Decolonising Knowledge: Can Ubuntu Ethics Save Us from Coloniality?
Brief about:
Journal Article (2019)
Written by:
This research was a response from the South to the view that Europe and the North determines what counts as “scientific” knowledge.
This research was important on three levels. It was part of post-colonial literature, aimed at portraying so-called ‘non-western’ culture as a partner in knowledge creation. It was also politically important because of recent demonstrations aimed at breaking down colonial symbols, and academically important because of the the debate around institutional power and designing representative university curricula.
Key findings
- There are three challenges around the debate about decolonisation of knowledge- The first is the institutional power challenge, encompassing the fact that most knowledge production, including journals and conferences, are in the so-called centre, the North.What it means
We have to change the power asymmetry between the North and the South if we want to change the system. The second challenge is about what should be taught in universities, including what case studies, authors, and books are used. The third and most important challenge is about what is considered knowledge, particularly scientific knowledge.
- There are three models used by southerners to respond to these challenges.What it means
The first model is to take northern knowledge and transfer it into a southern context without changing it. The second model is taking knowledge from the centre and translating it into the language and context of the periphery. The final model is to reject knowledge from the centre and develop alternative knowledge.
Proposed action
- Critically understand who you are, to understand the biases through which you view the world
- Be open to alternative views of the world so that you can correct and augment your own knowledge in a better way
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Acknowledgements
Special thanks to Ramya Zwaal for preparation assistance
We would like to extend a special thank you to Ramya Zwaal, for their invaluable contribution in assisting the preparation of this research summary.
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Decolonising Knowledge: Can Ubuntu Ethics Save Us from Coloniality?
Cite this brief: Naude, Piet. 'Decolonising Knowledge: Can Ubuntu Ethics Save Us from Coloniality?'. Acume. https://www.acume.org/r/decolonising-knowledge-can-ubuntu-ethics-save-us-from-coloniality/
Brief created by: Professor Piet Naude | Year brief made: 2023
Original research:
- Naude, P., ‘Decolonising Knowledge: Can Ubuntu Ethics Save Us from Coloniality?’ 159 (pp. 23–37) https://doi.org/10.1007/s10551-017-3763-4. – https://link.springer.com/article/10.1007/s10551-017-3763-4
Research brief:
This research was a response from the South to the view that Europe and the North determines what counts as “scientific” knowledge.
This research was important on three levels. It was part of post-colonial literature, aimed at portraying so-called ‘non-western’ culture as a partner in knowledge creation. It was also politically important because of recent demonstrations aimed at breaking down colonial symbols, and academically important because of the the debate around institutional power and designing representative university curricula.
Findings:
There are three challenges around the debate about decolonisation of knowledge- The first is the institutional power challenge, encompassing the fact that most knowledge production, including journals and conferences, are in the so-called centre, the North.
We have to change the power asymmetry between the North and the South if we want to change the system. The second challenge is about what should be taught in universities, including what case studies, authors, and books are used. The third and most important challenge is about what is considered knowledge, particularly scientific knowledge.
There are three models used by southerners to respond to these challenges.
The first model is to take northern knowledge and transfer it into a southern context without changing it. The second model is taking knowledge from the centre and translating it into the language and context of the periphery. The final model is to reject knowledge from the centre and develop alternative knowledge.
Advice:
Critically understand who you are, to understand the biases through which you view the world
Be open to alternative views of the world so that you can correct and augment your own knowledge in a better way