Abstract
This chapter interrogates the colonial epistemology underlying familiar progressive approaches to education and proposes a decolonial approach building from non-Western standpoints. We start from an analysis of coloniality in Western culture and knowledge systems, grounding our account in the work of influential philosopher Enrique Dussel. We consider in particular Dussel’s accounts of the methodology of analectics (which he contrasts with Western dialectics), the ethics of exteriority, and the epistemology of liberation. We then describe how both mainstream progressive and critical accounts of curriculum and pedagogy are interrogated by the challenge proposed within Dussel’s work. Specifically, we show how his decolonial theses (a) suggest a confrontation with Eurocentrism at the level of knowing and being (not merely content or ideology); (b) challenge easy notions of reconciliation and solidarity in teaching spaces in favor of a dialogical ethics that systematically privileges the voices of the oppressed and marginalized; and (c) ask us to recognize the source of pedagogy and politics in the power and agency of the community (including communities of students), a source that teachers should remember and to which they should remain accountable. We conclude with a summative statement of the ways in which a decolonial approach to education based on the work of Dussel rearticulates, at the level of orientation, epistemology, and ethics, the meaning of an emancipatory commitment in education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York: Routledge Falmer.
Cabrera, N. L., Meza, E. L., Romero, A. J., & Rodríguez, R. C. (2013). “If there is no struggle, there is no progress”: Transformative youth activism and the school of ethnic studies. Urban Review, 45(1), 7–22.
Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. Westport: Bergin & Garvey.
De Lissovoy, N. (2010). Decolonial pedagogy and the ethics of the global. Discourse: Studies in the Cultural Politics of Education, 31(3), 279–293.
De Lissovoy, N. (2014). Epistemology of emancipation: Contemporary student movements and the politics of knowledge. In A. Ibrahim & S. R. Steinberg (Eds.), The critical youth studies reader (pp. 544–553). New York: Peter Lang.
De Lissovoy, N. (2015). Education and emancipation in the neoliberal era: Being, teaching, and power. New York: Palgrave.
De Lissovoy, N. (2018). Against reconciliation: Constituent power, ethics, and the meaning of democratic education. Power and Education, 10(2), 125–138.
Dewey, J. (1944/1997). Democracy and education. New York: The Free Press.
Dussel, E. (1980). Filosofía de la Liberación. Bogotá: Universidad Santo Tomas, Centro de Enseñanza Descolarizada.
Dussel, E. (1985). Philosophy of liberation. New York: Orbis.
Dussel, E. (1991). Método para Una Filosofía de la Liberación. Superación Analéctica de la dialéctica Hegeliana. Mexico: Universidad de Guadalajara.
Dussel, E. (1998). Beyond eurocentrism: The world-system and the limits of modernity. In F. Jameson & M. Miyoshi (Eds.), The cultures of globalization (pp. 3–31). Durham: Duke University Press.
Dussel, E. (2001). Hacia Una Filosofía Política Crítica. Bilbao: Desclée.
Dussel, E. (2008). Twenty theses on politics (G. Ciccariello-Maher, Trans.). Durham: Duke University Press.
Dussel, E. (2013). Ethics of liberation in the age of globalization and exclusion. Durham: Duke University Press.
Fregoso Bailón, R. O. (2009). Hacia Algunas Alternativas del Neoliberalismo en América Latina. Revista Configuraciones Latinoamericanas, 2(3), 1–39.
Fregoso Bailón, R. O. (2015a). The philosophy of liberation of the Bolivarian education system (Doctoral Dissertation). Austin: The University of Texas at Austin.
Fregoso Bailón, R. O. (2015b). Sobre una trans-colonialidad para la construcción de la pedagogía crítica descolonial: El caso de la propuesta curricular de la educación Bolivariana. Configuraciones Latinoamericanas. Año 7, número 13, julio-diciembre, 2015.
Freire, P. (1970/2007). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (P. Clarke, Trans.). Lanham: Rowman & Littlefield.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Gutiérrez, K., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.
Hale, C. (2002). Does multiculturalism menace? Governance, cultural rights and the politics of identity in Guatemala. Journal of Latin American Studies, 34(3), 485–524.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
McLaren, P. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder: Westview Press.
Mendieta, E. (2008). Global fragments: Globalizations, latinamericanisms, and critical theory. Albany: State University of New York.
Mignolo, W. D. (2011). The darker side of western modernity: Global futures, decolonial options. Durham: Duke University Press.
Nichols, R. (2014). Contract and usurpation: Enfranchisement and racial governance in settler-colonial contexts. In A. Simpson & A. Smith (Eds.), Theorizing native studies (pp. 99–121). Durham: Duke University Press.
Preciado Coronado, J. A. (2014). Introducción: México frente a las tendencias de integración regional latinoamericana y caribeña. In J. A. Preciado Coronado (Ed.), Anuario de la integración latinoamericana y caribeña 2009. Guadalajara: Centro Universitario de Ciencias Sociales y Humanidades Universidad de Guadalajara.
Quijano, A. (2008). Coloniality of power, Eurocentrism, and Latin America. In M. Moraña, E. Dussel, & C. A. Jáuregui (Eds.), Coloniality at large: Latin America and the postcolonial debate (pp. 181–224). Durham: Duke University Press.
Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation (K. Ross, Trans.). Stanford: Stanford University Press.
Santos, B. d. S. (2014). Epistemologies of the south: Justice against epistemicide. New York: Routledge.
Urrieta, L., Jr. (2013). Familia and comunidad-based saberes: Learning in an indigenous heritage community. Anthropology and Education Quarterly, 44(3), 320–335.
Walsh, C. (2009). Interculturalidad crítica y pedagogía de-colonial: in-surgir, re-existir y re-vivir. In V. Candau (Ed.), Educação Intercultural hoje en América latina: concepções, tensões e propostas (pp. 12–43). Rio de Janeiro: 7 Letras.
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this entry
Cite this entry
De Lissovoy, N., Fregoso Bailón, R.O. (2020). Beyond Domination. In: Trifonas, P. (eds) Handbook of Theory and Research in Cultural Studies and Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-56988-8_42
Download citation
DOI: https://doi.org/10.1007/978-3-319-56988-8_42
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-56987-1
Online ISBN: 978-3-319-56988-8
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education