Why the ‘Politics’ against African Philosophy should be Discontinued

Dialogue ◽  
2018 ◽  
Vol 57 (2) ◽  
pp. 277-301 ◽  
Author(s):  
JONATHAN O. CHIMAKONAM ◽  
VICTOR CLEMENT NWEKE

We argue that philosophy education across the globe is still bedevilled with the ‘politics’ of marginalization of less favoured traditions like African philosophy. Extant works show that the conventional curriculum of philosophy used in educational institutions across the globe is predominantly Western and, as such, very much colonial. We contend that this amounts to a sort of ‘epistemic injustice’ that is detrimental to knowledge production. We argue specifically that this ‘politics’ should be discontinued. We propose the conversational tradition, out of which a philosophy curriculum that is comprehensive and antithetical to the politics of exclusion may be developed.

2019 ◽  
pp. 1-15
Author(s):  
René León Rosales ◽  
Rickard Jonsson

Education and knowledge production have often been portrayed as the worst enemies of racism and xenophobia. However, such claims can be misused to create a narrative of modern educational institutions being “free” from racism and, in worst case scenarios, contribute to hiding the ongoing discriminatory practices in schools. This paper provides a review of Swedish research on migration, ethnicity and racism in schools and introduces the key topics in this special issue of Educare. We explore examples of colour blindness in Swedish classrooms and experiences of meeting racism in school. Further, we investigate how racism and discrimination can be expressed in a school's everyday life without anyone necessarily having malicious intentions. With this, we contribute to understanding that various exclusionary practices based on ethnicity and race can occur even in school settings that promote diversity and anti-racism.


2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Guro Parr Klyve

In this essay, I will discuss the importance of having an awareness about epistemic justice, epistemic ignorance and epistemic injustice, and why this awareness is important in connection to children and patients in mental health care. I also suggest ways to avoid epistemic injustice when working with, and doing research with, children in mental health care. In doing so, I tie this to feminist epistemology where conceptions such as knowledge, knowers and objectivity are questioned, and dominant conceptions and practices of knowledge production are perceived as a systematic disadvantage of women and other subordinated groups (Anderson, 2017). I am as well linking this to queer epistemology which differs from feminist standpoint epistemology in the idea of the identity being “a point of departure for shared consciousness” (Hall, 2017, p. 163).


2021 ◽  
pp. 247-258
Author(s):  
Anna Lundberg

AbstractThis research comment makes an argument on the need to develop epistemic communities of belonging. These are spaces facilitating conversations about and enabling transformative ethico-political research. A research practice that can invoke attentiveness, responsibility, curiosity, and awareness to the field we study. Rather than answering what we should do as intellectual activists to maintain ethically integrity, the author here investigates the spaces we may develop as intellectual activists. Based on her work in the transformative collective initiative, the Asylum Commission and the reading of the Caring for Big Data book, the author proposes two concepts that are valuable for the creation of such spaces: epistemic injustice and hope.


Author(s):  
Ademola Kazeem Fayemi

This paper is a critical interrogation of the apparel culture as a marker of African identity in traditional and contemporary Africa. The article philosophically discusses the sartorial culture of sub-Saharan Africans in the light of its defining elements, identity, and non-verbal communicative proclivities. Focusing on the Yoruba and the Ashanti people, the author argues that African dress expresses some symbolic, linguistic, and sometimes hidden, complex and immanent meaning(s) requiring extensive interpretations and meaning construction. With illustrative examples, he defends the position that the identity of some cultural regions in Africa can be grouped together based on the original, specific techniques and essence of dress that they commonly share. Against the present absence of an African philosophy of dress in the African sartorial culture and knowledge production, he argues the imperativeness of an African philosophy of dress, its subject matter, and connections to other cognate branches of African philosophy, and the prospects of such an ancillary African philosophy.


