Ina Césaire revisitée
In Decolonizing the Academy (2003), we argued that the current university is a liberating space for the transformational of knowledge but simultaneously functions also as a space that reinscribes colonial politics through a variety of departments founded under the principles of maintaining hegemoni...
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| Format: | Article ou chapitre numérique |
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2021
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| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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cairn-PRESA_199_0011PRESAPrésence Africaine https://shs.cairn.info/revue-presence-africaine-2019-1-page-11?lang=fr https://doi.org/10.3917/presa.199.0011 Ina Césaire revisitée Davies Cordova, Sarah2021 fre Présence Africaine | 199-200 | 1 | 2021-01-11 | p. 11-26 | 0032-7638 PRESA_19974 In Decolonizing the Academy (2003), we argued that the current university is a liberating space for the transformational of knowledge but simultaneously functions also as a space that reinscribes colonial politics through a variety of departments founded under the principles of maintaining hegemonic politics of former European and American powers. African and Caribbean universities, structured under these models repeat the patterns of dominance instituted and years after independence many have not yet been decolonized. The study of literatures in these institutions repeat these formations in structures despite the work of writer/scholars like Ngugi wa Thiong’o et al in “On the Abolition of the English Department” (1967) which led to the creation of Departments of Literatures and Literary Theories in selected institutions. Regrettably, even African American Studies Departments repeat some of these foundational errors as Sylvia Wynter asserts in “How WE Mistook the Map for the Territory.” This paper examines some of these trajectories and proposes a more advanced paradigm for academic units in the Humanities.Cairn restricted access |
| language |
Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
In Decolonizing the Academy (2003), we argued that the current university is a liberating space for the transformational of knowledge but simultaneously functions also as a space that reinscribes colonial politics through a variety of departments founded under the principles of maintaining hegemonic politics of former European and American powers. African and Caribbean universities, structured under these models repeat the patterns of dominance instituted and years after independence many have not yet been decolonized. The study of literatures in these institutions repeat these formations in structures despite the work of writer/scholars like Ngugi wa Thiong’o et al in “On the Abolition of the English Department” (1967) which led to the creation of Departments of Literatures and Literary Theories in selected institutions. Regrettably, even African American Studies Departments repeat some of these foundational errors as Sylvia Wynter asserts in “How WE Mistook the Map for the Territory.” This paper examines some of these trajectories and proposes a more advanced paradigm for academic units in the Humanities. |
| author |
Davies Cordova, Sarah |
| spellingShingle |
Davies Cordova, Sarah Ina Césaire revisitée |
| author_facet |
Davies Cordova, Sarah |
| author_sort |
Davies Cordova, Sarah |
| title |
Ina Césaire revisitée |
| title_short |
Ina Césaire revisitée |
| title_full |
Ina Césaire revisitée |
| title_fullStr |
Ina Césaire revisitée |
| title_full_unstemmed |
Ina Césaire revisitée |
| title_sort |
ina césaire revisitée |
| publishDate |
2021 |
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| container_issue |
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| url |
https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-presence-africaine-2019-1-page-11?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/presa.199.0011 |
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