scholarly journals La Alteridad en el Pensamiento Descolonial de Enrique Dussel.

Anduli ◽  
2021 ◽  
pp. 59-76
Author(s):  
Esteban-Gabriel Sanchez
Keyword(s):  
Social Sciences ◽  
Latin American ◽  
Theoretical Work ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Enrique Dussel ◽  
Mature Work

Latin American decolonialism has a prominent place in current criticism of Eurocentrism in the social sciences and humanities. This paper raises the problem of alterity in the decolonial thinking of Enrique Dussel through the hermeneutical exegesis of three main categories: exteriority, living work and victim. The purpose of this research is to determine the continuities and discontinuities of this problem in the theoretical work of the ArgentineMexican philosopher. As our theoreticalmethodological framework, we consider the notions of the de-colonial attitude and the Latin American hermeneuticphilosophical approach to liberation. In the conclusions, we show that the concept of alterity appears in Dussel’s early work associated with Levinasian ethical language. Later, a shift towards an economic-material reflection is evidenced in his mature work as a means to historically understand the oppression and exclusion of peripheral countries.

LATIN AMERICAN DATABASES: AN ANALYSIS IN THE SOCIAL SCIENCES AND HUMANITIES

1995 ◽  
Vol 19 (5) ◽  
pp. 247-253 ◽  
Author(s):  
Octavio Alonso‐Gamboa ◽  
Rafael Reyna‐Espinosa
Keyword(s):  
Social Sciences ◽  
Latin American ◽  
Social Sciences And Humanities ◽  
The Social

scholarly journals Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory

Dados ◽  
2020 ◽  
Vol 63 (4) ◽  
Author(s):  
Paul Anthony Chambers
Keyword(s):  
Social Sciences ◽  
United States ◽  
Latin American ◽  
The United States ◽  
Cultural Reproduction ◽  
Epistemic Relativism ◽  
Decolonial Theory ◽  
The Social ◽  
Enrique Dussel ◽  
Domination Problems

ABSTRACT Latin American decolonial theory is built around the thesis of the “coloniality of knowledge”, which claims that the socio-political domination of Latin America and other regions of the global periphery by European countries and the United States is directly related to the initial colonial imposition and subsequent cultural reproduction of so-called “Western epistemology” and science. I argue that the epistemological claims of four decolonial thinkers (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) that make up the coloniality of knowledge thesis are problematic for several reasons: they are based on distorted and simplistic readings of Descartes, Hume and other Enlightenment figures; they make contentious generalizations about so-called Western epistemology; and they ultimately lead to epistemic relativism, which is a problematic basis for the social sciences and, contrary to decolonial aspirations, renders the subaltern unable to speak.

scholarly journals Paulo Freire no pensamento decolonial: um olhar pedagógico sobre a teoria pós-colonial latino-americana

2014 ◽  
Vol 8 (2) ◽  
pp. 164
Author(s):  
Camila Penna
Keyword(s):  
Social Sciences ◽  
Latin American ◽  
Paulo Freire ◽  
Aime Cesaire ◽  
Teaching Process ◽  
Post Colonial ◽  
The Social ◽  
Enrique Dussel

 Resumo O artigo retoma alguns pontos de convergência entre a obra de Paulo Freire “Pedagogia do Oprimido” (1968) e a perspectiva pós-colonial latino-americana (ou decolonial) com vistas a assinalar para o caráter pedagógico que esta tem no campo das ciências sociais. A partir da identificação e discussão de alguns aspectos convergentes na obra de Freire e nos trabalhos de Franz Fanon, Aimé Cesáire, Enrique Dussel, Aníbal Quijano e Walter Mignolo, argumento que o pensamento destes autores pós-coloniais contribui para o ensino no campo das ciências sociais ao propor um novo lugar de fala a partir do paradigma colonialidade-modernidade. Assim como a “Pedagogia do Oprimido” propõe formas de descontruir o mito da estrutura opressora, a perspectiva pós-colonial assinala diferentes estratégias para a desconstrução do mito do eurocentrismo. O artigo aponta algumas dessas estratégias ressaltando sua contribuição pedagógica para um ensino menos colonizado no campo das ciências sociais.Palavras-chavePós-colonialismo; pedagogia; Paulo Freire; ciências sociais.--- Abstract This article observes converging points between Paulo Freire’s “Pedagogia do Oprimido” (1968) and the latin-american post-colonial perspective, pointing to the pedagogical contribution the latter has had in social sciences. Through the identification and discussion of converging aspects in Paulo Freire’s work as well as in Franz Fanon’s, Aimé Cesáire’s, Enrique Dussel’s, Aníbal Quijano’s and Walter Mignolo’s work, I sustain that these authors contribute to the social sciences field when they propose a shift to the modernity-coloniality paradigm. As “Pedagogia do Oprimido” addresses forms of deconstructing the myth of the structure of oppression; the decolonial perspective points to different strategies for deconstructing the Eurocentric myth. This article recovers some of these strategies highlighting its pedagogical contribution to a less “colonized” teaching process in social sciences.KeywordsPost-colonialism; pedagogy; Paulo Freire; social sciences.---Resumen El presente articulo retoma algunos puntos de convergencia entre la obra de Paulo Freire “Pedagogia do Oprimido” (1968) y la perspectiva pos-colonial latinoamericana (o decolonial) con el objetivo de señalar para el carácter pedagógico que este tiene en el campo de las ciencias sociales. Se parte de la identificación y discusión de algunos aspectos convergentes en la obra de Freire y en los trabajos de Franz Fanon, Aimé Cesáire, Enrique Dussel, Aníbal Quijano e Walter Mignolo, argumento que el pensamiento de estos autores pos-coloniales contribuyen para la enseñanza en el campo de las ciencias sociales al proponer el paradigma colonialidad-modernidad. Así como la “Pedagogia do Oprimido” propone formas de desconstrucción del mito de la estructura opresora, la perspectiva pos-colonial señala diferentes estrategias para la desconstrucción del mito del eurocentrismo. El articulo apunta algunas de estas estrategias resaltando su contribución pedagógica para una enseñanza menos colonizada en el campo de las ciencias sociales.Palabras-clavepos-colonialismo; pedagogía; Paulo Freire; ciencias sociales.

