Description
Book SynopsisProviding coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems.
Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people's ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West's idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system.
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Table of Contents
1. The conceptual ‘jungle’ of the decolonisation of higher education: Contestations, contradictions and opportunities 2. Is Canadian higher education under attack by neoliberal policies? 3. Long road to decolonization of neoliberal and Eurocentric South African higher education 4. Cwélelep: Dissonance and new learning at the University of Victoria 5. Decolonization and internationalization of higher education in Vietnam: A historical perspective 6. The politics of knowing in African universities: A search for decolonised epistemologies 7. The Decolonization of History at the Universities of Malaysia and Singapore: Historical and Philosophical Antecedents 8. Australian higher education: God bless you if it’s good to you 9. From the ideal to non-ideal: Towards decolonized higher education in Africa 10. Colonisation and epistemic injustice revisited: A reflection on emerging themes
