Towards Epistemic Justice: Language, Identity, and Relations of Knowing in Post-colonial Schools
Abstract
Epistemic justice is concerned with relations of knowing: those
relations that construct, or fail to construct, others as knowers and,
more importantly, as producers of knowledge. It challenges the epistemic
injustices inextricably bound to coloniality, the racialized structures
of power and value that survive colonialism and are kept alive in
contemporary structures of governance. Language is profoundly implicated
in such questions: language-in-education policies often perpetuate
colonial ideologies of who it is that can legitimately know and through
what language.
Questions of decolonisation and epistemic justice in education have
taken on increased urgency worldwide, not least in South Africa. This
webinar contributes to these debates by illuminating emergent processes
of cultural production in two primary schools on the periphery of Cape
Town. Here youngsters from groups previously separated by political,
social, linguistic, or geographical boundaries construct new ways of
living and languaging.
Drawing on interactions, interviews, and observations from two
three-year linguistic ethnographies, Kerfoot will discuss the complex
ways in which young adolescents used their multilingual repertoires to
negotiate social and academic identities, rework historical divisions,
and reconfigure raciolinguistic hierarchies of value, not always
unproblematically.
In the process, they forged new relations of knowing and new forms of
conviviality from below. These emergent social, epistemic, and moral
orders suggest that postcolonial contexts such as South Africa where
multilingualism is seen as a norm, rather than an exception, can offer
an alternative, southern angle of vision. Policies and practices that
embrace a multilingual episteme, valuing all languages equally as
epistemic resources, can point the way to constructing more just,
equitable, and ethical conditions for learning.
Caroline Kerfoot is Professor in Bilingualism at the
Centre for Research on Bilingualism, Stockholm University, in Sweden.
Her research focuses on the role of language in constructing social
difference and inequality in post-colonial contexts. It uses a southern,
decolonial lens to investigate how language, race, and other forms of
difference are negotiated, resisted, or transformed in multilingual
classrooms and playgrounds. It further analyses how learners use
multilingual repertoires to negotiate knowledge and relations of
knowing. This research has implications for policy and planning as well
as for epistemic justice and decolonial futures.
Kerfoot received her PhD at Stockholm University in 2009. She was
Head of the Language Education Department at the University of the
Western Cape, South Africa, from 2006-2011, focusing on teacher
education for under-resourced, multilingual schools. She was later
Director of the Centre for Research on Bilingualism at Stockholm
University, Sweden, from 2017-2018. Prior to joining UWC, she worked for
fifteen years as Director of an NGO concerned with multilingual
education. She has extensive experience of education national policy
work with the African National Congress’ government-in-waiting, trade
unions, and NGOs in South Africa. She has been a Fulbright scholar at
the University of New Mexico, and a Visiting Scholar at SOAS University
of London, Ghent University in Belgium, and University of California,
Berkeley.
Register here by 24 November 2021