Introduction
Decoloniality, its pedagogy, and praxis have a history and “herstory” of more than 500 years that began in the territory to be called the Americas by the conquerers and subsequently traveled to most, if not all, corners of the world. In what follows, I endeavor to give some understanding to the social, political, epistemic, ethical and existence-based significance of these terms, and to the ongoing project they mark and construct.
On (De)Coloniality
Decoloniality necessarily evokes coloniality. Both began with the “discovery and conquest” of the Americas and the formation, with this invasion, of a model of Eurocentered global power based on capitalism, the control of labor, subjectivity, knowledge, and nature, and the use of the ideas of “race” and “gender” as mechanisms of social classification and domination. The Peruvian sociologist Anibal Quijano (2000) named this model the “coloniality of power.”
Coloniality is not the same as colonialism. While colonialism most often...
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Walsh, C. (2016). Decoloniality, Pedagogy, and Praxis. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_499-1
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DOI: https://doi.org/10.1007/978-981-287-532-7_499-1
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