marco del Estado-nación o de América Latina (o en el mejor de los casos, en el marco del hemisferio occidental). Como Martí vivió una época de reconfiguración del mapa del imperialismo, en el que algunos países entraban en escena y otros se retiraban, sería necesario revisar un enfoque más amplio. Bajo dicha premisa, este artículo intentará ubicar su tiempo y su vida en el contexto de una "globalización temprana", término utilizado por Benedict Anderson en su libro Bajo tres banderas: anarquismo e imaginación anticolonial (2005), para definir la situación mundial entre finales del siglo xix y principios del xx. Revisaremos críticamente sus argumentos, siguiendo algunos conceptos de Walter Mignolo para definir ese tiempo como el de "colonialidad global". Por último, enfocaremos algunas ideas de Martí sobre el racismo, un modo básico de operación de la colonialidad global.

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Local Histories and Global Designs: An Interview with Walter Mignolo

Cited by 44 publications

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Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Coloniality and a global testing regime in higher education: unpacking the OECD’s AHELO initiative

Decolonial pedagogy through transcultural narrative inquiry in the contact zone

José Martí, el océano Pacífico y la colonialidad global

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