The Pedagogy of Detachment and Decolonial Options Reflections from a ‘minoritized’ Point of View

Authors

  • Cecilia Salinas Oslo Metropolitan University

DOI:

https://doi.org/10.7577/njcie.3563

Keywords:

Decolonial Thinking, schooling, structural racism, Argentina, Norway,

Abstract

This article deals with a critical perspective on modern schooling based on my own experience as a child and young adult. I illustrate the effects of what I call a pedagogic of detachment and argue for a decolonial option of the modern school system. I will start with my personal history as a minority pupil in Argentina and will also use cases from my experiences as an immigrant in the Norwegian school system and from my ethnographic work among the Mbya-Guaraní in Northern Argentina. 

Downloads

Download data is not yet available.

References

Ahmed, S. (2012). On being included: racism and diversity in institutional life. Duke University Press.

Arashiro, Z. (2015). Silence and voice in the other south. In Z. Arashiro & M. Barahona (Eds.), Women in academia crossing North-South borders: gender, race, and displacement. Lexington Books.

Arce-Trigatti, A. L. (2012). Redefining Civilization: Investigating Argentina's Social and Cultural Dichotomy Through Domingo F. Sarmiento's Interpretation of Benjamin Franklin's Principles. Master thesis, Department of International Affairs, Florida State University

Becerra, M. (2018). La escuela del pasado no fue brillante ni gloriosa [blog post]" Anfibia. http://revistaanfibia.com/ensayo/la-escuela-del-pasado-no-fue-brillante-ni-gloriosa/

Bernal, A. O. (2017). Decolonizar la escuela: Entretejuendo posibilidades para una educación alternativa [blog post]. Cuestiones Educativas. https://cuestioneseducativas.uexternado.edu.co/decolonizar-la-escuela-entretejiendo-posibilidades-para-una-educacion-alternativa/

Blaser, M. (2010). Storytelling globalization from the Chaco and beyond. Duke University Press.

Bogdan, D. (1988). Censorship and selection in Literature teaching: Personal reconstruction or Aesthetic aprreciation? U.S Department of Education. https://files.eric.ed.gov/fulltext/ED298497.pdf

Cadena, M. de la, & Starn, O. (2007). Indigenous experience today, Wenner-Gren International Symposium series. Berg.

Cusicanqui, S. R. (2012). Ch’ixinakax utxiwa: A reflection on the practices and discourses of decolonization. The South Atlantic Quartely, 111(1), 95-109.

de las Casas, B. (1951). Historia de las Indias. 3 vols, Biblioteca Americana Cronistas de Indias. Fondo de Cultura Económica.

Escobar, A. (2014). Sentipensar con la tierra: nuevas lecturas sobre desarrollo, territorio y diferencia. Primera edición ed, Colecciónn pensamiento vivo. Ediciones Unaula.

Fals-Borda, O., & Moncayo, V. M. (2009). Una sociología sentipensante para América Latina. 1. ed, Pensamiento crítico latinoamericano. Siglo del Hombre, CLACSO.

Freire, P. (1972). Pedagogy of the oppressed. Penguin Education.

Galeano, E. H. (1991). The Book of Embraces. W.W. Norton.

Grosfoguel, R. (2013). The structure of knowledge in Westernized universities: Epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73-90.

Hall, L. K. (2008). Strategies of Erasure: U.S. Colonialism and Native Hawaiian Feminism. American Quarterly, 60(2), 273-280.

Heidegger, M. (2008). Being and time. HarperPerennial/Modern Thought.

Icaza, R. (2017). Decolonial Feminism and Global Politics: Border Thinking and Vulnerability as a knowing otherwise In S. Weier & M. Woons (Eds.), Critical Epistemology of Global Politics (pp. 26–45). http://hdl.handle.net/1765/103270

Jong, S. de, Icaza, R.. & Rutazibwa, O. U. (Eds.) (2019). Decolonization and feminisms in global teaching and learning. Routledge.

Lynch, A. B. (2016). La trascendencia de la niñez: el caso argentino. Economía para todos.

Maldonado-Torres, N. (2007). On the Coloniality of Being. Cultural Studies, 21(2-3), 240-270.

Massone, M., & Muñiz, M. M. (2017). Esclavitud y Afrodescendientes: sobre una propuesta de formación docente. Educação & Realidade, 42, 121-138.

Max-Neef, M. A. (2009). From knowledge to understanding- Navigations and returs. Development Dialogue, 11(52), 15-21.

Mignolo, W. (1995). The darker side of the Renaissance: literacy, territoriality, and colonization. University of Michigan Press.

Mignolo, W. (2007). Introduction: Coloniality of power and de-colonial thinking. Cultural Studies, 21(2-3), 155-167.

Mignolo, W. (2011). The darker side of Western modernity: global futures, decolonial options, Latin America otherwise: languages, empires, nations. Duke University Press.

Mignolo, W., & Walsh, C. E. (2018). On decoloniality : concepts, analytics, praxis, On decoloniality. Duke University Press.

Povinelli, E. A. (2011). The Governance of the Prior. Interventions: International Journal of Postcolonial Studies, 13(1), 13-30.

Salinas, C. G. (2016). Elusive Apperances: How policies fail in the Argentinian Paraná Atlantic Forest. PhD, Department of Social Anthropology, University of Oslo.

Santos, B. de S. (2010). Descolonizar el saber, reinventar el poder. Ediciones Trilce.

Sarmiento, D. F. (1952). Civilización y barbarie, Colección Clásicos inolvidables. El Ateneo.

Scribe, M. (2017-2018). Pedagogy of Indifference: State Responses to Violence Against Indigenous Girls. Canadian Woman Studies, suppl. special issue: sexual and gender violence in Education: transnational, global and local perspectives. 32(1-2), 47-57.

Segato, R. L. (2016). "Patriarchy from Margin to Center: Discipline, Territoriality, and Cruelty in the Apocalyptic Phase of Capital. South Atlantic Quarterly 115(3), 615-624. https://doi.org/10.1215/00382876-3608675

Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: indigeneity, education & society, 3, 1-25.

Smith, L., T., Tuck, E., & Yang, K. W. (2018). Indigenous and Decolonizing Studies in Education: Mapping the Long View. Routledge.

Todd, Z. (2017). Teaching in place: fostering relationality and reciprocity in the classroom in 2017 [blog post]. Savage Minds: Notes and queries in anthropology.

Trouillot, M.-R. (2003). Global transformations: anthropology and the modern world. Palgrave Macmillan.

Vergès, F. (2019). Decolonial feminist teaching and learning: what is the space of decolonial feminist teaching? In S. d. Jong, R. Icaza & O. U. Rutazibwa (Eds.), Decolonization and feminisms in global teaching and learning. Routledge.

Walsh, C. (Ed.) (2013). Pedagogías decoloniales: Prácticas insurgentes de resistir, (re) existir y (re) vivir Vol. Tomo I, Serie Pensamiento decolonial. Abya Yala.

Walsh, C. (2015). Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala. International Journal of Lifelong Education, 34(1), 9-21. https://doi.org/10.1080/02601370.2014.991522

Wikan, U. (1992). Beyond the Words: The Power of Resonance. American Ethnologist, 19(3), 460-482.

Wikan, U. (2012). Resonance: Beyond the words. The University of Chicago press.

Downloads

Published

2020-05-20

How to Cite

Salinas, C. (2020). The Pedagogy of Detachment and Decolonial Options: Reflections from a ‘minoritized’ Point of View. Nordic Journal of Comparative and International Education (NJCIE), 4(1), 10–25. https://doi.org/10.7577/njcie.3563