Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations

Autor/inn/en	Walker, Melanie; Martinez-Vargas, Carmen
Titel	Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations
Quelle	In: Critical Studies in Education, 63 (2022) 5, S.556-571 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2020.1778052
Schlagwörter	Governance; Colonialism; Epistemology; Developing Nations; Developed Nations; Educational Theories; Personal Autonomy; Academic Freedom; Indigenous Knowledge; Change Strategies; Western Civilization; Moral Values; Higher Education; Ethics; Social Responsibility; Hermeneutics; Researchers; College Faculty; Financial Support; Racism; Research Methodology; Disadvantaged; Cultural Awareness; Foreign Countries + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Kolonialismus; Erkenntnistheorie; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Educational theory; Theory of education; Bildungstheorie; Individuelle Autonomie; Akademische Freiheit; Lösungsstrategie; Moral value; Ethischer Wert; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethik; Soziale Verantwortung; Hermeneutik; Researcher; Forscher; Fakultät; Finanzielle Förderung; Rassismus; Research method; Forschungsmethode; Cultural identity; Kulturelle Identität; Ausland
Abstract	Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We draw on Fricker's theorizing of epistemic justice, but note the importance of the institutional. Amartya Sen's capability approach enables envisioning possibilities for change at individual and systemic levels, placing agency and epistemic freedoms at the centre of epistemic governance to foster solidarity and reflexive actions for change. To make the case, the paper explores testimonial and hermeneutical (including hermeneutic obstruction) injustices in research, presenting unfair practices and the unjust consequences for scholars in the South arising from 'the colonial epistemic structure'. The paper proposes that this structure, and its West-centric episteme, shapes epistemic governance which, among other effects, invisibilizes race and racism and is unable to account for the experiences of Southern subjects. The paper concludes by suggesting that it is a moral responsibility in higher education to exercise reasoned agency to promote equal epistemic opportunities, especially for those situated on the wrong side of the epistemic line. This requires epistemic humility and ethical responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01