Author(s):  
Kwasi Wiredu

Contemporary African philosophy is in a state of flux, but the flow is not without some watersheds. The chief reason for the flux lies in the fact that Africa, in most part, is in a state of transition from a traditional condition to a modernized one. Philosophically and in other ways, the achievement of independence was the most significant landmark in this transition. Independence from European rule (which began in Libya in 1951, followed by Sudan in 1956, Ghana in 1957 and continued to be won at a rapid pace in other parts of Africa in the 1960s) did not come without a struggle. That struggle was, of necessity, both political and cultural. Colonialism involved not only political subjection but also cultural depersonalization. Accordingly, at independence it was strongly felt that plans for political and economic reconstruction should reflect the needs not only for modernization but also for cultural regeneration. These are desiderata which, while not incompatible in principle, are difficult to harmonize in practice. The philosophical basis of the project had first to be worked out and this was attempted by the first wave of post-independence leaders. The task of devising technical philosophies cognizant of Africa’s past and present and oriented to her long-term future has been in the hands of a crop of professional philosophers trained in Western-style educational institutions. Philosophical results have not been as dramatic as in the case of the political, but the process is ongoing. The political figures that led African states to independence were not all philosophers by original inclination or training. To start with only the best known, such as Leopold Senghor of Senegal, or Kwame Nkrumah of Ghana, were trained philosophers, but others, such as Kenneth Kaunda of Zambia, brought only an educated intelligence and a good sense of their national situations to the enterprise. In all cases they were rulers enthusiastically anointed by their people to chart the new course and lead them to the promised land. An example of how practical urgency can inspire philosophical productivity can be found in the way that all these philosophers propounded blueprints for reconstruction with clearly articulated philosophical underpinnings. Circumstantial necessity, then, rather than Platonic selection made these leaders philosopher-kings. It is significant, also, to note that all the leaders mentioned (and the majority of their peers) argued for a system of socialism deriving from their understandings of African traditional thought and practice, and from their perceptions of the imperatives generated by industrialization, such as it had been. Concern with this latter aspect of the situation led to some flirtation and even outright marriage with Marxism. But, according to the leaders concerned, the outcome of this fertilization of thought had enough African input to be regarded as an African progeny. Accordingly, practically all of them proffered their theories and prescriptions under the rubric of African socialism. No such labelling is possible in the work of African philosophers, but there are some patterns of preoccupation.


Phronimon ◽  
2018 ◽  
Vol 16 (2) ◽  
pp. 130-146 ◽  
Author(s):  
Rianna Oelofsen

This paper deals with the question of what the goal of African philosophy ought to be. It will argue that African philosophy ought to be instrumental in the project of decolonising the African mind. In order to argue for this conclusion, there will be an investigation with regards to what it might mean to decolonise one’s mind, and, more precisely, what the relationship is between the decolonisation of the mind and the decolonisation of the intellectual landscape. The intellectual landscape refers to universities and other institutions of knowledge production. The claim is that the decolonisation of the intellectual landscape will result in the decolonisation of the mind. It will be argued that African philosophy has the ability to develop concepts with their roots in Africa, and that this is African philosophy’s main project if taken from a perspective of understanding of African philosophy as “philosophy-in-place”. The development of concepts rooted in Africa has the prospect of working towards the decolonisation of the African intellectual landscape and so eventually the African mind. As a philosophy which aims for health, African philosophy therefore has a responsibility to focus on such a development of concepts rooted in Africa.


