Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador (Colonialidad y Justicia Cognitiva: Reinterpretando la Educación Formal para los Pueblos Indígenas del Ecuador) (pp. 45-60)

Abstract

This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenouscontext. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning assembly," a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice. ------------------------------------------------------------------------------------------------------------Este artículo examina la educación intercultural bilingüe como reterritorialización del modelo occidental globalizado para la educación formal dentro del contexto de las comunidades indígenas ecuatorianas. Esta reterritorialización se explora en el artículo a través del estudio de dos casos del Instituto Educativo de Maestros EIB. El primer caso discute el intento de romper con las formas de pensamiento y conocimiento en la instrucción de las ciencias occidentales. En el segundo caso, el análisis de una de las juntas del día lunes da una clara muestra sobre las negociaciones que se llevan a cabo para la adopción de las costumbres occidentales en la rutina diaria de la comunidad educativa. El estudio muestra cómo se mantienen los efectos de la colonización a pesar de los esfuerzos hechos para el logro de una justicia social y cognitiva. (Este artículo se ofrece solamente en inglés.) (This article is provided in English only.) ---------- Coloniality and Transnational Connections

Collective resilience to global challenge: a collective wellbeing agenda to transform towards sustained equitable education

“…I propose that sustained transformation in 'doing the business of education' may come from flocking responses described in this article. This resonates with the ethical principle of cognitive justice by recognising the plurality of knowledges (Santos, 2016) and promoting recognition of paradigms (such as local knowledges) that are alternative to the dominant paradigm of modern science (Visvanathan, 2002;Veintie, 2013).…”

Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective

“…Traditionally, the epistemic dominance of the Euro-Western world has divided social reality into two realms, namely subjective and objective knowledge (Charmaz 2011;Veintie 2013).…”

“…Science, which promotes the objectivity of knowledge, grapples with the idea that different forms of knowledge or their knowers could be treated as equals (Odora-Hoppers 2013;Veintie 2013;Abdi 2015). Traditional science upholds the notion that knowledge is true or false, independent of the researchers' or participants' perception (Van der Velden 2006).…”

“…In this study, social justice is inter alia considered in terms of the distribution of power between HE and the community through CE partnership (Turnbull 2014). Cognitive justice is an ethical principle that endeavours to critique the dominant paradigm of modern science and promotes the recognition of paradigms or science studies that are alternative to the democratic imagination (Visvanathan 2002;Veintie 2013). In the context of this article, cognitive justice means that local knowledges from community partners are of equal value to knowledge traditionally referred as scientific.…”

“…In abyssal thinking, things that are on the other side of the line are non-existent. Alternative thinking relevant to alternatives is required to break the divide between the dominant western epistemology and existing indigenous knowledge systems (Santos 2007;Veintie 2013). It is therefore crucial to link social and cognitive justice whilst pursuing global justice for marginalized communities (Visvanathan 2002;Carlisle 2010).…”