Women break down the barriers to the Vietnamese social sciences and humanities

2019 ◽  
Author(s):  
Quan-Hoang Vuong
Keyword(s):  
Social Sciences ◽  
Gender Inequality ◽  
Middle Income Country ◽  
Women In Science ◽  
Income Country ◽  
The West ◽  
Middle Income ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Low And Middle Income

Valian rightly made a case for better recognition of women in science during the Nobel week in October 2018 (Valian, 2018). However, it seems most published views about gender inequality in Nature focused on the West. This correspondence shifts the focus to women in the social sciences and humanities (SSH) in a low- and middle-income country (LMIC).

scholarly journals Post-Islamism and Intellectual Production: A Bibliometric Analysis of the Evolution of Contemporary Islamic Thought

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Mohamed Amine Brahimi ◽  
Houssem Ben Lazreg
Keyword(s):  
Social Sciences ◽  
Social Dynamics ◽  
Scientific Field ◽  
Social Sciences And Humanities ◽  
Islamic Reform ◽  
The Social ◽  
Islamic Thought ◽  
Thinking Differently ◽  
Intellectual Production ◽  
Representative Samples

The advent of the 1990s marked, among other things, the restructuring of the Muslim world in its relation to Islam. This new context has proved to be extremely favorable to the emergence of scholars who define themselves as reformists or modernists. They have dedicated themselves to reform in Islam based on the values of peace, human rights, and secular governance. One can find an example of this approach in the works of renowned intellectuals such as Farid Esack, Mohamed Talbi, or Mohamed Arkoun, to name a few. However, the question of Islamic reform has been debated during the 19th and 20th centuries. This article aims to comprehend the historical evolution of contemporary reformist thinkers in the scientific field. The literature surrounding these intellectuals is based primarily on content analysis. These approaches share a type of reading that focuses on the interaction and codetermination of religious interpretations rather than on the relationships and social dynamics that constitute them. Despite these contributions, it seems vital to question this contemporary thinking differently: what influence does the context of post-Islamism have on the emergence of this intellectual trend? What connections does it have with the social sciences and humanities? How did it evolve historically? In this context, the researchers will analyze co-citations in representative samples to illustrate the theoretical framework in which these intellectuals are located, and its evolution. Using selected cases, this process will help us to both underline the empowerment of contemporary Islamic thought and the formation of a real corpus of works seeking to reform Islam.

scholarly journals Subaltern Debris: Archaeology and Marginalized Communities

2021 ◽  
pp. 1-16
Author(s):  
Beatriz Marín-Aguilera
Keyword(s):  
Social Sciences ◽  
Marginalized Communities ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Patricia Hill Collins ◽  
Definition Of

Archaeologists, like many other scholars in the Social Sciences and Humanities, are particularly concerned with the study of past and present subalterns. Yet the very concept of ‘the subaltern’ is elusive and rarely theorized in archaeological literature, or it is only mentioned in passing. This article engages with the work of Gramsci and Patricia Hill Collins to map a more comprehensive definition of subalternity, and to develop a methodology to chart the different ways in which subalternity is manifested and reproduced.

The Distribution of Emotions: Affective Politics of Emancipation

Hypatia ◽  
2015 ◽  
Vol 30 (3) ◽  
pp. 580-596 ◽  
Author(s):  
Brigitte Bargetz
Keyword(s):  
Social Sciences ◽  
Feminist Theory ◽  
Affect Theory ◽  
The Political ◽  
Social Sciences And Humanities ◽  
The Social

Currently, affect and emotions are a widely discussed political topic. At least since the early 1990s, different disciplines—from the social sciences and humanities to science and technoscience—have increasingly engaged in studying and conceptualizing affect, emotion, feeling, and sensation, evoking yet another turn that is frequently framed as the “affective turn.” Within queer feminist affect theory, two positions have emerged: following Eve Kosofsky Sedgwick's well‐known critique, there are either more “paranoid” or more “reparative” approaches toward affect. Whereas the latter emphasize the potentialities of affect, the former argue that one should question the mere idea of affect as liberation and promise. Here, I suggest moving beyond a critique or celebration of affect by embracing the political ambivalence of affect. For this queer feminist theorizing of affective politics, I adapt Jacques Rancière's theory of the political and particularly his understanding of emancipation. Rancière takes emancipation into account without, however, uncritically endorsing or celebrating a politics of liberation. I draw on his famous idea of the “distribution of the sensible” and reframe it as the “distribution of emotions,” by which I develop a multilayered approach toward a nonidentitarian, nondichotomous, and emancipatory queer feminist theory of affective politics.

“*Pseudonyms Are Used Throughout”: A Footnote, Unpacked

2021 ◽  
pp. 107780042110483
Author(s):  
Janet Heaton
Keyword(s):  
Social Sciences ◽  
Current Practice ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Textual Data

Pseudonyms are often used to de-identify participants and other people, organizations and places mentioned in interviews and other textual data collected for research purposes. While this is commonplace, the rationale for, and limits of, using pseudonyms or other methods to disguise identifying information are seldom explained in empirical works. Following an illustrated outline of pseudonyms, epithets, codenames and other obscurant techniques used in the social sciences and humanities, this paper considers how they variously frame the identities of, and position the relations between, participants and researchers. It suggests ways in which researchers might improve on current practice.

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