Dissertations / Theses on the topic 'Epistemic violence'

This thesis problematizes the use of feminist intersectionality theory within the context of the restorative justice social movement as applied in cases of violence against women in culturally heterogeneous settings. I argue that there is an imbalanced anti-essentialist tendency in some intersectional approaches to restorative justice (RJ) and domestic violence that slides toward gender underestimation, ultimately, leading to a phenomenon defined by feminist scholar Kimberlé Crenshaw: intersectional disempowerment. This position threatens the epistemological and critical stances of that feminist analytical tool for understanding racialized women’s needs for security, offender accountability and empowerment at an individual level in situations of domestic violence. In addition, the existence of competing analytical categories in intersectional analysis and multicultural drives obscure pre-existing patriarchal relations in Indigenous communities applying RJ as remedial justice, i.e., intra-group gender inequality and allows co-optation of the intersectionality theory by ethnocultural non-emancipatory political interests. This poses potential detrimental consequences to racialized women dealing with some RJ interventions like alienation, exclusion and the silencing of victims' individual histories, reinforcing the fact that the representation of the individual female victim within the RJ movement has not been adequately resolved and remains deeply problematic. To illustrate my arguments, I focus on sentencing circles that are used ostensibly as state-sanctioned alternative criminal justice responses designed to ameliorate the systemic racism and over-incarceration rates that Aboriginal peoples experience in postcolonial jurisdictions such as Canada and Australia. I argue that these restorative-like experience are especially vulnerable to intersectional disempowerment. In these RJ models, it becomes unclear whether intersectional approaches can sustain the particular needs and interests of victimized women.

This research addresses the colonial legacies traversing understandings of indigenous languages and their “revitalisation” in Colombia, arguing that neither language theories nor policies escape power-knowledge relations. It shows how alphabets and grammars have operated as colonial normalising technologies and defined indigenous languages as “illiterate” or “incomplete” languages, forcing them to adjust to foreign models and justifying the intervention of colonisers, missionaries and academic experts (who sought to “transform” indigenous languages into “complete” grammatical and alphabetical languages). It examines the asymmetrical clashes regarding the validation of “expert knowledge” over indigenous knowledge practices. Additionally, it acknowledges the contributions of postcolonial, decolonial, ecological, critical and cultural theories for decentring alphabetical, grammatical and monolingual normalisations and relocating indigenous languages in complex (non-anthropocentric) relations and community filiations. This research proposes a comprehensive “(po)ethical” approach that dialogues with indigenous language practices in their poetical, ethical and political dimensions. This has three important effects. Firstly, it challenges reductive models of literacy and grammaticality, consolidated since the colonial encounter. Secondly, it highlights the deep articulation of indigenous language practices with the recreation of traditions and community filiations. Thirdly, it redefines “revitalisation” as a process that goes beyond linguistics insofar as, conceived otherwise, it challenges colonial epistemic violence, rebuilds community filiations, and enables healing. (Po)ethical practices are agonistic. They emerge from the pain of the conflicts, historical conditions and violent asymmetries that are inscribed in the bodies and the languages we inhabit. In contrast to colonial technologies and policies of multiculturalism, (po)ethical practices do not pursue the elimination or assimilation of difference. Through agonistic translations, they acknowledge and connect creative processes of resistance and healing, allowing dialogue between adversaries instead of “eradicating conflict” by eliminating difference. The research stresses the local and global potential of agonistic translations of (po)ethical language practices in challenging coloniality and rebuilding communities.

