liu.seSearch for publications in DiVA
Change search
ReferencesLink to record
Permanent link

Direct link
Educating for decolonization: Interculturality in the Andes
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2013 (English)Conference paper, Abstract (Other academic)
Abstract [en]

The thrust of this essay is to study how interculturality, as a path to decolonization, is being articulated and understood among indigenous alliances in the Andean region of Latin America. Empirically, the analysis is based upon interviews with students and teachers from local academic courses on interculturality in Bolivia, Ecuador and Peru. Although interculturality and intercultural education are common features also in Western educational rhetoric, the imposition to learn from indigenous movements have failed to attract any substantial interest in the West (cf. Deere & Leon 2003; Patrinos 2000). To illustrate this further, Robert Young (2012) argues that indigenous struggles seldom are regarded as a central issue even within postcolonial studies, a disjunction related to the use among indigenous movements of paradigms not easily translated to the Western theories and presuppositions commonly used in this scholarship (Young 2012). Given this picture, there are strong reasons for engaging seriously in a discussion about the proposition for interculturality to break out of the prison-house of colonial vocabulary – modernity, progress, salvation – as it lingers on in official memory; and there are also good reasons to problematize the universalizing claims that have characterized Western philosophy in the implicitly assumed epistemological hierarchies.

In this paper, I will focus specifically on visions of decolonization in terms of retrieved languages, reinscribed histories, production of knowledge; beginning the essay with an elaboration of the logic of domination as rooted in the modern/colonial world – here referred to as coloniality. Shortly thereafter, with reference points drawn from the work of Walter Mignolo and his notion of delinking, I introduce the theoretical backdrop that guides my analysis. In the major part of the paper, I develop an argument for interculturality to be understood as inter-epistemic based on knowledge produced beyond the discursive order of Western educational systems.

Place, publisher, year, edition, pages
Keyword [en]
education; postcoloniality; interculturality; interculturalism; multiculturalism
National Category
URN: urn:nbn:se:liu:diva-90460OAI: diva2:613424
Fifth Nordic Conference on Adult Learning, 4-5 March 2013, Reykjavik, Iceland
Available from: 2013-03-27 Created: 2013-03-27 Last updated: 2013-04-05

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Aman, Robert
By organisation
Education and Adult LearningFaculty of Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 88 hits
ReferencesLink to record
Permanent link

Direct link