Refusing the “Magic” of Western Knowledge Systems: Toward Epistemic Justice in Black and Asian American Education (Table 33)

• In Event: Saturday Roundtable Session 3:05 pm

Session Type: Roundtable Session

Abstract

Coloniality is alive in structures of school, in criteria for academic success, in common sense, in legitimized cultural capital, in self-image, self-aspirations and numerous other aspects of an individual’s life and worldview. This symposium responds to the call to dismantle racial injustice by bringing attention to the coloniality of knowledge in education and aspiring towards epistemological elsewheres. It is guided by the question: What are the possibilities for epistemic justice in education? The symposium significantly advances a vision for epistemic justice in Black and Asian American education, which requires education to disconnect from and refuse Western epistemic and ontological assumptions in education.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: De/Colonization and Transformative Curriculum Studies

Chair

• Bic Ngo, University of Minnesota

Papers

• “Khao Jai”/Enter the Heart Versus “To Understand”: How English Colonizes and Lao Language Harmonizes - Diana Chandara, University of Minnesota

• HMoob Research Methods: Thaam Pem and Visitings - Thong Vang, University of Minnesota

• Dismantling the Anti-Black Citizenship of U.S. Schooling Through Black and Afrocentric Possibilities - Bisola A. Wald, University of Minnesota

• “We Are Not Robots”: The Black Heretical Tradition and School Closures - Shakita Thomas Kpetay, Connecticut College