go to link The re-articulation of what it means to “know” and “be known” as a human is paramount. Moreover, by refusing the category of the human as it is given in Western traditions, we are then able to move past the discursive limits of the Western Scientific notion of humanity, and begin to strategically identify more clearly the problems that exist because of the convergence of epistemic limits that continue to frame, sustain and make the troubles of the historically minoritized possible. As an attempt to disrupt this negative pattern of thinking of the historically minoritized in education, we are committed to a deeper approach for human freedom in educational practices as well as in research that also embraces the notion of teaching as a sacred practice as work for the soul.
- Saturday, 05 November 2016 00:00
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