Postcolonial Thought and Social Theory

Go, Julian

doi:10.1093/sf/soaa004

Cited by 48 publications

(80 citation statements)

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“…Expanding our epistemological boundaries to include relational, embodied, and embedded epistemologies, will only enrich our educational world. This is not a call for an ontological relativism, for we are mindful of the cautionary note of the Zapatistas that "[t]here are words and worlds that are lies and injustices" [101][102][103]. It is in this context, and from this place, that we will un-learn our Anthropocene ways and become re-enchanted with the natural world [104].…”

Section: An Embedded Mode Of Beingmentioning

confidence: 99%

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

et al. 2019

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Higher education in the global North, and exported elsewhere, is complicit in driving the planet’s socio-ecological crises by teaching how to most effectively marginalize and plunder Earth and human communities. As students and activists within the academic system, we take a firm stand to arrest this cycle, and to redirect education toward teaching how to create conditions for all life to thrive. In this paper, we articulate a research and education agenda for co-constructing knowledge and wisdom, and propose shifts in the ‘ologies from the current, destructive modes to intended regenerative counterparts. We offer to shift from an ontology of separation to that of interconnectedness; from an epistemology of domination to that of egalitarian relationship; and from an axiology of development to that of plural values for world- and meaning-making. Such paradigm shifts reflect the foundational aspirations of the consilient transdiscipline of ecological economics. We analyze several introductory university textbooks in economics, law, and natural sciences, to demonstrate how destructive ‘ologies are taught in North American universities, and how such teaching implicitly undermines critical inquiry and effective challenge. Our strategy for change is to provide a new theoretical framework for education: the regenerative ‘ologies of the Ecozoic’, based on biophysicality, embedded relationality, pluralism, and the sustainable well-being of all members in the community of life.

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Section: An Embedded Mode Of Beingmentioning

confidence: 99%

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

et al. 2019

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“…We understand knowledge as socially constructed (Berger & Luckmann, 1966). Knowledge reflects and underpins power relations (Foucault, 1977(Foucault, , 1980Rouse, 1994) and is always situated (Harding, 1986;de Sousa Santos 2014;Go, 2016). Science and Technology Studies (STS) highlight that knowledge is relational and performative, it is an outcome of and maintained through practices (Law, 2008).…”

Section: ) a Constructivist Perspective On Data Information And Knomentioning

confidence: 99%

Deconstructing the data life-cycle in digital humanitarianism

Roth

Luczak‐Roesch

2018

Information, Communication & Society

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The role that technologies have historically played in producing and reproducing global inequalities is well documented. Although technological innovation is associated with progress that does not mean that it necessarily narrows the gap between rich and poor, instead technological inequalities tend to exacerbate other inequalities. This applies also to information and communication technologies (ICT) and Big Data, which play an increasingly important role in humanitarianism. In this article, we address the socio-technical work that is necessary to acquire, process, store and use data and study the power relations that are embedded in these processes. We focus in particular on the use of Big Data in digital humanitarianism and argue that at each stage of the digital data life-cycle (data acquisition, data processing, data storage, and data usage and decision making) different resources are required. These include not only access to hardware, software and connectivity but also the ability to make use of the affordances of digital technologies. We posit that in the context of humanitarianism, ICT and Big Data are a particularly intriguing to study due to their ambivalent position of seeking to address inequalities while at the same time perpetuating them.

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“…Tal onda estabeleceu as bases para a segunda onda posterior da teoria pós-colonial nas humanidades que emergiu na academia do Norte. Esta segunda onda inclui Edward Said, Homi Bhabha, Gayatri Spivak, os Estudos Subalternos e Dipesh Chakrabarty, assim como, na America Latina, a escola "decolonial" de pensamento representada por Mignolo (2009), entre outros (GO, 2016).…”

Section: Pensamento Pós-colonial E a Episteme Do Impériounclassified

“…A teoria pós-colonial é "pós"-colonial no sentido em que ela procura conhecimentos e enquadramentos para entender o mundo que não dependem das lentes colonialistas. A teoria pós-colonial se refere a um corpo de conhecimentos e quadros de entendimento de mundo que criticam, ao invés de aproveitar, reforçar ou reproduzir esta larga episteme do império (GO, 2016).…”

Section: Pensamento Pós-colonial E a Episteme Do Impériounclassified

“…E à medida que os estudos coloniais e a teoria pós-colonial se espalhavam, a sociologia enfrentava novas críticas. Acadêmicos trabalhando ou inspirados pelos estudos pós-coloniais miraram na sociologia por ocluir a história do imperialismo e do colonialismo; por reproduzir as estruturas epistêmicas imperiais e o eurocentrismo; e por falhar em fornecer uma crítica do colonialismo ocidental e da dominação racial (CONNELL, 2006;GO, 2016).…”

Section: Conclusão: Bourdieu E a Sociologia Pós-colonialunclassified

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Bourdieu, Argélia e a perspectiva pós-colonial

Go¹

2018

Contemporânea - Revista De Sociologia Da UFSCar

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Resumo: É bem sabido que as primeiras pesquisas de Bourdieu focaram na Argélia. Mas podem estas pesquisas serem classificadas como parte dos "estudos pós-coloniais"? Este ensaio retoma os primeiros escritos de Bourdieu para mostrar que ele gerou uma abordagem crítica do colonialismo que superou os limites da episteme imperial francesa. Enquanto visões convencionais do colonialismo o viam como um meio neutro para a transferência cultural, portanto, refletindo apenas as preocupações e interesses da metrópole, Bourdieu chamou a atenção para as experiências e preocupações das pessoas colonizadas para teorizar o colonialismo como um sistema social estruturado pelo racismo e pela violência, que teve importante impacto sobre o colonizador e igualmente sobre o colonizado. Neste sentido, os primeiros trabalhos de Bourdieu não eram apenas sobre o colonialismo, mas eram também epistemologicamente pós-colonial.

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Postcolonial Thought and Social Theory

Cited by 48 publications

References 1 publication

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

Deconstructing the data life-cycle in digital humanitarianism

Bourdieu, Argélia e a perspectiva pós-colonial

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