Abstract
ABSTRACT In this paper, the authors offer a dramatic presentation regarding questions surrounding the politics of equity of knowledges in higher education. The vignette invokes the perspectives of an anti-racist educator, a graduate student, and a community educator—all of whom are grounded in the academy. Through personal reflection, discussion, and anti-racist, feminist, and anti-colonial theorizing, each grapples with the multi-faceted issues surrounding the politics of the academy and the politics of the coexistence of different knowledges in higher education. Finally, the implications of a non-inclusive academic system are explored, with an emphasis on development education.
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Schedule a callMore From: Canadian Journal of Development Studies / Revue canadienne d'études du développement
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