“For me, to decolonize knowledge production does not mean to dismiss or never engage with Western knowledge. Rather, as many decolonial thinkers have repeatedly pointed out, it means that the terms of engagement must change. It means that we should not only engage with Western knowledge, but also deeply engage with knowledge from all over the world. It means that we must not use Western knowledge as a compass to measure the value of other forms of knowledge produced around the world…[T]o decolonize knowledge production is to reject and dismantle the Western hegemony of knowledge production; the Western control on what counts and what does not count as knowledge.” ThinkingKnowledgeCreativityColonialismCurriculumDecolonizationHegemonyDecoloniality Author:Louis Yako
“One of the most serious damages caused by the domination and hegemony of Western knowledge is that it makes you dismiss knowledge from every other part of the world – even your own – as less than or inferior. To decolonize, then, means to believe in our ability to be producers not just consumers of knowledge. In any walk of life, being just a consumer carries the danger of being deprived and impoverished as soon as the suppliers choose to block their production from you (be it knowledge, goods, mobility, and so on), which is precisely what happens when the West practices its favorite vicious game of sanctioning and cornering any country or group of people that dares to challenge its hegemony, or seek to change the rules of the game as we know it.” KnowledgeColonialismImperialismCurriculumDecolonizationHegemonyDecolonialityKnowledge Production Author:Louis Yako
“In the area of Middle East Studies, you can always count on getting funding if your research is about minorities being treated horribly by ‘authoritarian regimes’ that the West want to topple, women oppressed and forced to wear the hijab, masculinity and femininity, gays are oppressed, refugees (provided that they are seeking safety in the West and running from a ‘dictator’ the West wants to topple), and so on. The pattern and the intentions are clear to a vigilant observer. What all such topics have in common is not that they are not important or need attention (they are so on both counts), but that their function is to maintain the West’s colonial and racist gaze on the rest of the world, which, in turn, serves the West’s hegemony and control over others. Furthermore, the single thread that connects the topics above is that they all practically open the door for Western intervention in the region under the pretext of ‘salvaging’ this cause or that group of people.” ResearchPhilanthropyImperialismFundingCurriculumHegemonyDecolonialityKnowledge Production Author:Louis Yako
“While the imperial university continues to pay lip service to letting the subaltern speak, make no mistake: the subalterns have never been silent. They have always been thinking, writing, doing, and sensing. The problem has always been with the shortsightedness and racism of the colonizers and the imperial spaces where certain knowledge gets produced and promoted, while other knowledge gets silenced, mutilated, and buried under the rubble of indifference and arrogance.” KnowledgeColonialismImperialismCurriculumHegemonyDecolonialityKnowledge ProductionSubaltern Author:Louis Yako
“Equating obscurity with rigor, while at the same time equating a clear and creative language with lack thereof is one of the most serious ills one faces in Western academia. Neither of these equations are accurate. They are certainly not mutually exclusive. Often feeble minds with mediocre arguments hide behind obscure and convoluted language. I am sure most readers have seen enough examples of clear writing that is profound, deep, and able to convey very complex ideas clearly. We simply must be careful not to confuse complexity with rigor and profoundness, as drunk people mistaken their foolishness for wisdom. Nor should we dismiss a clear language simply because it is conveying the point without unnecessary complexity or beating around the bush.” WritingCreativityPowerCreative WritingCurriculumAcademiaHegemonyDecolonialityAcademic WritingKnowledge Production Author:Louis Yako
“Another way, and this applies to all the areas covered under this section, is by practicing what I call intellectual boycotting, which I simply define as: boycotting any intellectual or writer canonized and imposed on us through Western academic institutions, media, or any other institution with money and power. Note that this doesn’t mean not to read them, but rather, to read and cite them (if necessary) with caution, and preferably with the intent of debunking or exposing their silences and blind spots rather than using them as a compass to evaluate other forms of knowledge.” KnowledgeResistanceImperialismAcademiaHegemonyIntellectualsAcademicsDecolonialityKnowledge ProductionBoycotting Author:Louis Yako
“I personally believe (and I know many readers will find this controversial) that we should never engage with any writers or scholars whose work is intentionally Euro-American centered and purposely ignores or refuses to engage with knowledge produced by thinkers outside the West. In other words, in knowledge production, reciprocate treatment (whether in engagement or citation) can be effective in challenging and changing the rules of the game.” ImperialismAcademiaHegemonyIntellectualsAcademicsDecolonialityKnowledge ProductionLife Of The MindSubalternBoycotting Author:Louis Yako
“Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.” WarColonialismImperialismIraq WarHigher EducationDecolonizationHegemonyMiddle East ConflictMiddle Eastern Studies Book:Bullets in Envelopes: Iraqi Academics in Exile Source: Bullets in Envelopes: Iraqi Academics in Exile
“It still shocks me to see countless academics who consider themselves intelligent, deep, or critical who constantly post and share articles from places like NYTimes, the New Yorker, the Atlantic, and other such sources that, at the surface, appear to be intelligent, objective, and critical even of the power under which they operate (the Western elites), but if you dig deeper, you will discover that they are, one way or another, in perfect harmony with the imperial and colonial agenda of the West against the rest.” MediaPropagandaDeceitControlImperialismDecolonizationHegemonyDecolonialityKnowledge Production Author:Louis Yako
