Abstract
This performance and transcript emerge from a collaborative journey that grapples with what it might mean to agitate dominant pedagogical and methodological conventions of Eurocentric Angophone academia. Together, we perform an argument and a search: for multiple entry points into decolonizing feminisms; for multiple modes of knowing and being that can interrupt and challenge the epistemes that are rooted in thoughts and practices of colonialism and coloniality; for interrogating the dominant politics of citation that often operate in academic practices in disembodied ways. We search for a politics of knowing that is firmly rooted in relationalities where power and authority can be shared across uneven and unequal locations and languages. We invite you to step into the spaces that we have started imagining here and push all of our collective conversations and imaginations further, beyond the silos that cage us in our disciplined modes of thinking, writing, arguing, and dreaming.
Highlights
Introduction by Sima ShakhsariABSTRACT | This performance and transcript emerge from a collaborative journey that grapples with what it might mean to agitate dominant pedagogical and methodological conventions of Eurocentric Anglophone academia
RICHA: So what we tried to do in these beginnings is to offer an argument and a search: for multiple entry points into decolonizing feminisms; for multiple modes of knowing and being that can interrupt and challenge the epistemes that are rooted in thoughts and practices of colonialism and coloniality; for interrogating the dominant politics of citation, that often operate in academic practices in disembodied ways
We invite you to step into the spaces that we have started imagining here and push all of our collective conversations and imaginations further, beyond the silos that we are so accustomed to in our disciplined modes of thinking, writing, arguing, and dreaming
Summary
Introduction by Sima ShakhsariABSTRACT | This performance and transcript emerge from a collaborative journey that grapples with what it might mean to agitate dominant pedagogical and methodological conventions of Eurocentric Anglophone academia. Our co-authored beginnings emanate from a commitment to: (a) acknowledge and engage the multiplicity of ways in which coloniality has imprisoned our creative imaginations, and (b) invite all of us to imagine non-canonical modes of knowing, re-telling, and performing that grapple with what it might mean to decolonize methodologies of being in the dominant academy in which we breathe.
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