Negotiating Positionality Amid Postcolonial Knowledge Relations: Insights from Nordic-Based Sub-Saharan African Academics

Autor/in	Ezechukwu, Gabriel U.
Titel	Negotiating Positionality Amid Postcolonial Knowledge Relations: Insights from Nordic-Based Sub-Saharan African Academics
Quelle	In: Race, Ethnicity and Education, 25 (2022) 1, S.92-109 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ezechukwu, Gabriel U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1718087
Schlagwörter	College Faculty; Teacher Attitudes; Postcolonialism; Foreign Policy; International Education; Educational Policy; Role; Overseas Employment; Foreign Countries; Western Civilization; African Culture; Gender Differences; Work Environment; Work Attitudes; Foreign Nationals; Scandinavia + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Post colonialism; Postkolonialismus; Außenpolitik; Internationale Erziehung; Politics of education; Bildungspolitik; Rollen; Auslandstätigkeit; Ausland; Africa; Culture; Afrika; Kultur; Geschlechterkonflikt; Arbeitsmilieu; Work attitude; Arbeitshaltung; Ausländer; Ausländerin; Skandinavien
Abstract	This article is concerned with the issue of positionality in the context of transnational academic career. Focusing on the views and experiences of Nordic-based Sub-Saharan African academics, the paper adopts a transcolonial perspective to examine the role of coloniality in framing the academics' positions within Nordic and African higher education spaces. In doing so, this article contributes to the understanding of how some well-established inequalities are produced and reproduced within a seemingly innocuous policy sphere such as internationalization. By focusing on two different postcolonial contexts, it also serves as a valuable frame of reference for deepening the understanding of coloniality as a transcolonial phenomenon that globally unfolds across different postcolonial terrains. Theoretically, the article develops the idea of a body-knowledge-space configuration as a framework of analysis that simultaneously considers how structures and sentiments that emerged from colonialism frame contemporary realities within West and Non-West settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11