Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics

Boveda, Mildred; Bhattacharya, Kakali

doi:10.1007/s11256-018-00493-z

Cited by 27 publications

(18 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Originally coined to describe the socio-political, cultural, and economic processes following the undoing of colonial rule, the interest to decolonise has moved beyond the dismantling of the colonial empires to include many spheres of life. In fact, in recent years the encouragements to 'decolonise' have embraced many fields and included, among others, the necessity to repatriate indigenous land and life (Boveda and Bhattacharya 2019;Tuck and Wayne Yang 2012), critically reflect on existing practices and epistemologies (Ali 2014;Datta 2018;Hajibayova and Buente 2016;Torretta and Reitsma 2019;Zavala 2013), embrace the local processes ( de Martins and de Oliveira 2016;Dourish and Mainwaring 2012;Walters and Simoni 2009), strengthen indigenous theory and practice (Du 2017;Mawere and van Stam 2015;, and dismantle the colonial status quo (Bidwell 2016;Boveda and Bhattacharya 2019;Keyes et al 2019;Le Grange 2016).…”

Section: Decolonisation: An Overviewmentioning

confidence: 99%

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Lazem

Giglitto

Nkwo

et al. 2021

Comput Supported Coop Work

View full text Add to dashboard Cite

The preponderance of Western methods, practices, standards, and classifications in the manner in which new technology-related knowledge is created and globalised has led to calls for more inclusive approaches to design. A decolonisation project is concerned with how researchers might contribute to dismantling and re-envisioning existing power relations, resisting past biases, and balancing Western heavy influences in technology design by foregrounding the authentic voices of the indigenous people in the entire design process. We examine how the establishment of local Global South HCI communities (AfriCHI and ArabHCI) has led to the enactment of decolonisation practices. Specifically, we seek to uncover how decolonisation is perceived in the AfriCHI and ArabHCI communities as well as the extent to which both communities are engaged with the idea of decolonisation without necessarily using the term. We drew from the relevant literature, our own outsider/insider lived experiences, and the communities’ responses to an online anonymised survey to highlight three problematic but interrelated practical paradoxes: a terminology, an ethical, and a micro-colonisation paradox. We argue that these paradoxes expose the dilemmas faced by local non-Western researchers as they pursue decolonisation thinking. This article offers a blended perspective on the decolonisation debate in HCI, CSCW, and the practice-based CSCW scholarly communities and invites researchers to examine their research work using a decolonisation lens.

show abstract

Section: Decolonisation: An Overviewmentioning

confidence: 99%

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Lazem

Giglitto

Nkwo

et al. 2021

Comput Supported Coop Work

View full text Add to dashboard Cite

show abstract

“…Based on that tension, I describe that initial stage as a hybridised way of knowing and being (the more I know, the deeper it hurts) while I navigated the unexplored terrains of art and emotions (Boveda & Bhattacharya, 2019). I reached a differential mode of consciousness (Sandoval, 2000) which I described as forgotten memories that I couldn't reach on my own.…”

Section: The Data and Its Discussionmentioning

confidence: 99%

“…Beyond the field of action research, Boveda and Bhattacharya (2019) define love in social sciences as onto-epistemological, which I connect to Coghlan and Gaya’s (2014) distinction in action research between methodology, which is the philosophical approach, and method, which describes what the researcher actually does. Love in this paper refers not only to what we do (method) but also to its philosophical underpinnings (methodology), opening the question of whether love requires specific ways to interpret reality and generate knowledge, which I address in the methodological section of this paper.…”

Section: Introductionmentioning

confidence: 99%

“…Based on that tension, I describe that initial stage as a hybridised way of knowing and being ( the more I know, the deeper it hurts ) while I navigated the unexplored terrains of art and emotions (Boveda & Bhattacharya, 2019). “You’ve untied forgotten memoriesthat I couldn’t reach on my ownYou’re the master of dialoguewith the unknownMaking me writewhat I would notHelping discovera world in a dotBut then you’re not realI know that’s the deala twist and you’re gone”…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Love as an energizing feature of action research for territorial development

Larrea

2022

Action Research

View full text Add to dashboard Cite

In the face of today’s urgent societal challenges, there are constant calls for regional governments to respond to them. Yet, policies, including those developed through action research, appear to be transforming too slowly. This paper focuses on love as a methodological dimension of action research that can energize these responses. One of the main features of love is that it requires mastering the interplay between reason and emotion, and I use art-based action research as a vehicle to explore this interplay. More specifically, my data in this paper are the poems I wrote when I participated in an experiment led by an artist on social media. The discussion of the case focuses on how we can use the lessons learnt in the experiment to integrate love in action research for territorial development.

show abstract

“…The decolonial methodological orientation of this paper is based on a humanising aspiration; it is a collaborative sense-making experience that is creative and edifying (Boveda and Bhattacharya 2019). We attempt to use a transformative methodology which will have implications for our own transformation and for our decolonial praxis in the course.…”

Section: Methodsmentioning

confidence: 99%

Approaching global education development with a decolonial lens: teachers’ reflections

Menon

Green

Charbonneau

et al. 2021

Teaching in Higher Education

View full text Add to dashboard Cite

In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at issues within the field of development and education in pluriversal ways. Our gestures toward decolonial pedagogy in the course were complicated by our own entanglements with coloniality as well as structural factors such as the context of Finland, where the colonial past is seldom addressed. Despite these contradictions and challenges, we aspire to continue thinking through decoloniality to decenter the dominant liberal frameworks within global education development.

show abstract

Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics

Cited by 27 publications

References 23 publications

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Love as an energizing feature of action research for territorial development

Approaching global education development with a decolonial lens: teachers’ reflections

Contact Info

Product

Resources

About