Since the 75th anniversary of the 1928 Okeechobee Hurricane in 2003, a growing number of journalists and historians writing about the disaster have incorporated Zora Neale Hurston's 1937 novel Their Eyes Were Watching God as part of the official historical record of the hurricane. These writers often border on depicting Their Eyes as the authentic experience of black migrant workers impacted by the hurricane and subsequent flood. Within the novel itself, however, Hurston theorizes on the potential epistemic violence that occurs when a piece of evidence—a photograph, fallen body, or verbal artifact—is used to judge a person. Without a person's ability to use self-representation to give an "understandin'" (7) to go along with the evidence, snapshots or textual evidence threaten to violently separate people from their prior knowledge of themselves. By offering the historical context of photographs of African Americans in the Post-Reconstruction South, I argue that Janie experiences this epistemic violence as a young girl when seeing a photograph of herself initiates her into the racial hierarchy of the South. A few decades later, while on trial for shooting her husband Tea Cake, Janie again faces epistemic violence when the evidence of Tea Cake's body is used to judge her and her marriage; however, by giving an understandin' to go along with the evidence through self-representation, Janie is able to clarify that which other forms of evidence distort and is able to go free. Modern texts appropriating Their Eyes run the risk of enacting epistemic violence on the victims of the hurricane, the novel, and history itself when they present the novel as the complete or authentic perspective of the migrant workers in the hurricane. By properly situating the novel as a historical text that offers a particular narrative of the hurricane rather than the complete or authentic experience of the victims, modern writers can honor Hurston's literary achievement without robbing the actual victims of the hurricane of their voice.

En quête d’une approche éthique, cette thèse met en évidence les formes de résistance épistémique façonnées par les actrices et acteurs (descendant-e-s) de l’immigration postcoloniale originaires d’Afrique du Nord. Cette résistance vise à se libérer de la violence épistémique qui les prive de la possibilité d’une autodéfinition et d’une autoreprésentation, pour ainsi retrouver et écouter la voix étouffée par cette violence. Trois formes de résistance épistémique - mémoire, subjectivité, sagesse - permettant de produire et prendre une parole autonome sont au cœur de l’analyse des deux parties de la thèse. La première partie porte sur les pratiques culturelles et mémorielles des militants de Vitécri, de Zebda et du Tactikollectif à Toulouse pour retrouver une voix étouffée et exister politiquement. Considérés comme illégitimes aux yeux des dominants, ces militants s’acheminent vers une trans/formation de conscience politique qui embrasse la sagesse, la subjectivité et la mémoire. La mémoire joue un rôle indispensable pour que les militants se reconstruisent une subjectivité en accord avec leurs autodéfinitions. La deuxième partie porte sur un espace militant de sororitéà Blanc-Mesnil voulu par le collectif des femmes Quelque Unes d’Entre Nous. Leur résistance par l’expression artistique vise à retrouver leur voix étouffée mais aussi à amener les allié-e-s participant-e-s à cet espace à l’écouter. Par la subversion des rapports épistémiques de pouvoir en recherche d’une rencontre véritable, cet espace collectif fait resurgir la sagesse ignorée qui sera dès lors partagée comme une intelligence collective. Ces espaces collectifs sécurisants et transformateurs proposent ainsi un rapport social subalternatif et s’inscrivent dans des pratiques décoloniales
In search of an ethical approach, this PhD dissertation highlights the ways of epistemic resistance crafted by social actors and actresses with a North-African postcolonial immigration background. Such resistance aims at liberating themselves from the epistemic violence that deprives them of a possible self-definition and self-representation, and thus retrieving and listening to the voice silenced by such violence. Three ways of epistemic resistance – memory, subjectivity, wisdom –allowing to raise an autonomous voice are at the center of this twofold approach dissertation. The first part focuses on the cultural and memory practices of Toulouse Vitécri, Zebda and Tactikollectif militants in order to retrieve a silenced voice and politically exist. Held as illegitimate in the eyes of the dominant group, those militants open a path toward a political consciousness trans/formation that embraces wisdom, subjectivity and memory. Memory plays a key role in the militants' subjectivity rebuilding that aligns with their self-definition. The second part focuses on a sorority militant space in Blanc-Mesnil (Seine Saint Denis) intended by Quelques Unes d’Entre Nous (Some of Us) women’s collective. Resisting through artistic expression aims at recovering their silenced voice but also at bringing their participant allies to listen to it. By ways of subverting the epistemic power relations through the search of a genuine encounter, this collective space helps the ignored wisdom to resurface, that will henceforth be shared as a collective intelligence. Those safe and transformative collective spaces thus act as a subalternative social relationship and fall within decolonial practices

