In this course we explore positions in the world of academic writing associated with the South, with First Nations, and indigenous, subaltern, feminist and more-than-human scholarship. We introduce students to research that attempts to decolonize theory by challenging universal explanations of human reality, and by creating awareness about other forms of knowing and being. Much of the de-colonial writing we consider respond critically to different kinds of colonial legacies, processes of invisibilization and marginalization, the pressure from extractive economies, and exclusionary politics of recognition.

A growing and diverse academic literature questions dominant accounts about the human condition, human improvement and the world order. Theory from other positions in the world of academic writing reconsiders foundations of knowledge production that are granted a privileged position. This literature variably associated with the South, with First Nations, and indigenous, subaltern and feminist scholarship, aims at decentering and destabilizing universal understandings of reality. This kind of scholarship develops alternative lines of thought based on the understanding that colonial practices "constituted the modern world and the Eurocentric forms of knowledge production that marginalize other forms of knowing and being" (Asher 2017:516).

EDS 341 introduces the students to research that challenge universal assumptions and explanations, and which from different positions and contexts of experience argues that all knowledge production is situated. Students will be asked to ponder on the power of universal knowledge production. What are the implications of universal claims to knowledge with the capacity to explain the world as it is, while other kinds of knowledge are deemed partial and local? We read and discuss a series of texts written from different ‘world positions’ and based on different post-, de-, anti- and settler colonial perspectives that address issues of elimination, marginalization, recognition, history writing, epistemological and ontological pluralism, and more-than-human relationality. The aim is not to challenge the students to dismiss any academic traditions, but to increase awareness about knowledge practices’ limited epistemological and ontological reach. The students are encouraged to think through the implications of increasing awareness of this kind.

• Students will gain a good understanding of perspectives within the post-development literature that questions universal claims to knowledge about the human condition, human improvement and the world order.
• Students will be familiar with central theoretical debates on decolonization, pluralism and human - non-human interrelations.
• Students will be able to identify power mechanisms in dominant knowledge production and use this insight to capture the meaning and purpose of decolonial critique.
• Students will through interactive learning be able to reflect on the implications of applying situated knowledge as a research strategy.

Portfolio assessment

The students create a logbook where they include at least one reflection note for each of the three weeks of teaching. 

The relfection notes serve as a basis for a final presentation in a plennary session. The students can prepare for the presentation inidvidually or in groups, and are free to choose presentation form (e.g. a digital story, a podcast, an oral presentation with or without interactive elements, or other modes).  

Reflection notes and final presentation are evaluated pass / fail. 

Organised activities: 32 hours of lectures, discussions in class and smaller groups, 12 hours of student presentations, and 2 hours guidance in written assignments. Total: 44 hours.

Individual studies and preparations: 81 hours.

Total: 125 hours.