Towards a ‘democratic knowledge’ turn? Knowledge production in the age of the Arab Spring

Sadiki, Larbi

doi:10.1080/13629387.2015.1081461

Cited by 7 publications

(4 citation statements)

References 38 publications

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“…Acting might mean not only empathizing or sympathizing with our interlocutors and their silenced protests but it can also implicate us to bring about a radical change in the way we teach and learn as an expression of dissent, taking place in parallel to the silent protests carried out by the subaltern. Thus, through the adoption of the subaltern perspective, we are able to question the concept of the subaltern itself in a way that reflects our decolonial and democratic intentions in the production and dissemination of knowledge (Thambinathan and Kinsella 2021;Sadiki 2015;Reed 2013). As the concluding section of this essay elaborates further, this is how the subaltern perspective has the potential to become a pedagogical practice (Reed 2013) that help us debunk assumptions that affect the way we teach and the way we know.…”

Section: Theoretical Framework: the 'Subaltern' As A Locus Of Knowled...mentioning

confidence: 99%

“…In this process we, in theory, deconstruct the Eurocentric and nationalist narratives and related identities and invite our students and ourselves into a space of 'in-between-ness' (Sadiki 2015: 716)-a space of reciprocity where we attempt to restore power balances in order to encourage cross-cultural encounters. In this process, where knowledge production is negotiated on equal terms (Thambinathan and Kinsella 2021;Sadiki 2015), not only does the unique possibility arise to initiate a process of democratization of knowledge, but it also offers our students the tools to become 'global citizens' in a context where co-evolving with the 'others' is unavoidable (Sadiki 2015: 706).…”

Section: The Role Of Education In Deconstructing Narratives On Migrationmentioning

confidence: 99%

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Subaltern-centred Pedagogy: Field Notes and Reflections from Tunisia

Fulco,

Tatarević

2024

Protest

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This essay responds to the challenge of deconstructing the concept of democracy and decolonizing knowledge production. The authors, educators in secondary and higher education, grapple with the pedagogical dilemma of how to re-tell the stories of the marginalized and silenced ‘others’ in their classrooms. They explore the concept of ‘subalternity’ as a decolonial critique and a methodological perspective, with the aim of shifting the epistemic location of narratives about migration. This essay proposes a radical change in educational approaches, urging practitioners to listen to the subaltern rather than speaking for them, and to adopt a ‘subaltern-centered pedagogy’ (Reed 2013) to counter hegemonic and dehumanizing narratives about migration. By doing so, this reflective essay emphasizes the role of educators in fostering critical thinking and awareness about positionality. Before concluding, the authors call for a bold epistemic intervention in education systems, aiming to leave a lasting impact on pedagogical practices. They propose a process of unlearning through critical reflexivity to deconstruct Eurocentric and nationalist narratives, ultimately empowering students to become global citizens in a globalized world.

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Section: Theoretical Framework: the 'Subaltern' As A Locus Of Knowled...mentioning

confidence: 99%

Section: The Role Of Education In Deconstructing Narratives On Migrationmentioning

confidence: 99%

Subaltern-centred Pedagogy: Field Notes and Reflections from Tunisia

Fulco,

Tatarević

2024

Protest

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“…Why these issues? Firstly, among policy makers, political scientists and academics, these are three issues that serve as a core discussion about post-Arab Spring studies in the affected states as evidenced by thousands of books, academic papers and conferences (Sadiki, 2015). Secondly, they are interconnected to each other.…”

Section: Has the Arab Spring Phenomenon Influenced Malaysian Youth?mentioning

confidence: 99%

“…The same principal applies in the case of the Arab Spring. There is significant research which highlights the lessons that can be drawn from the Arab Spring -for instance by Filiu (2011), Sadiki (2015), Roberts et al (2016) and Ghanem (2016). However, none of these publications discuss the perspective of countries beyond the Middle East and North Africa region.…”

Section: Lessons From the Arab Springmentioning

confidence: 99%

Untitled

Saidin

2017

UPAD

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ARTICLE INFO ABSTRACTThis paper examines the attitude of Malaysian youth towards the 'Arab Spring' events in the Middle East and North Africa. In particular, it explores the knowledge and perceptions of a selected young generation in Malaysia towards the 'Arab Spring' as well as considering how the events impact and influence their attitudes towards regime change, democracy and political stability. The major involvement of Malaysian youth in a series of mass protests, popularly known in Malaysia as the "Bersih movement" against the ruling government, were perceived by numerous local and foreign journalists as an attempt to create a "Malaysian Spring". However, there have been strong opinions voiced by the Malaysian authorities and various local scholars suggesting that there was no basis for presuming an 'Arab Spring' impact in the context of the Malaysian experience. This raises the question of the relationship between the 'Arab Spring' and Malaysian youth. Nevertheless, the central concern that needs to be highlighted is the extent to which youth in Malaysia grasp the significance of the 'Arab Spring' before jumping to any conclusion about the polemics of the "Malaysian Spring". In so doing, both quantitative and qualitative methods were applied through a questionnaire based-survey which was conducted in Malaysia involving 607 respondents, primarily Malaysian youth between the ages of 18 and 35, as well as 10 in-depth interviews with selected Malaysian youth leaders ranging from those in opposition political parties to those in nongovernment organisations (NGOs). The outcome of this research shows that the majority of respondents have an outstanding knowledge on the 'Arab Spring' which was mostly obtained via new social media such as Facebook and Twitter, along with mixed perceptions toward the events. Furthermore, they also reached an understanding that the uncertainties in the Arab world would eventually lead to another wave of uprisings in the long term. The global impact of the Arab Spring events, some elements of political repression, coupled with corruption and power abuses (which some claimed to be practised by the Malaysian regime), led to a number of youth believing that they were inspired by the acts of mass street protests during the 'Arab Spring'. This inspiration came when they witnessed the ousting of several long-serving autocratic Arab rulers in their respective states. However, the fear of insecurity and political instability which is currently evident in the post-Arab Spring in Egypt, Libya, Syria and the Yemen led to some respondents favouring political stability rather than regime change. Most of the respondents were fairly sceptical about the polemics of the "Malaysian Spring" as most of them neither disagreed nor agreed that the series of political rallies by the Bersih movement were an indirect effort to topple the ruling government which was 'accused' by several progovernment media, politicians and authorities in Malaysia. Overall, this empirical research found that the majority of Malay...

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Democratic Peace?

Bridoux

2024

International Political Theory

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Towards a ‘democratic knowledge’ turn? Knowledge production in the age of the Arab Spring

Cited by 7 publications

References 38 publications

Subaltern-centred Pedagogy: Field Notes and Reflections from Tunisia

Subaltern-centred Pedagogy: Field Notes and Reflections from Tunisia

Untitled

Democratic Peace?

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