Neoliberalism in the Academic Borderlands: An On-going Struggle for Equality and Human Rights

Darder, Antònia

doi:10.1080/00131946.2012.714334

Cited by 87 publications

(65 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…How then to integrate social critique with expansive learning? Social movements have a long history of learning [11][12][13][14][15][16][17][18], leaving a legacy of adult learning and social movement learning or popular education. Some approaches to adult learning that falls outside of social movements has been criticised for losing their political edge, and for being reduced to a methodology without the commitment to liberation that made the work of these thinkers so effective [8].…”

Section: Including Justice In Transformative Environmental Learningmentioning

confidence: 99%

Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements

Burt

2019

Sustainability

View full text Add to dashboard Cite

This paper describes how Changing Practice courses, developed by environmental activists in South Africa and based on social learning practice, have seeded cognitive justice action. For the educator-activists who facilitated these courses, it became apparent that we needed a bold emancipatory pedagogy which included cognitive justice issues. This enabled us and the activist-researcher participants to understand the extent to which local, indigenous, and spiritual knowledge had been excluded from water governance. The paper investigates how participants in the ‘Water and Tradition’ change project, established by the Vaal Environmental Justice Alliance (VEJA, engaged with cognitive justice, to demonstrate how African spiritual practice offers a re-visioning of the natural world. Finally, using the tools of critical realist theory, the paper reviews how VEJA bring about transformative social action through their participation in the Changing Practice course.

show abstract

Section: Including Justice In Transformative Environmental Learningmentioning

confidence: 99%

Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements

Burt

2019

Sustainability

View full text Add to dashboard Cite

show abstract

“…We are not trying to break through the glass ceiling; we are trying to break through the adobe ceiling. Also, Darder (2012) posited that as scholars of color/marginalized scholars we are inundated by "neoliberal policies upon the work of border intellectuals within the university, whose scholarship seeks to explicitly challenge longstanding structural inequalities and social exclusions" (p. 412). We believe that we must challenge longstanding definitions and representations of whom we consider leaders and embrace, validate practices such as those enacted by Cecilia P. Burciaga.…”

Section: -Judithmentioning

confidence: 99%

Testimonio Praxis in Educational Spaces: Lessons from Mujeres in the Field

Martínez¹,

Sanchez²,

Carmona³

et al. 2017

AMAE Journal

View full text Add to dashboard Cite

Drawing from their educational testimonios, in this article the authors explore the notion of leadership via testimonio tenets. The authors share their positionalities as testimonialistas and delve into testimonio as methodology, epistemology, and pedagogy. The authors focus on what mujerista leadership looks like for them inside the classroom and in the community. A reconceptualization of leadership in higher education is discussed.

show abstract

“…In the new neoliberal logic characterised by cost-effectiveness, competition and efficiency, '... questions of difference have been neatly conflated and diffused by a hypocrisy fuelled by racism, elitism and a tenacious disbelief in the equality of those who exist outside the narrow rationality of its profit logic' (Darder 2012). In the same vein, the postmodern era has seen the emergence of a sharp change in the status of knowledge due to the rise of the performativity criterion, what (Lyotard 1984) refers to as the mercantilization of knowledge whereby knowledge has been converted to a saleable commodity in order to fuel a new production.…”

Section: Legitimation Of Knowledge Hierarchies In the Globalising Ecomentioning

confidence: 99%

African universities on a global ranking scale: Legitimation of knowledge hierarchies?

Ndofirepi

2017

SAJHE

View full text Add to dashboard Cite

In this theoretical article, I argue that the interconnection between the excruciating superiority of the West to conflate its own prototype of society with the ideal state of being is manifested through the heirarchisation of knowledge in the name of the university global rankings. My case is that by accepting the centre-periphery disjunction within the knowledge-power dynamic through situating African universities within the global university rankings is only an entrenched fashion of endorsing the legitimation of the heirarchisation of knowledge. Ranking universities on the league table puts western scientific knowledge systems at the epitome against the local and African indigenous knowledges seating at the bottom of the global knowledge ladder. Arguing from a critical theory perspective, I submit that the elite universities domiciled in the world's wealthiest economies enjoy a disparate influence over the international standards for scholarship and knowledge processes while denigrating African ways and sources of knowing by placing them at the bottom of the knowledge pyramid. While acknowledging the need for excellence and competitiveness on a global scale, I advance and provide strong evidence that knowledge processes in African universities should not be measured against western-dominated processes due to the uniqueness of each. Conversely, I forward the case that each system of knowing is distinct and placing them on an equal pedestal is indefensible and therefore illegitimate. To that end, I make proposals for African universities to find alternatives to global university rankings that measure their own competitiveness.

show abstract

Neoliberalism in the Academic Borderlands: An On-going Struggle for Equality and Human Rights

Cited by 87 publications

References 3 publications

Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements

Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements

Testimonio Praxis in Educational Spaces: Lessons from Mujeres in the Field

African universities on a global ranking scale: Legitimation of knowledge hierarchies?

Contact Info

Product

Resources

About