The ways in which Africanisation and decolonisation in the South African academy have been framed and carried out have been called into question over the past several years, most notably in relation to modes of silencing and epistemic negation, which have been explicitly challenged through the student actions. In a similar vein, Canada’s commitments to decolonising its university spaces and pedagogies have been the subject of extensive critique, informed by (still unmet) claims to land, space, knowledge, and identity. Despite extensive critique, policies and practices in both South African and Canadian academic spaces remain largely unchanged, yet continue to stand as evidence that decolonisation is underway. In our paper, we begin to carefully articulate an understanding of decolonisation in the academy as one which continues to carry out historical relations of colonialism and race. Following the work of Eve Tuck and Wayne Yang (2012), we begin the process of “de-mythologising” decolonisation, by first exposing and tracing how decolonising claims both reinforce and recite the racial and colonial terms under which Indigeneity and Blackness are “integrated” in the academy. From our respective contexts, we trace how white, western ownership of space and knowledge in the academy is reaffirmed through processes of invitation, commodification, and erasure of Indigenous/Black bodies and identities. However, we also suggest that the invitation and presence of Indigenous and Black bodies and identities in both academic contexts are necessary to the reproduction and survival of decolonising claims, which allows us to begin to interrogate how, why, and under what terms bodies and identities come to be “included” in the academy. We conclude by proposing that the efficacy of decoloniality lies in paradigmatic and epistemic shifts which begin to unearth and then unsettle white supremacy in both contexts, in order to proceed with aims of reconciliation and reclamation.

中文翻译：

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通过土著的（非）殖民：在南非和加拿大大学环境中解构非殖民化的呼声

在过去的几年中，人们对南非学院中非洲化和非殖民化的构架和实施方式提出了质疑，最显着的是关于沉默和认知否定的方式，这些方式已通过学生的行动受到了明显挑战。 。同样，加拿大对非殖民化大学空间和教学法的承诺也引起了广泛的批评，对土地，空间，知识和身份的主张（仍然未得到满足）使加拿大受到了批评。尽管受到了广泛的批评，南非和加拿大学术领域的政策和实践在很大程度上保持不变，但仍继续作为非殖民化进程的证据。在我们的论文中 我们开始在学院里认真地表达出对非殖民化的一种理解，这种理解将继续进行殖民主义和种族的历史关系。继夏娃·塔克（Eve Tuck）和韦恩·杨（Wayne Yang）（2012）的工作之后，我们开始了“去神秘化”的过程。非殖民化，首先揭露和追踪非殖民化的主张如何强化和背诵“融合”了土著和黑人的种族和殖民术语。在学院里。从我们各自的背景出发，我们追踪如何通过邀请，商品化和消除土著/黑人身体和身份的过程来确认学院中白人，西方人对空间和知识的所有权。然而，我们还建议，在两个学术背景下，土著和黑人尸体和身份的邀请和出现对于非殖民化主张的复制和生存都是必要的，这使我们能够开始质疑尸体和身份如何，为什么以及在什么条件下出现被“包含”？在学院里。我们通过提出结论来断言，为了实现和解与垦殖的目的，宽容性的功效在于范式和认识论的转变，这种转变在两种情况下都开始发掘，然后动摇了白人至上的地位。