Decolonizing higher education in a global post-colonial era

RhodesMustFall from Cape Town to Oxford

Datos Bibliográficos

ID12425657
AutoresLudvig Sunnemark (0000-0003-3588-729X, autor de correspondencia), Håkan Thörn (0000-0001-5437-9157)
Año2021
Volumen45
Número1
Páginas53-76
Fecha de publicación2021-12-13
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Review of Education Pedagogy & Cultural Studies (JOURNAL)
Identificadores de la revistaISSN: 1071-4413 • E-ISSN: 1556-3022
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10714413.2021.2009749
OpenAlexW4200206237
IdiomaEN
Citas recibidas17
Referencias citadas41

Considering globalization as part of a post-colonial conjuncture, the examination of the politics of decolonization is essential to understand key conflicts in global civil society. Recently, a global movement for the decolonization of higher education has played a key role in this context, with the #RhodesMustFall movement being particularly important. Starting at the University of Cape Town and spreading to Oxford University, the movement initially protested against the presence of statues of Cecil Rhodes at both sites. We argue that the #RhodesMustFall movement is part of what we call a global field of decolonial politics. We also demonstrate how movement discourse is necessarily rearticulated when shifting context: the primary characteristic of the UCT discourse is its constitution of “black” subjectivity, while the Oxford discourse is largely shaped by the diasporic situation of formerly colonized peoples within an ex-metropolis, constructing multiple plural subjectivities and recovering issues of race and coloniality from political margins

Cape · Colonialism · Constitution · Context (archaeology · Decolonization · Epistemology · Globalization · Plural · Political science · Politics · Sociology · Subjectivity · African cultural and philosophical studies · Critical Race Theory in Education · Gender Studies · Global Educational Policies and Reforms · History · Law