Working Against Colonial Reproduction in Higher Education: Embracing a Decolonial Epistemological and Pedagogical Approach

• In Event: Countering Coloniality

Abstract

We wish to contribute to the conversation amongst teachers of philosophy about grasping the full influence of eurowestern philosophy in decolonial educative contexts. By considering colonialism as a historical fact, but not an existential necessity, we suggest an approach to overcome colonial violence through a second, unabridged, Enlightenment. With this epistemic stance, we propose that all teachers, regardless of their epistemic and cultural standpoint, enact a responsive decolonial practice. We suggest that this should start with maintaining a desuperiorising outlook and with understanding issues of positionality. This reflexive understanding is coupled with a relational and ethical approach to epistemology that focuses on context, which will then allow for the conscientization and sensitivity needed to embrace culturally responsive pedagogies and a more balanced decolonial curriculum. We conclude with the sharing of an exemplar of enacting a responsive decolonial pedagogy and curriculum at a South African institute of higher education.

Authors

• Yvette Prinsloo Franklin, University of Tennessee/Tennessee Technological University

• Björn Freter, Independent Researcher