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Decolonizing psychology entails comprehending and capturing the history of colonization as well as its perceived effects on families, nations, nationalism, institutions, and knowledge production. It seeks to extend the bounds of cultural horizons, which should serve as a gateway "to new confrontations and new knowledge".
African studies is the study of ... have focused on decolonizing African studies, and reconfiguring it to reflect the African experience through an African lens ...
One of Wiredu's concerns when defining "African Philosophy" was keeping colonialised African philosophy in a separate category from precolonised Africa. [8] Wiredu (1998) proposes that the African philosopher has a unique opportunity to re-examine many of the assumptions of Western philosophers by subjecting them to an interrogation based on African languages.
[19] Decolonising the Mind was perfectly suited to its moment in Africa and relevant to neocolonial struggles in other nations, and it was quickly adopted to the canon of post-colonial studies in language. While Decolonising the Mind is in large part a reiteration of much Ngũgĩ's previous work on the topic, several critics commented that the ...
Cooper's contributions to the history of colonialism in Africa and to contemporary African history have been crucial in the fields of African studies and beyond. One of his best known conceptual contributions is the concept of the gatekeeper state that he developed in a number of article contributions in the late 1990s, and in his 2002 book ...
Subsequent studies of decolonisation addressed economic disparities as a legacy of colonialism as well as the annihilation of people's cultures. Ngũgĩ wa Thiong'o explored the cultural and linguistic legacies of colonialism in the influential book Decolonising the Mind (1986). [4]
Decolonizing education aims to challenge and transform existing educational systems that have historically perpetuated colonization and marginalized Indigenous knowledge and ways of knowing. In particular, it aims to center Indigenous knowledge systems, languages, and cultural perspectives within educational institutions. [ 27 ]
Robtel Neajai Pailey was born in Monrovia, Liberia. She began her studies at Howard University in 2000, followed by the University of Oxford in 2006, [1] where she received full scholarships to study at both institutions. [2] She then studied at the School of Oriental and African Studies (SOAS), [2] a branch of the University of London.