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How Colonialism and Politics have Propagated Western-induced Epistemicide …
How Colonialism and Politics have Propagated Western-induced Epistemicide
(and changed the educational playing field entirely)
Dominance of Western knowledge systems and means of epistemicide
The knowledge represented in curricula represents a small portion of the available knowledge (Hall & Tandon, 2017; Apple, 1992).
Some Western-educated individuals can only conceptualize epistemic freedom through a Western framework (Lewis, 2018).
The West marginalizes, dehumanizes, colonizes, oppresses minority groups, and creates arenas where Western education reigns supreme all to achieve dominance (Hall & Tandon, 2017; Akbar, 2023; Omodan, 2023; Moaswes, 2024; Vernon & Galpin, 2024).
Curriculum design is a dominant tool that the elite of a society attempt to leverage in order to disseminate their ideals, often resulting in undeniable epistemic injustice to other knowledge communities (Omodan, 2023; Patil, 2020; Akhter & Watson, 2022).
Decoloniality in curricula and potential solutions
There are other means of knowledge acquisition other than Western frameworks (Omodan, 2023).
Incorporating indigenous knowledge systems into curricula is a step in the direction of knowledge democracy (Hall & Tandon, 2017).
Decoloniality entails "epistemic disobedience," which is a step beyond the simple replacement of Euro-centric epistemological frameworks (Lewis, 2018).
Simply replacing the Euro-centric epistemological framework does not suffice as decoloniality (Lewis, 2018).
Writing is a means through which epistemic justice can be achieved, as it creates a "safe haven" for expression (Eybers, 2022).
Neoliberalism and the marketization of education
The neoliberal ideology has reframed the purpose of education, shifting it from producing knowledgeable individuals through moral education to manufacturing economy-boosting laborers (Sellars, 2020; Connell, 2013; Apple, 1992; Gburi, 2016).
What is considered to be legitimate knowledge is dictated by what is economically profitable (Apple, 1992).
The goals of the market are at odds with those of education, as the market framework of education entails that "sharing knowledge with others is incompatible with accumulating money for oneself" (Gburi, 2016, p. 4)
Standardized testing—a "one size fits all approach" that discredits other knowledge systems—is a common feature of neoliberal education that is utilized to give the impression of efficiency. It can also be a dangerous means of
cooptation
(Sellars, 2020; Apple, 2018; Omodan, 2023).
The politics of reframing narratives in curricula
The history of a certain nation will be modified selectively to display a narrative that induces nationalist sentiment in the minds of readers (Patil, 2020; Akhter & Watson, 2022).
A common danger is the incorporation of the histories of different peoples
through the discourse of dominant groups
, stripping those stories of their actual contexts (Apple, 1992).
Omar Daken | ENG 205 Capstone Mindmap