“Decolonizing knowledge shouldn’t put us in the position of only producing knowledge as a reaction to Western knowledge. Our existence should not become one in which everything we produce is to justify our intellectual existence vis-à-vis the West. It means to produce what we see as important, fit, and nurturing to our communities, countries, and cultures, in separation from the West and its colonial and imperial agenda. This way, we will ensure to not waste our energy in simply reacting to the West to justify the value of our contribution to knowledge.” ThinkingWisdomCreativityColonialismImperialismDecolonizationHegemonyDecolonialitySubaltern Author:Louis Yako
“It is fair to argue that conservative and liberal media in the West are two sides of the same coin. I personally see CNN and Fox News as complementing not contradicting each other. The former gives viewers the false impression of being liberal and critical of the system, while the latter vehemently promotes and defends the existing militaristic, racist, and supremacist system in place. The former gives the world the false impression of freedom and democracy where everything and everyone can be criticized and held accountable (which is far from the truth), while the latter constantly agitates the public to ensure that the predominantly militaristic, capitalist, and racist system remains intact. The outside world thinks that America is so free to have a newspaper like the NYTimes, but they don’t realize that the system operates precisely as Fox News wants it to.” MediaDeceptionPropagandaImperialismPublic OpinionHegemonyMedia ManipulationDecoloniality Author:Louis Yako
“Second…decolonizing is about reeducating ourselves in ways that allow us to reconnect with our own souls, minds, and bodies. To rebuild all that has been damaged by the colonial wounds and the disciplinary institutions we dealt with throughout our lives. It is indeed about reeducating ourselves in such ways that we realize our full potential to contribute to our communities and to the wider world. We must learn (or relearn) how to harvest the fruit of knowledge from every part of the world, not just the West.” WisdomKnowledgeSelf WorthColonialismImperialismDecolonizationHegemonyDecolonial Option Author:Louis Yako
“One of the biggest and most invisible – which in the long run becomes visible— wounds of coloniality is to make those at the receiving end of it question themselves; their physical, mental, and spiritual value and meaning; their ability to think, invent, innovate, and theorize. It happens so slowly, viciously, and unconsciously that many people suddenly see themselves at a point where the only expertise and knowledge they deem valuable come to them from the heart of Europe and North America. The colonized, slowly but surely, become at once the dagger and the wound to themselves. We come to such a place where we cooperate with the dagger against our own wounds. It takes a long time and reflection to realize that the wound (the colonized mind) will never stop bleeding so long as it is cooperating with the dagger (coloniality).” ThinkingWisdomCulturePowerColonialismImperialismDecolonizationHegemonyDecolonialityKnowledge Production Author:Louis Yako
“For example, the colonized people have ‘regimes’ and ‘dictators’, whereas the West has ‘democracies’; the people in the ‘first world’ ‘tolerate’ cancer chemotherapy and ‘tolerate’ refugees or other religions and beliefs; if you go to work and settle in the West, you are an ‘immigrant’, but when Westerners come to plunder your country and get overpaid jobs (often despite mediocre qualifications), they are ‘expats’; and on goes the list of how we devalue ourselves and glorify our killers and plunderers without even realizing it simply through the language we use daily.” ColonialismExploitationImperialismThird WorldDecolonizationHegemonyDecolonialityPlundering Author:Louis Yako
“Having an institutional blessing to be called a ‘writer’, ‘journalist’ or an ‘academic’ does not really make one so. In fact, anyone with institutional support and titles is a suspect more than anything else.” PowerInstitutionsControlColonialismImperialismHegemonyInstitutional OppressionPower RelationsSubaltern Literature Author:Louis Yako
“The role of the academy as a colonial and imperial space par excellence, which in the age globalization and corporatization of practically everything, has become the biggest enemy of knowledge and the decolonial option. In fact, the academy has become a space that instead of creating options, is doing everything in its power to deny most people options and keep itself as the only game in town.” WritingKnowledgeColonialismImperialismAcademiaCorporate CultureHegemonyAcademicsDecolonialityKnowledge Production Author:Louis Yako
“I hope it is clear to anyone who has a shred of critical thinking skills that those who fund research projects in Western universities are anything but kind-hearted and generous, and that their intentions are anything but benevolent or intended solely for the objective advancement of knowledge. It is usually more about controlling who gets to produce certain knowledge about others, because nothing maintains the myth of exceptionalism like ensuring that knowledge only comes from the West, and particularly from selected or even appointed individuals.” WritingPowerResearchColonialismPhilanthropyImperialismAcademiaHegemonyDecolonialityKnowledge Production Author:Louis Yako
“If anything, sources that have the support and protection of power and institutions should be treated as suspicious not superior. There are very few words that make me as nauseous as words like ‘prestige’ and ‘prestigious’. Prestige is often a shortcut for getting power’s approval and blessings, which automatically, in my view, should disqualify any intellectual from being taken seriously.” PowerPropagandaControlPrestigeElitismHegemonyKnowledge ProductionSubaltern Author:Louis Yako