2017 ◽  
Vol 13 (2) ◽  
pp. 120-137 ◽  
Author(s):  
Jonathan O. Chimakonam

Author(s):  
Marouva Fallgatter Faqueti ◽  
Ursula Blattmann

Apresenta a importância de proporcionar qualidade ambiental do espaço físico real e no ambiente virtual destinado à leitura e produção de conhecimento em bibliotecas envolvidas na estrutura educacional (em instituições de ensino e centros de pesquisa). As bibliotecas tornam-se um diferencial positivo no processo de aprendizagem. Ao bibliotecário são necessárias habilidades e competências dinâmicas em promover e administrar espaços para interação dos leitores com o mundo da leitura. Facilitar um ambiente adequado para os estudos, encontros intelectuais, debates com autores e discussões de leituras são primordiais para o transmitir, gerar e inovar conhecimentos nas diferentes áreas do saber. Entender as transições do leitor de páginas ao indivíduo que interage pelo vídeo: o leitor de telas na teia global. São abordadas questões de como e por que transformar os espaços de acesso e uso de fontes de informação capazes de proporcionarem inúmeras leituras a ser realizadas entre os mundos das imagens, palavras, hipertextos e hipermídia. Algumas considerações sobre os impactos da divisão digital e o acesso e uso de fontes de informação para o desenvolvimento e construção da Sociedade do Conhecimento. Abstract It presents the importance to provide a quality environment to the physical and virtual space intented to reading and to knowledge production at educational libraries (educational institutions and research centers). The libraries become a positive differential at the learning process. To the librarians some dynamic competences and abilities are necessary to promote and manage interaction spaces to readers at the reading world. How to facilitate an environment for the intellectual studies, meetings, debates with authors and readings exchange experiences, is primordial to transmit , to generate and to do knowledge innovation at different areas of knowledge. Understand the transitions between the books reader (paper) to the person that interacts in the video: the screen reader in the world wide web. Some questions about how and why librarians have to build up spaces to access and use information resources to provide information literacy in the worlds of images, words, hipertexts and hipermídias. Digital division impacts, access and use of information resources have to be considerated to the development and construction of the Knowledge Society.


Author(s):  
Pauline Sameshima ◽  
Rebecca Katz ◽  
Shaheen Shariff ◽  
Christopher Dietzel

The three panel presenters and session chair are co-researchers in a seven-year research partnership—involving 28 educational institutions, 25 co-investigators,15 community partners, and 50+ students—that aims to address sexual violence in physical and virtual forms in university contexts across Canada and internationally. The project specifically seeks to address, dismantle and prevent sexual violence by means of multi-sector partnership solutions across the fields of education, law, policy, arts, popular culture, health care, management, news and social media. Using the methodological framework of Parallaxic Praxis (Sameshima et al., 2019), the team looks at a phenomenon from different perspectives by using varied methodological processes as well as a range of rigorous methods of encoding, decoding, and rendering data; and establishing post-qualitative possibilities for generating and mobilizing knowledge to broader audiences. The juxtaposition of renderings (constructions made from deep analysis of the phenomena such as papers, presentations, artworks, and other artefacts), when presented together, manufacture a dynamic agency between works capturing intertextualities, aporias, choruses, and a poesis that arise in the coalescence of the unassimilated, individual investigations. In this panel, an overview of the larger project and the significant milestones in the first four years specifically related to internet technologies will be provided. Drawing from multi-perspectives, the second presenter will address image-based sexual abuse and copyright in Canada, and the third will share data collected from this project in the form of excerpts from an epistolary novel. The session demonstrates how multi-modal investigations and dissemination offer possibilities for extending knowledge production.


2013 ◽  
Vol 56 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Teresa Barnes

Abstract:Based on a classroom encounter of the author, this article explores the gendered nature of African university space. It discusses a 2007–8 policy that banned pregnant adult students from living in the student residence halls at the University of the Western Cape in Cape Town, South Africa. The policy was implemented despite protests from the university’s students and staff. The article argues that the more visibly reproductive a student’s body became, the more alien it was considered to be in spaces of knowledge production. This alienation was incongruous at a university widely considered as the most politically progressive in South Africa. It was rooted, however, in Western-oriented traditions of masculinist knowledge production in which there is no space for the female, let alone the pregnant, body in intellectual spaces; and in South African traditions of marginalization, exclusion, and “passing” in public space. Exploring ideas of “body language” and “bodies of knowledge,” the article concludes that there is a need for an interdisciplinary politics and epistemology of “seepage” in higher educational institutions that recognizes women’s minds and their bodies.


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