Despite sustained critical attention to the politics of knowledge, contemporary
anthropology disproportionately engages with ideas produced by academics based
in European and North American universities. The ‘decolonizing the curriculum’
movement speaks to core areas of anthropological interest while making a critical
comment on the academic structures in which anthropologists produce their work.
The articles in this collection interrogate the terms on which academic work engages
with its own history, and ask how the production of knowledge relates to structures
of race, gender and location. The collection considers the historical, political and
institutional context of the ‘decolonizing the curriculum’ movement, the potential
impact that the movement might make on education and research, and the major
challenges facing it.
If the inline PDF is not rendering correctly, you can download the PDF file here.