23 - 26 October 2017
Professor Linda Tuhiwai Smith (Ngāti Awa, Ngāti Porou)
Professor of Education and Māori Development, Pro-Vice Chancellor Māori
I research research
Author of epoch breaking book Decolonizing Methodologies (1999). Indigenous activist Linda Tuhiwai Smith is a leading scholar on indigenous education and an internationally recognized guru on decolonizing methodologies. She provides an incisive critique of the colonial hegemony that pervades research, teaching and engagement in academia. She focuses on social transformation and decolonization in education from the vantage points of Maori indigenous communities in relation to: equity, research, language, literacy, pedagogy, curriculum, history, science, policy, academic development, medicine, ethics, etc. Her book Decolonizing Methodologies (1999) has become a seminal work for those who are trying to transform research and the research agenda in the global South and beyond. Decolonizing Methodologies invites us to reconsider research and science as we know it. She provides a critical genealogy that explores the extent to which knowledge production and dissemination is premised on racist and repressive practices. Her work presents an alternate framework to decolonize and thus rehumanise knowledge practices such as research.
Professor João Menelau Paraskeva
Director Centre for Portuguese Studies and Culture & Professor of Educational Leadership: University of Massachusetts
“The field of curriculum is theoretically shattered and profoundly disputed…”
Author of magnum opus, Conflicts in the Curriculum Theory: Challenging Hegemonic Epistemologies. Professor Paraskeva is a respected and renowned Global South activist who engages a radically different kind of decolonizing, transcontinental scholarship. He has decentered the field of curriculum and its contribution to universal knowledge and education per se. Paraskeva has reconceptualized curriculum as a canon and questions the relevance of this canon in its current form for the Global South and beyond!
His book Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies, is a magnificent coup for all those who have been epistemologically and ontologically silenced and excluded through dominant canons and ways of being.
Professor Sabelo Ndlovu-Gatsheni
Head of the Archie Mafeje Research Institute
“I think from where I am”
Author of seminal work Coloniality of Power in Postcolonial Africa: Myths of Decolonization and author of game changing book The Decolonial Mandela: Peace Justice and the Politics of Life and co-editor of Decolonizing the University, knowledge systems and disciplines in Africa.
Professor Ndlovu-Gatsheni calls for a “fresh analysis of the decolonization process”. His analyses goes beyond an untimely celebration and uncritical analyses of the genealogy and practices of decolonization within Africa thus far. He holds a vision of a “future beyond Euro-North American-centric modernity”. A vision which constitutes an understanding of decolonization that is premised upon the liberation of all Africans and which encompasses both the political & economic and the epistemological & ontological realms of Africa and her people. Gatsheni’s reflective interpretation of the “Mandela Phenomenon” in which he posits Mandela as a “symbol of the third decolonial humanist age”, is a magnus opus in volte facing the dynamic of decolonization – its genealogy, practices, debates, struggles and heroes.
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