Critical Analysis of the Production of Western Knowledge and Its Implications for  Indigenous Knowledge  and Decolonization

dc.contributor.author	Francis Akena, Adyanga
dc.date.accessioned	2019-02-25T12:40:23Z
dc.date.available	2019-02-25T12:40:23Z
dc.date.issued	2012
dc.description.abstract	There has been a persistent contest among contemporary scholars over what is considered legitimate knowledge. This contest has implications on ways of knowing, organizing society, and responding to environmental challenges. The Western education system is a hybrid of different knowledge, adopted through European global expansion, to enrich our learning in formal educational settings. This article examines the production of Western knowledge and its validation, imposition, and effects on indigenous people and their knowledge. The author argues that there is a relationship between knowledge producers and their motives with the society in which they live. This relationship influences what is considered “legitimate knowledge” in society, politics, and economy in non-Western contexts.	en_US
dc.description.sponsorship	Kabale University	en_US
dc.identifier.uri	http://hdl.handle.net/20.500.12493/134
dc.publisher	Journal of Black Studies	en_US
dc.subject	decolonization, denigration, indigenous knowledge, knowledge production, Western knowledge	en_US
dc.title	Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization	en_US
dc.type	Article	en_US

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