'Decolonisation in practice' for indigenous scholars in Brazil is the process of recognition and validity of 'peripheral' epistemologies (such as 'indigenous') and of their bodies/territories in universities. Their presence is considered an epistemological rupture and active decolonisation.
Paper long abstract:
During the last two decades, Brazilian universities have witnessed an entry increase of indigenous and other minorities peripheral to the Academy. Their presence has raised debates about the coexistence of different knowledge regimes and the impacts that a dialogue between these regimes can have on the academic system and society. The debate leads to a reflection on possible changes in the dominant epistemology, teaching methodologies and curriculum structure. It also allows to (re)think and embrace indigenous theories within the academic system, open to all voices and ways of knowing.
The focus of this contribution will be precisely to expand the notion of decolonising the Academy beyond the parameters of Western academic vocabulary. We will try to contribute by highlighting what is being done in practice, by indigenous scholars subscribing to the process of decolonisation of bodies and minds.
Accepted Contribution:
Contribution description:
Paper long abstract:
During the last two decades, Brazilian universities have witnessed an entry increase of indigenous and other minorities peripheral to the Academy. Their presence has raised debates about the coexistence of different knowledge regimes and the impacts that a dialogue between these regimes can have on the academic system and society. The debate leads to a reflection on possible changes in the dominant epistemology, teaching methodologies and curriculum structure. It also allows to (re)think and embrace indigenous theories within the academic system, open to all voices and ways of knowing.
Decolonisation in practice is a movement led by the collective of indigenous scholars. The purpose is to embrace the varieties of ways of knowing as part of the academic body of knowledge and think of these varieties as more than just examples that serve the work of Western scholars. The effort is to decentralise the knowledge produced (and how it is produced) in the 'centre' (Western academic system) that devalues 'peripheral' knowledge regimes to universities. Which means to decolonise the educational system, that is, rupture with 'colonialist epistemologies'. In the experience of indigenous academics, the rupture with 'colonialist epistemologies', means to live the decolonisation through their bodies, through the collective being. Decolonisation is more than an abstract concept, it is practice, it is what Brazilian indigenous academic and activist Célia Xakriabá calls 'sentimento de cura' (a 'sense of healing'). Decolonisation in practice for indigenous academics happens with the presence of their bodies in universities. They use the term 'University Indigenous Territory' to represent what happens when they go to university. Their collective bodies are an extension of their territories, their struggles, their identities and epistemologies in this environment. The university, by right, is also an indigenous territory.
The focus of this contribution will be precisely to expand the notion of decolonising the Academy beyond the parameters of Western academic vocabulary. We will try to contribute by highlighting what is being done in practice, by indigenous scholars subscribing to the process of decolonisation of bodies and minds.
Decolonising the academy?
Session 1