Sinéctica 52

 

Call for papers Sinéctica 52

 (January-June 2019)

  

Theme: Decoloniality and education: Epistemologies and experiences from the Global South 

Submissions deadline: August 31, 2018

Guest coordinators:
Andrés Argüello Parra
Universidad Pedagógica y Tecnológica de Colombia, UPTC-Tunja (Colombia)
jaime.arguello@uptc.edu.co 

Priscyll Anctil Avoine
Université du Québec à Montréal (Canada)
anctil_avoine.priscyll@uqam.ca

  

Topic 

In 2009, Walter Mignolo warned that “epistemic disobedience” was an inevitable part of the process of decolonization: knowledge is sustaining and affect how the logics of modernity as a political project shapes our lives. Abya Yala[1] has been the territory of an “epistemicide” that has contributed to the delegitimization of subaltern and local practices of constructing knowledge (Carneiro, 2005; De Sousa Santos, 2016). However, the suppression of local forms of knowledge and teaching never operated without active resistance: Abya Yala is also the territory of cultural contestation of colonizing and homogenizing pedagogies. 

From the legacy of Liberation Philosophy and Theology as well as Critical Pedagogy, the modernity/coloniality group (Restrepo y Rojas, 2010), including decolonial feminist (Espinosa-Miñoso, 2014; Lugones, 2008; 2010) have protested against the persistent colonial patterns of education. According to Cabaluz-Ducasse, decolonial pedagogies can be understood following six general characteristics: (1) the necessary political nature of education; (2) education as a process of consciousness-raising; (3) the importance of popular self-education spaces; (4) the recognition of subaltern forms of knowledge; (5) the development of all human faculties and; (6) the recognition of cultural and social impacts of colonialism (2016, p.76). Therefore, decoloniality is an extremely wide, diverse, and fertile horizon to challenge teaching practices, while also fostering self-reflective habits for professors in their daily pedagogical exercise. 

As such, emerging epistemologies, empirical analyzes and innovative methods based on decolonial theories allow antisexist and antiracist forms of knowledge production and teaching projects. The subversion of the current categories mobilized in the production of knowledge, the cultural comprehensions of the world and their relationship with formal and informal systems of education, are problematic of high impact that are still understudied. In this perspective, issue 52 of Sinéctica seeks to explore different landscapes of knowledge, methodologies and decolonial practices in education as emerging epistemological proposals and cultural forms of contestation. Therefore, we are looking for research articles that address the multiple manifestations of decolonial pedagogies in the construction of counter-narratives in the face of structural violence, cultural imperialism and the production of hegemonic knowledge in Abya Yala and the Global South.

As a result, some of the topics that can be addressed, in the form of a research article, are: 

  • Decolonial Pedagogy as political and cultural praxis;
  • Affects and emotions in Decolonial Pedagogy;
  • Responses and proposals of Decolonial Pedagogy against the neoliberalization of education;
  • The antisexist and antiracist proposals of Decolonial Feminist Pedagogy;
  • State of the arts in Decolonial Pedagogies;
  • Critiques, limitations and scope of Decolonial Pedagogy;
  • The dialogue between decolonial epistemologies and pedagogies with Postcolonial Studies;
  • Decoloniality, education and art;
  • Generally speaking, any educational experiences or research product grounded in Decoloniality. 

** Articles can be written in any of the following languages: Spanish, English or Portuguese.  

Keywords 

Decolonial Pedagogy, Emerging Epistemologies, Ethics, Coloniality, Decolonial Feminist Pedagoges, Knowledge Production. 

References

Cabaluz-Ducasse, J.F. (2016). Pedagogías críticas latinoamericanas y filosofía de la liberación: potencialidades de un diálogo teórico-político. Educación y Educadores, 19(1), 67-88. 

Carneiro, S. (2005). A construção do outro como não-ser como fundamento do ser (PhD Dissertation), Universidade de São Paulo, Brasil.  

De Sousa Santos, B. (2016). Epistemologies of the South and the future. From the European South, no. 1, 17-29. 

Gargallo Celentani, F. (2014). Feminismos desde Abya Yala: Ideas y proposiciones de las mujeres de 607 pueblos en Nuestra América. Mexico City: Editorial Corte y Confección.  

Lugones, M. (2010). Toward a Decolonial Feminism. Hypatia, 25(4), pp.742-759. 

Lugones, M. (2008). Colonialidad y género. Tabula Rasa, n°9, 73-101. 

Mignolo, W.D. (2009). Desobediencia epistémica (II), pensamiento independiente y libertad de-colonial. Otros Logos: Revista de Estudios Críticos, 1(1), 8-42. 

Restrepo, E. et Rojas, A. (2010). Inflexión decolonial: fuentes, conceptos y cuestionamientos. Popayán: Editorial Universidad del Cauca.

  

Note: We remind you that Sinéctica is open at all times to receive manuscripts, research reports, essays and reviews on various topics of the educational field not related to the theme of this issue. 

Only unpublished articles and current research results are accepted.  

Receiving items in http://sinectica.iteso.mx 

See the Guidelines for authors here: https://sinectica.iteso.mx/index.php/SINECTICA/about/submissions#authorGuidelines   

Contact: sinectica@iteso.mx 


[1] Abya Yala is the Kuna name for the Latin-American continent in opposition to the colonial expression of “Latin America” (Gargallo Celentani, 2014).