Coloniality of knowledge, hybridisation, and indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s

Poloma, Asabe W.; Szelényi, Katalin

doi:10.1080/03057925.2018.1445962

Cited by 11 publications

(9 citation statements)

References 12 publications

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“…Decolonial perspectives on marriage in the Ghanaian cultural ecology help to illuminate how Eurocentric 'modern' mentalities about marriage both reflect and reproduce the racialised violence of colonial domination in marginalised communities. For example, emic and cultural psychological perspectives of Sub-Saharan African settings help illuminate how coloniality of power creates and produces coloniality of knowledge (Aiello et al, 2021), and further show how colonisers use false systems and authority of knowledge to disqualify ancestral forms of indigenous knowledge, being and practices associated with marriage in colonised societies (Poloma & Szelényi, 2019). We insist that mainstream scientific psychology is complicit in the perpetuation of the past and present unequal power relationships that resulted from colonisation, and therefore cannot be an appropriate device to dismantle the deleterious effects of cultural racism and epistemic violence.…”

Section: Repairing the Ill-effects Of Colonisation Associated With Ma...mentioning

confidence: 99%

Decolonising Mind and Being Associated with Marriage: Perspectives from Ghana

Adjei

Mpiani

2023

Psychology and Developing Societies

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Colonialism was not only a political imposition but also a cultural one that both affected and infected institutions and ways of knowing and being of colonised societies. The vestiges of colonial power that originated during the colonial period of European global domination persistently influence minds and behaviour associated with the institution of marriage through the axes of meta-colonialism, and represent forms of epistemic violence against indigenous people. The depiction of modern/colonial mentalities about marriage (e.g., the so-called White wedding) as an optimal expression of human nature and love—and thus a key to personal happiness—have become part of the Ghanaian/African cultural experience. For example, Eurocentric practice of White wedding has been systematically naturalised and pushed down on Ghanaian/African people as the most enlightened, valid and standard form of marriage, supplanting the indigenous and ancestral forms of knowledge and being associated with marriage. Drawing insights from cultural psychology, we discuss the coloniality of mind and being associated with marriage, particularly the popular practice of White wedding, and examine how marriage practices in Ghana have become associated with Western social, cultural and economic interests propagated by colonial discourses of modernity, social change and development. We argue that the valorisation of European White wedding and the inferiorisation of African traditional marriage practices are corollary of colonial and meta-colonial narratives that promote(d) White normativity. We posit that psychological knowledge and practice, informed by Western ontologies and epistemologies, provided ideological support for colonisation and the perpetration and perpetuation of scientific racism. We thus contend that, given its complicity, the present discipline of scientific psychology cannot be an effective tool to dismantle the ill-effects of past and present unequal power relationships that result(ed) from colonisation. A decolonial psychological science that enables critical consciousness and serves as a necessary catalyst for liberating minds and being is thus required.

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Section: Repairing the Ill-effects Of Colonisation Associated With Ma...mentioning

confidence: 99%

Decolonising Mind and Being Associated with Marriage: Perspectives from Ghana

Adjei

Mpiani

2023

Psychology and Developing Societies

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“…HEGC! calls attention to these legacies, how coloniality shapes higher education, and how the development of higher education reifies these systems (Poloma & Szelényi, 2019). One means through which these legacies advance are through the centering of whiteness in knowledge production, dissemination, and authority.…”

Section: Program Overviewmentioning

confidence: 99%

“…A central tenet of the course and associated outcomes is the focus on decentering whiteness as an ideological and pedagogical framework for the curriculum. Poloma & Szelényi (2019) examine three conceptualizations of African higher education, (1) U.S. coloniality of knowledge, (2) indigeneity, and (3) hybridity and critical hybridity. United States coloniality features values and validates Western and American knowledge, which influences African higher education.…”

Section: Decentering Whiteness In Learning Assessmentsmentioning

confidence: 99%

“…Indigeneity, on the other hand, highlights the value in maintaining ingenious practices and culture. Cultural hybridity refers to combining elements of African and U.S. cultural norms, knowledge, values, and practices (Poloma & Szelényi, 2019). Cultural hybridity provides a platform by which to support the study abroad program's efforts to decenter whiteness in the assessments and pedagogy.…”

Section: Decentering Whiteness In Learning Assessmentsmentioning

confidence: 99%

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Culturally Conscious Assessment as Pedagogy in Study Abroad

et al. 2021

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The Higher Education in the Ghanaian Context (HEGC!) program was created to engage participants in critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central “big” question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, we partner with Ghanaian higher education practitioners to co-create a collaborative, cumulative project that participants work on through the duration of the trip. We present in this paper a case study for the use of assessment as pedagogy including an overview of the HEGC! Program, assessment strategies used, and pedagogical incorporation for the course. We conclude with a list of implications for study abroad and assessment practices.

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“…Here too, as special section editors, each of us brings a unique personal and professional insight to the contributions of HBCUs in education abroad, having served as directors of education abroad programs at HBCUs, or as a graduate of a HBCU who benefited from a study abroad program while enrolled as a student there. Importantly, as scholars, we have contributed to the growing research on HBCUs and international education (Diabate, 2017;Poloma & Szelenyi, 2018;Stevenson et al, 2019;Stevenson et al, 2018;Stevenson et al, 2022). By highlighting the dynamic, diverse, and justice-oriented experiences, perspectives, and lessons emerging from HBCUs, we hope to present the plurality of institutional practices.…”

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confidence: 99%

Special Section Introduction: HBCUs Reimagine Study Abroad - Inclusive and Transformative

2022

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The purpose of this special section can be summarized in three aims. One is to foreground the emergent and effective pedagogical practices from HBCUs by presenting the work of leading scholar-practitioners who are reimagining what it means to study abroad, both beyond borders and after the global pandemic experience. The second aim is to exemplify the collaborative and cross-institutional efforts of HBCUs. The third and final aim is to draw on the many lessons and highlight the strategies study abroad programs at HBCUs developed as they reimagined justice-oriented education in the context of their global education programming and priorities. By unmasking the important and critical contributions of HBCUs, we hope to learn from the transformation underway in study abroad offices across the country, while also recognizing the historical context of study abroad at HBCUs and foregrounding the effects of the pandemic on contemporary and future study abroad programs and models at these important institutions.

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Coloniality of knowledge, hybridisation, and indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s

Cited by 11 publications

References 12 publications

Decolonising Mind and Being Associated with Marriage: Perspectives from Ghana

Decolonising Mind and Being Associated with Marriage: Perspectives from Ghana

Culturally Conscious Assessment as Pedagogy in Study Abroad

Special Section Introduction: HBCUs Reimagine Study Abroad - Inclusive and Transformative

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