This thesis argues that the recent erasure of digital pro-anorexia ("pro-ana") narratives by websites such as Tumblr, Pinterest, and Instagram represents an attempt to silence female self-starvers and reify the authority of medical associations to speak for female bodies. I draw parallels between these attempts and Gayatri Chakravorty Spivak's theory of epistemic violence, since the experiences of women are effectively discredited, through metaphors that render the thin body dangerous, to shore up professional medical authority. As an attempt to privilege the experiences of the self-starvers, I analyze one Tumblr blog with eating disorder content to listen to the letters users anonymously write to their bodies in contrast to narratives written by "recovered" self-starvers that are officially endorsed by the National Eating Disorder Association. Finally, I argue that the Internet provides us with the opportunity to foster response-able witnessing, for which Kelly Oliver has advocated. I extend Oliver's research to argue that we must foster response-ability for all attempts to bear witness. I suggest that creating response-able spaces where others might witness their different embodied experiences can enable female self-starvers to reclaim subjectivity that medicine has taken from them. In so doing, they might learn to become response-able to their eating disorders, and, eventually, their own bodies.

Our ability to perceive our environment through prejudge mental attitudes is a necessary capacity in order to survive in a social environment. However, how we utilize this capacity, and whether it promotes equality or inequality, is to a large extent dependant on our perception of ourselves in relation to our surroundings. Through critical social theory, this thesis aims to explore and compare attitudes exhibited by the Swedish educational system, towards the socially constructed phenomenon of adolescent students in upper secondary school, speaking their voice. The production of knowledge is problematized regarding the relationship between theoretical regulatory texts of norms, ideals and requirements, versus active implementation in practice. Through metaphysical questioning of reason and norms, discrepancies of intention, lack of consideration for power relations and pernicious ignorance, is problematized and reflected upon, as possible factors reinforcing attitudes of negative stereotyping, identity prejudice and inequality, evoking questions concerning human and children’s rights. Enactment of fear and silencing through reference to status and authority, rather than data actually sustaining a stand through scientific reason and justified knowledge, positions the adolescent student as the subaltern, and perpetuates adultism through imbalance within the dyadic power relation. Through three case studies, chosen due to their compatibility to the frames of a pre- case study initiating attention to the subject at hand, this study exemplifies identity prejudice and institutionalized hegemony through epistemic violence, marginalizing the student to the status of the subaltern. Thereby suffocating both the development of the student, as well as the institutional system´s own purpose and legitimacy, by jeopardizing the confession to scientific reason and justifiable knowledge. It is thus aspects of our ethical and political epistemic conduct this study addresses, by problematizing the cross-boundary interface of research, politics and practice. Findings indicate negative prejudice credibility deficit administered towards students, through social injustice of epistemic violence, fortified by the educational institutions and their regulatory authorities through obscurantism, by neglect of scientific reason and justified knowledge, when constructivist stands implemented as ontological realities, are questioned through critical thinking.

Gayatri Chakravorty Spivak gilt als eine der Gründungsfiguren des postkolonialen Feminismus. Ihr Profil als postkoloniale Theoretikerin gewann sie mit der Veröffentlichung ihres Werkes In Other Worlds – Essays in Cultural Politics. In ihren Texten weist Spivak auf Widersprüche innerhalb der Nationen des Globalen Südens hin. Sie fokussiert, u. a. mit Hilfe der analytischen Konzepte Repräsentation (representation) und Subalternität (subaltern), insbesondere auf die problematische Rolle von Geschlechter- und Klassenverhältnissen in postkolonialen Widerstandsbewegungen, auf den Gegensatz zwischen den indischen Eliten und den unteren Bevölkerungsschichten und auf die gewaltsame Unterdrückung von Frauen des Südens.

