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From Epistemicide and University Knowledge to Pluriversity Knowledge: Santos's Political Thought on Decolonizing South African Universities
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Author(s): Zenon Ndayisenga (University of the Witwatersrand, South Africa)
Copyright: 2024
Pages: 21
Source title:
Evaluating Indigenous African Tradition for Cultural Reconstruction and Mind Decolonization
Source Author(s)/Editor(s): Oluwole Olumide Durodolu (Department of Information Science, University of South Africa, South Africa), Collence T. Chisita (Department of Information Science, University of South Africa, South Africa), Ngoako Solomon Marutha (Department of Information Science, University of South Africa, South Africa)and Olumuyiwa Olusesan Familusi (University of Ibadan, Nigeria)
DOI: 10.4018/978-1-6684-8827-0.ch012
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Abstract
The genocides of the bodies of the natives that happened under the colonial administration were accompanied by epistemicides that erased, silenced, and distorted the histories, languages, and knowledge of the Indigenous people in the colonized milieux. In the South African higher education landscape, the challenge of epistemicide of Indigenous knowledge, the coloniality of university knowledge, and the need for pluriversality of knowledge have been pressing political and intellectual issues in South Africa in particular and the Global South in general. It is from such a perspective that this chapter aims to examine Boaventura de Sousa Santos's political thought on decolonising the university that is tri-dimensionally built on epistemicide, university knowledge, and pluriversity knowledge. This chapter deployed qualitative methodology for the collection and interpretation of collected data. Relevantly, this chapter uses decoloniality theory as a tool that denounces epistemicide and the coloniality of university knowledge and provides a picture of how pluriversity knowledge can be realisable in universities. As a point of contribution, this chapter expands the scholarly literature on the transformation and decolonisation of higher education which is imperative and relevant to the critique of Eurocentrism and Western epistemic and cultural imperialism in the universities.
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