Beyond Domination: Enrique Dussel, Decoloniality, and Education

• In Event: Interrogating Decoloniality, Diversity, and Experience in Curriculum

Abstract

This study considers the work of decolonial philosopher Enrique Dussel, describing in particular his accounts of the methodology of analectics, the ethics of exteriority, and the epistemology of liberation. We show how both mainstream and critical accounts of curriculum and pedagogy are interrogated by the challenge proposed within Dussel’s work. We argue that his decolonial theses: a) suggest a confrontation with Eurocentrism at the level of knowing and being (not merely ideology); b) challenge easy notions of solidarity in teaching in favor of a dialogical ethics that privileges the voices of the marginalized; and c) ask us to recognize the source of pedagogy in the agency of communities of students, a source to which teachers should remain accountable.

Authors

• Noah De Lissovoy, The University of Texas at Austin

• Raul Olmo Fregoso Bailón, University Texas Rio Grande Valley