The study sought to uncover the constitution of migrant women's agency as they rebuild their lives in Australia, and to explore how contact with any publicly funded services might influence the capacity to be self determining subjects. The thesis used a framework of lifeworld theories (Bourdieu, Schutz, Giddens), materialist, trans-national feminist and post colonial writings, and a methodological approach based on critical hermeneutics (Ricoeur), feminist standpoint and decolonising theories. Thirty in depth interviews were carried out with 6 women migrating from each of 5 regions: Vietnam, Lebanon, the Horn of Africa, the former Soviet Union and the Philippines. Australian based immigration literature constituted the third corner of triangulation. The interviews were carried out through an exploration of themes format, eliciting data about the different ontological and epistemological assumptions of the cultures of origin. The findings revealed not only the women's remarkable tenacity and resilience as creative agents, but also the indispensability of Australia's publicly funded infrastructure or welfare state. The women were mostly privileged in terms of class, education and affirming relationships with males. Nevertheless, their self determination depended on contact with universal public policies, programs and with local community services. The welfare state seems to be modernity's means for re-establishing human connectedness that is the crux of the human condition. Connecting with fellow Australians in friendships and neighbourliness was also important in resettlement. Conclusions include a policy discussion in agreement with Australian and international scholars proposing that there is no alternative but for governments to invest in a welfare state for the civil societies and knowledge based economies of the 21st Century.

碩士
國立臺北教育大學
課程與教學研究所
98
The purpose of this research is to study the viewpoint of epistemic violence by G. C. Spivak’s postcolonial discourse. After exploring Spivak’s three core discourses of epistemic violence, subaltern and representation, the researcher summarizes two core ideas from the thinking of Spivak’s viewpoint of epistemic violence. The two core ideas of the viewpoint of epistemic violence are disclose, criticize the epistemic violence of imperialism and multinational capitalism to understanding the situation of subaltern subject, and manifest the possibility and ladder of self-subjectivity of the subaltern under the condition of epistemic violence. Through Spivak’s viewpoint of epistemic violence, the purpose of this study will inspire the learner’s subjectivity developing by curriculum goals, content and teacher’s role.

English summary The main objective of this thesis is to present some key issues relevant for postcolonial field of study with respect to two basic areas of interest: concepts of identity and place, respectively displacement in contemporary postcolonial discourse and their reflection in fiction, too. The thesis should provide the potential reader with basic theoretical background based on the most fundamental sources and by means of selected literary works it should support (or disclaim, if necessary) conclusions reached by the most notable theories. This dissertation work consists of three major parts. In the introduction, apart from providing the motivational, theoretical and literary objectives of the thesis, I cover some basic difficulties that may occur when dealing with the postcolonial field of study. The central part of the thesis can be divided into two parts, each of them consisting of two further sections. The first one, "Identity in Postcolonial Discourse", is focused on one of the key terms in all of postcolonial theory: identity and other concepts related with it. I cover the basic development of theoretical reflection concerning this concept, drawing primarily from secondary sources dealing with it. The theoretical part on identity is succeeded by a chapter "Reflections of Identity in the...

This study deploys the decolonial epistemic perspective in an attempt to unmask the spectre of xenophobia. The decolonial epistemic thinking is in turn predicated on three important concepts, namely coloniality of power, coloniality of being and coloniality of knowledge. The study is focused on understanding the dynamics of the violent May 2008 attacks that took place in Alexandra and Yeoville. It problematised the use of the term xenophobia. The term occludes rather than enlightening the complex phenomenon of violence. Such violence has consistently and systematically engulfed people living in poor predominantly black areas of residence such as Yeoville and Alexandra. The study also used empirical evidence collected from the field to support its central arguments. What has been understood as xenophobia is in actual fact, part of the manifestation and outcome of abject living conditions of the poor. This study argues that what manifests itself as xenophobia is an additional element to various forms of violence taking place in locales such as Alexandra and Yeoville, places that decolonial theorists term ‘zones of non-being,’ where violent death is a constitutive part of human existence.
Development Studies
M.A. (Development Studies)