Browsing by Autor "Catherine Walsh"

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Affirmative action(ing)s and postneoliberal movement in South America and Ecuador
(2014) Catherine Walsh
In South America, a region with one of the highest levels of racial and income inequality in the world, race-based affirmative action is newly visible and forcefully emergent. This text explores affirmative action’s manifestation, conceptualization, and expression most especially in the region’s progressive states, in governments that purport to break with neoliberalism and construct different social, political, and economic orders. Its concern is, on the one hand, with new constitutions, legislation, and public policy that address centuries of invisibility, negation, and socioeconomic, racial-ethnic, and political exclusion and, on the other, with the plurality in which affirmation action is being postured and conceived beyond the policy realm, including as “acts” and “actions” of cultural and decolonial affirmation. Ecuador serves as the case example. The article asks, what kind of affirmative action(s), conceived by whom, and for what, and with what political, social, cultural, and civilizational project and life vision? And it queries about what it might mean to think affirmative action as affirming interventions and decolonial “actionings”—engendered not just from “above” but also from “below”—as component parts of a social political project of intervention, decolonization, transformation, and of construction toward horizons of co-existence, humanity, life, and civilization otherwise.
Ancestral plantings. Knowledge in the AfroPacific
(2023) Catherine Walsh; Juan García Salazar
In this text, Juan García Salazar and Catherine Walsh draw from and extend portions of their conversations begun a number of years ago about the sowing and re-sowing of knowledge and life in the communities of the Colombo-Ecuadorian region-territory of the AfroPacific. The conversation invokes and thinks with a third voice, that of Grandfather Zenón, considered the Grandfather of all those beings who reside in this territory. It is Zenón’s voice that expresses and brings to life the words, teachings, and collective memory of the elders past and present, and, in so doing, continues the ancestral plantings, giving meaning and force to the collective philosophies, knowledges, and memory that persist, resist, and re-exist in the AfroPacific and beyond in these present times.
Colonialidade e pedagogia decolonial: Para pensar uma educação outra
(2018) Catherine Walsh; Luiz Fernandes de Oliveira; Vera María Candau
O presente artigo tem como objetivo apresentar o Dossiê Colonialidade e Pedagogia Decolonial. Apresentamos e discutimos no texto a perspectiva teórica Modernidade/Colonialidade e os seus principais conceitos que mobilizam o dossiê, especialmente os conceitos de modernidade, de colonialidade e da pedagogia decolonial. Por fim, apresentamos como se desenvolve o debate sobre colonialidade e pedagogia decolonial neste dossiê, destacando que esta perspectiva teórica se constrói em diálogo com as diversas realidades educacionais e dos movimentos sociais.
Decolonial learnings, askings and musings
(2020) Catherine Walsh
The sounds of helicopters day and night, police-mounted horses stampeding, the cries of children, youth, and women and men of all ages, and gas bombs exploding still ring in my ears, now three mont...
Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala
(2015) Catherine Walsh
In order to know and walk, one must ask.1-Subcomandante Marcos and Viejo AntonioPedagogy—critical, political, insurgent, decolonizing, transformative pedagogy—has long been a defining force of my p...
(Decolonial) Notes to Paulo Freire: Walking and Asking
(2019) Catherine Walsh
Decoloniality, Pedagogy, and Praxis
(2017) Catherine Walsh
Decoloniality, Pedagogy, and Praxis
(2016) Catherine Walsh
Dossier Actualidades: Lo Afro en América Andina: Lo Afro en América andina: Reflexiones en torno a luchas actuales de (in)visibilidad, (re)existencia y pensamiento
(2007) Catherine Walsh
Catherine Walsh es profesora principal y directora del doctorado en Estudios Culturales Latinoamericanos de la Universidad Andina Simon Bolivar, Sede Ecuador, donde también dirige el Taller Intercultural y la Cátedra de Estudios de la Diáspora Afro‐Andina. Entre sus publicaciones más recientes se encuentran: Pensamiento critico y matriz (de)colonial (Quito, UASB/Abya Yala, 2005); "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," (en Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N.Maldonado‐Torres, eds.). Duke University Press, en prensa); "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others'", Cultural Studies, 2007, en prensa; "Afro Andean Thought and Diasporic Ancestrality" (en Shifting the Geography of Reason: Gender, Science and Religion, Marina Banchetti and Clevis Headley (eds.) London: Cambridge Scholars Press, en prensa); y "The (Re)Articulation of Political Subjectivities and Colonial Difference in Ecuador: Reflections on Capitalism and the Geopolitics of Knowledge," Nepantla 3.1, 2002.
