| Title | 5. Why decolonising “knowledge” matters |
|---|---|
| Subtitle | Deliberations for educators on that made fragile |
| Contributor | Dina Zoe Belluigi(author) |
| DOI | https://doi.org/10.11647/obp.0363.05 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0363/chapters/10.11647/obp.0363.05 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Dina Zoe Belluigi |
| Publisher | Open Book Publishers |
| Published on | 2023-10-25 |
| Long abstract | This chapter grapples with the question of why decolonising ‘knowledge’ matters for teaching and learning. It shares a selection of important considerations at this point in time. It draws inter-textually to deliberate about (a) why ‘knowledge’ (singular) should be decolonised within the modern western-oriented university; (b) why the decolonisation of knowledges matter, with consideration of their relation to the formations of the self, social and ecological in education; and (c) what the potential act(s) of decolonising knowledges through education holds for engendering critical and generative roles which educators should occupy. As a way into this deliberation, the chapter begins with observations of the phenomenon of what seems like either educators’ avoidance, ignorance or passing-the-buck on the question of the transformation of knowledges in the university in post-colonial contexts. |
| Page range | pp. 137–160 |
| Print length | 24 pages |
| Language | English (Original) |
Dina Zoe Belluigi is a reader at Queen’s University Belfast (Northern Ireland) and affiliated with Nelson Mandela University (South Africa). Her work relates to the conditions for the agency and ethico-historical responsibility of academics and artists in contexts undergoing transitions in authority and in the shadow of oppression. She has been honoured to participate in research and practice in South Africa, India, Northern Ireland, and England, as well as with displaced Syrian academics.