(De)Coloniality through Indigeneity: Deconstructing Calls to Decolonise in the South African and Canadian University Contexts

Autor/inn/en	Almeida, Shana; Kumalo, Siseko H.
Titel	(De)Coloniality through Indigeneity: Deconstructing Calls to Decolonise in the South African and Canadian University Contexts
Quelle	In: Education as Change, 22 (2018) 1, Artikel 3023 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almeida, Shana) ORCID (Kumalo, Siseko H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Foreign Countries; Educational Change; Land Settlement; Indigenous Knowledge; Blacks; Whites; Conflict Resolution; Racial Segregation; Public Policy; Postcolonialism; Western Civilization; Scholarship; Commercialization; Power Structure; Academic Freedom; Institutional Autonomy; Universities; Knowledge Economy; Social Justice; Canada Natives; Accountability; Inclusion; Language Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Siedlungsraum; Black person; Schwarzer; White; Weißer; Conflict solving; Konfliktlösung; Konfliktregelung; Rassentrennung; Öffentliche Ordnung; Post colonialism; Postkolonialismus; Scholarships; Stipendium; Akademische Freiheit; Institutionelle Autonomie; University; Universität; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Soziale Gerechtigkeit; Verantwortung; Inklusion; Sprachverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The ways in which Africanisation and decolonisation in the South African academy have been framed and carried out have been called into question over the past several years, most notably in relation to modes of silencing and epistemic negation, which have been explicitly challenged through the student actions. In a similar vein, Canada's commitments to decolonising its university spaces and pedagogies have been the subject of extensive critique, informed by (still unmet) claims to land, space, knowledge, and identity. Despite extensive critique, policies and practices in both South African and Canadian academic spaces remain largely unchanged, yet continue to stand as evidence that decolonisation is underway. In our paper, we begin to carefully articulate an understanding of decolonisation in the academy as one which continues to carry out historical relations of colonialism and race. Following the work of Eve Tuck and Wayne Yang (2012), we begin the process of "de-mythologising" decolonisation, by first exposing and tracing how decolonising claims both reinforce and recite the racial and colonial terms under which Indigeneity and Blackness are "integrated" in the academy. From our respective contexts, we trace how white, western ownership of space and knowledge in the academy is reaffirmed through processes of invitation, commodification, and erasure of Indigenous/Black bodies and identities. However, we also suggest that the invitation and presence of Indigenous and Black bodies and identities in both academic contexts are "necessary" to the reproduction and survival of decolonising claims, which allows us to begin to interrogate how, why, and under what terms bodies and identities come to be "included" in the academy. We conclude by proposing that the efficacy of decoloniality lies in paradigmatic and epistemic shifts which begin to unearth and then unsettle white supremacy in both contexts, in order to proceed with aims of reconciliation and reclamation. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01