Estudios (inter)culturales en clave de-colonial
(2010) Catherine Walsh
Tabula Rasa es una revista científica del área de las ciencias sociales con una periodicidad trimestral, dedicada principalmente a las disciplinas de la Antropología, Historia, Sociología, Trabajo Social, Geografía Humana y Estudios Culturales.
Estudos (inter)culturais na chave descolonial
(2010) Catherine Walsh
HISTORIAS DE VIOLENCIA: PENSANDO EL ARTE DE MANERA DECOLONIAL
(2020) Brad Evans; Catherine Walsh
Traducción de la entrevista con Lewis R. Gordon, publicada originalmente en The Los Angeles Review of Books, 3 de junio 2019.
Inter)cultural studies on a decolonial note
(2010) Catherine Walsh
Interculturalidad, plurinacionalidad y decolonialidad: las insurgencias político-epistémicas de refundar el Estado
(2008) Catherine Walsh
Tabula Rasa es una revista científica del área de las ciencias sociales con una periodicidad trimestral, dedicada principalmente a las disciplinas de la Antropología, Historia, Sociología, Trabajo Social, Geografía Humana y Estudios Culturales.
Interculturalidade e decolonialidade do poder: um pensamento e posicionamento "outro" a partir da diferença colonial
(Federal University of Pelotas, 2019) Catherine Walsh
Resumo: O texto que se presenta a seguir é uma tradução de “Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento “otro” desde la diferencia colonial”, de autoria de Catherine Walsh, e publicado por primeira vez em Bogotá, em 2007, como capítulo da obra “El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global” [O giro decolonial: reflexões para uma diversidade epistêmica para além do capitalismo global]. Dialogando com autores como Frantz Fanon, Aníbal Quijano, Arturo Escobar e Walter Mignolo, e trazendo experiências do movimento indígena equatoriano, como a Universidade Intercultural das Nacionalidades e dos Povos Indígenas (UIN-PI), Walsh, neste texto, propõe uma reflexão “outra”, que não tenha a instituição acadêmica ou os centros geopolíticos de produção do conhecimento (o norte global) como ponto de partida, mas que vise a uma construção conjunta de saberes, práticas e teorias. Para cumprir com essa proposta, Walsh divide este texto em três pontos, a discutir: (1) Construção da interculturalidade política, ideológica e epistêmica dos movimentos indígenas; (2) Interculturalidade, multiculturalismo e diferença colonial; (3) A “outra” dimensão da interculturalidade: descolonização e transformações sociopolíticas. A tradução deste texto ao português brasileiro e sua publicação nesta revista objetiva não apenas oportunizar o acesso a esses conhecimentos aos que não dominam o idioma espanhol, como também revitalizar esses debates e posicionar-se como prática política, ao defender a escuta atenta do pensamento crítico social proveniente do movimento indígena.Palavras-chave: Interculturalidade; Giro decolonial; Decolonialidade do poder; Movimentos indígenas; Catherine Walsh. Abstract: The following text is a translation of "Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento "otro" desde la diferencia colonial" by Catherine Walsh, first published in Bogotá in 2007 as a chapter of the work “El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global" [The decolonial turn: reflections on epistemic diversity beyond global capitalism]. Walsh dialogues with writers such as Frantz Fanon, Aníbal Quijano, Arturo Escobar, and Walter Mignolo, and brings experiences of the indigenous movement in Ecuador, such as the Intercultural University of Nationalities and Indigenous Peoples (UIN-PI). In this text, she proposes a reflection on the “another,” which do not have academic institutions or geopolitical centers of knowledge production (the global north) as a starting point, but that aims a collaborative construction of knowledge, practice, and theory. To this end, Walsh divides this text into three items to be discussed: (1) The construction of political, ideological and epistemic interculturality of indigenous movements; (2) Interculturality, multiculturalism and colonial difference; (3) “Another” dimension of interculturality: decolonization and socio-political transformations. The translation of this text to Brazilian Portuguese and its publication in this journal aim not only to offer access to these information to those who are not proficient in Spanish, but also to revitalize these debates and to turn them into political practice, by arguing for a careful listening of the social critical thinking coming from the indigenous movement.Keywords: Interculturality; Decolonial turn; Decoloniality of power; Indigenous movements; Catherine Walsh. Sumário: Introdução. 1. Construção da interculturalidade política, ideológica e epistêmica dos movimentos indígenas. 2. Interculturalidade, multiculturalismo e diferença colonial. 3. A "outra" dimensão da interculturalidade: descolonização e transformações sociopolíticas. Referências.
