Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization

Dados Bibliográficos

ID18987337
AutoresFrancis Adyanga Akena (University of Toronto, Toronto, Canada), Francis Akena Adyanga (0000-0002-5277-7175, University of Toronto, autor correspondente)
Ano2012
Volume43
Fascículo6
Páginas599-619
Data de publicação2012-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Black Studies (JOURNAL)
Identificadores do periódicoISSN: 0021-9347 • E-ISSN: 1552-4566
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0021934712440448
OpenAlexW2020103262
IdiomaEN
Citações recebidas69
Referências citadas27

There has been a persistent contest among contemporary scholars over what is considered legitimate knowledge. This contest has implications on ways of knowing, organizing society, and responding to environmental challenges. The Western education system is a hybrid of different knowledge, adopted through European global expansion, to enrich our learning in formal educational settings. This article examines the production of Western knowledge and its validation, imposition, and effects on indigenous people and their knowledge. The author argues that there is a relationship between knowledge producers and their motives with the society in which they live. This relationship influences what is considered “legitimate knowledge” in society, politics, and economy in non-Western contexts

CONTEST · Decolonization · Economics · Environmental ethics · Indigenous · Knowledge management · Knowledge production · Political science · Politics · Production (economics) · Sociology · Traditional knowledge · Western culture · African cultural and philosophical studies · Ecology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law