Decolonizing knowledge and other epistemologies for rethinking education from Latin America
DOI:
https://doi.org/10.71112/bm2s8p72Keywords:
coloniality of knowledge, epistemologies of the South, critical interculturality, initial teacher education, cognitive justiceAbstract
This article examines the decolonization of educational knowledge in Latin America through a theoretical and documentary review of coloniality, epistemologies of the South, and critical interculturality. It explores how hierarchies of epistemic legitimacy shape curricula, teacher education, and assessment. An interpretive comparison of selected scholarship and Bolivia’s Education Law No. 070 identifies tensions between cultural recognition and the redistribution of epistemic authority. The analytical findings emphasize community participation, responsible assessment of knowledge claims, and context-sensitive curricular decisions. The article argues that decolonizing education requires accountable institutional changes as well as pedagogies capable of combining pluralism, critical scrutiny, and cognitive justice. This review includes neither fieldwork nor causal claims about educational outcomes.
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