Interculturalidade, plurinacionalidade e descolonização: as insurgências político-epistêmicas de re-fundar o Estado
(2008) Catherine Walsh
Interculturality, Plurinationality and Decoloniality: Political-Epistemic Insurgences to Refound the State
(2008) Catherine Walsh
“Other” Knowledges, “Other” Critiques: Reflections on the Politics and Practices of Philosophy and Decoloniality in the “Other” America
(2012) Catherine Walsh
Guillén, now known as Subcomandante Marcos, described philosophy as a kind of muddle or mess, an embroilment in which theory, ideology, and knowledge are intricately wrapped up with science and politics: "Philosophy.I am doing philosophy, we are doing philosophy.Philosophy of science to be more exact.Theory of theory.Mental masturbation that doesn't even reach an orgasm.Verbiage that does, however, have its affect in science and in politics" (Guillén 6, my translation).As Guillén went on to note:[From this philosophy] it is necessary to take some distance.Leave the discourse.Detect its mechanisms of operation, the places in which it emerges, the places where it has effect, the places where it disappears.It is necessary to speak of philosophy as non-philosophy, to turn philosophical discourse against itself… to change the problematics…to make a political change in theory… [recognize] various forms of "doing" philosophy, various "practices" of philosophy … open up problematics that might produce new theoretical and practical intentions… assume a political position that makes possible an "other" discursive strategy, "other" philosophical work, and opens "other" spaces of theoretical production.(110, my translation) It is these "other" places, spaces, and positions that form the heart of my intervention here; "other" philosophies and "other" knowledges that challenge not only the definitions and boundaries of philosophy's continental-analytical divide, but also the geopolitical ordering of knowledge and the questions of who produces knowledge, how and where, and for what purposes.Specifically, my interest is with situating knowledge production in the local modern/colonial histories and local struggles of the "other America", that is the America of the South-by which I mean the south, or souths, too often obfuscated in "America," including the "souths" within the north as well as in and within the Caribbean, Central America, and South America, and most particularly Andean America.Such interest finds its base in the particular ways Andean indigenous and Afro-descendant intellectuals and movements understand and use epistemic production as a key component of their political projects, 2 projects aimed not simply at confronting the vestiges of colonialism (decolonialization), but rather at the radical reconstruction of knowledge, power, being, and life itself. 3Projects aimed at "decoloniality", understood as the simultaneous and continuous processes of transformation and creation, the construction of radically distinct social imaginaries, conditions, and relations of power, knowledge.
¿Qué conocimiento(s)? Reflexiones sobre las políticas de conocimiento, el campo académico y el movimiento indígena ecuatoriano
(2001) Catherine Walsh
This article analyzes the manner in which the cultural and identity politics of the Ecuadorian indigenous movement have contributed to the development, recuperation and (re)creation of new forms of knowledge and social agency. By emphasizing the construction of epistemological frameworks, both indigenous and intercultural, that challenge the dominant geopolitics of knowledge and the disciplining of subjectivity, the article demonstrates what is actually at stake with the question: What knowledge(s)?
(Re)existence in times of de-existence: political–pedagogical notes to Paulo Freire
(2021) Catherine Walsh
How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial ‘cracks’? How do these ‘cracks’ – understood as the extant and nascent fissures in the dominant order – take form? Who are the ‘crack-makers’ and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of ‘quality education’? And finally, what might a reading and rereading of Paulo Freire offer in this regard?