"Western epistemic traditions" refer to the dominant ways of producing and validating knowledge that have been developed and upheld in Western societies, particularly in Europe and North America. These traditions are based on certain philosophical and methodological frameworks and have shaped the way knowledge is generated, taught, and prioritized in academic institutions.
Mbembe argues that the hegemonic notion of knowledge production in our universities is problematic because it perpetuates a Eurocentric and colonial understanding of what counts as knowledge. This hegemony is reflected in the curriculum, the choice of readings, the hiring processes, and the criteria for promotion and recognition. It leads to the marginalization and exclusion of other epistemic traditions and ways of knowing, particularly those rooted in non-Western cultures and experiences.
According to Mbembe, this hegemony in knowledge production should be challenged. He suggests that universities need to engage in a process of decolonization, which involves critically examining and deconstructing the dominant epistemological frameworks and privileging different voices and perspectives. This can be achieved by diversifying the curriculum, including a wider range of texts and authors, creating spaces for alternative knowledges and methodologies, and fostering dialogue and collaboration between different epistemic traditions.
In summary, Mbembe argues that the "hegemonic notion of knowledge production" in our universities perpetuates a Eurocentric and colonial understanding of knowledge, and it needs to be challenged through a process of decolonization that prioritizes diversity and inclusivity in academic institutions.
3) What are “Western epistemic traditions”? What is wrong with the “hegemonic notion of knowledge production” in our universities and how should it be challenged, according to Mbembe? [5 marks] (p 32 – 33) according to Joseph Mbembe (2016) Decolonising the University (pp 29 – 33)
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