Romanticizing Decolonization and Asian Epistemology: Reflections on Identity and Space

Autor/in	Lee, Jack T.
Titel	Romanticizing Decolonization and Asian Epistemology: Reflections on Identity and Space
Quelle	In: Asia Pacific Education Review, 24 (2023) 2, S.187-197 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jack T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-023-09835-3
Schlagwörter	Epistemology; Indigenous Knowledge; Economic Development; Asians; Self Concept; Educational Change; Colonialism; College Faculty; Teacher Attitudes; Personal Narratives; Nationalism; Social Justice; Social Differences; Racial Differences; Cultural Background; Gender Differences; Stereotypes; Foreign Countries; Developing Nations; Teacher Characteristics; United Kingdom; Kazakhstan; Canada (Toronto) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Wirtschaftsentwicklung; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstkonzept; Bildungsreform; Kolonialismus; Fakultät; Lehrerverhalten; Erlebniserzählung; Nationalismus; Soziale Gerechtigkeit; Sozialer Unterschied; Rassenunterschied; Geschlechterkonflikt; Klischee; Ausland; Developing country; Developing countries; Entwicklungsland; Großbritannien; Kasachstan
Abstract	Recent calls for the decolonization of the academy demand recognition for diverse canons of knowledge. Asia's economic ascent also imparts rising confidence among Asian scholars and institutions to promote indigenous knowledge. While these global calls for emancipation are invigorating, decolonial scholarship is prone to sterile theorization, historical fixity, and an overt romanticization of the Global South. Drawing on my lived experiences as an Asian academic, I reflect on decolonization and Asian epistemology from five different spaces in my life: (1) Northern Europe, (2) Toronto, (3) Southeast Asia, (4) Kazakhstan and (5) the United Kingdom. I analyze these spaces by using the concepts of intellectual captivity and decolonization from Syed Hussein Alatas and Kuan-Hsing Chen. Specifically, the tendency for decolonization movements to descend into nationalism, nativism, and civilizationalism provides provocative insights on epistemic justice (Chen, 2010). I demonstrate how epistemology as practice can reveal a colonial mindset even among academics who engage in social justice discourse and international work. I also highlight examples of indigenous knowledge that reinforce inequality based on race, gender, sexual orientation and religion. As more individuals with hybrid identities (race, culture, and nationality) enter academe and pursue careers that require international mobility, it is imperative that decolonization moves beyond reductive categories of identity that reproduce stereotypes. I conclude with reflections on the role of comparative and international education research in decolonization movements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01