ABSTRACT

In this paper, I explore whether and how white people can make a meaningful contribution to decolonising university curricula. Drawing on my experiences as a white academic teaching at a South African university, I argue that identity matters when talking about decoloniality and that whites need to think carefully about the effects of their whiteness on their attempts to contribute to decolonial scholarship. I also suggest that white contributions to attempts to decolonise university curricula involve a kind of ambivalence that needs to be recognised and worked with, rather than denied and obscured. Without such recognition, white participation in decolonial struggles may ultimately do more to alleviate the guilt of white academics than it does to dismantle the hierarchies that decolonial struggles ostensibly oppose.

摘要

在本文中，我探讨了白人是否以及如何为非殖民化大学课程做出有意义的贡献。借鉴我在南非大学担任白人学术教学的经验，我认为在谈论非殖民化时身份很重要，白人需要仔细考虑他们的白人对他们为非殖民主义学术做出贡献的尝试的影响。我还建议，白人对大学课程非殖民化尝试的贡献涉及一种需要被承认和处理的矛盾心理，而不是被否认和掩盖。如果没有这样的承认，白人参与去殖民斗争最终可能会更多地减轻白人学者的罪恶感，而不是消除去殖民斗争表面上反对的等级制度。