Academic literature on the topic 'Épistémologies des Suds'
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Journal articles on the topic "Épistémologies des Suds":
Piron, Florence. "Méditation haïtienne." Sociologie et sociétés 49, no. 1 (January 9, 2018): 33–60. http://dx.doi.org/10.7202/1042805ar.
Mailhot, Amélie-Anne. "La perspective de l’habitation politique dans Je suis une maudite sauvagesse/Eukuan nin matshimanitu innu-iskueu d’An Antane Kapesh." Articles 30, no. 1 (August 29, 2017): 29–45. http://dx.doi.org/10.7202/1040973ar.
Champoux, Mélanie, and Adolfo Agundez-Rodriguez. "Des épistémologies des Suds pour penser une éducation relative aux changements climatiques à portée transformatoire." Éducation relative à l'environnement, Volume 17-1 (January 27, 2022). http://dx.doi.org/10.4000/ere.8520.
Ramos Moreno, Arley. "INTRODUÇÃO A UMA EPISTEMOLOGIA DO USO." Caderno CRH 25, no. 2 (July 15, 2013). http://dx.doi.org/10.9771/ccrh.v25i2.19443.
Dissertations / Theses on the topic "Épistémologies des Suds":
Cheklab, Myriam. "Basculer vers des pédagogies décoloniales : regards, chemins et horizons croisés entre des communautés nasa en Colombie et des descendant.es de colonisé.es en France." Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080134.
The starting point of this research seeks to decolonize educational, pedagogical and research highlighting alternative epistemologies and modes of existence, based on experiences from the South. Decolonizing is understood as an epistemological shift that unties hegemonic colonial patterns of Western modernity. Patterns that inhabit our ways to the world and thus are present within all educational spaces. …/…The research focuses on decolonial pedagogical practices of Abya Yala. These are understood within the plurality of pedagogical expressions that arise from struggles against colonialism and globalized capitalism. They appear to be an exploratory path in order to overcome numerous limitations often set within the frames of forms of critical pedagogy such as French popular education, which is rooted in the legacy of eurocentrism. …/…The purpose of the research to connect experiences of land recuperation and Nasa community education in the Cauca region in Colombia, with voices of educators and activists of colonized descent in France. …/…The first part of the manuscript aims to develop a critical reading of academic coloniality within research practices and calls for decolonial forms of research. The second part develops a re-reading of the history of the colonized and their struggles, intertwined with the history of French popular education, revealing the whiteness of the latter and the silencing processes to which the former are subjugated. The third and last part, mainly based on practical experiences, highlights shifting points in the thinking of education and pedagogy from a décolonial perspective
Pierre, Fabienne. "Espace public transnational : éléments épistémologiques et méthodologiques pour l'analyse à travers le Sommet mondial du développement durable (Johannesburg 2002)." Paris 12, 2007. http://www.theses.fr/2007PA120044.
This thesis is aimed at bringing epistemological and methodological elements to analyse the transnational public space, as structured by roles and positions staged on the occasion of United Nations conferences, in the specific context of the pluralist prescriptions of "sustainable developent" related to the normative dicourse on governance that is inherent to this notion. The choice of the Johannesburg Summit relates to this connection we study through the analysis of the evolutions that have characterized the UN discourse on development and environment, interdependence then participation, as well as procedures and practices within UN conferences from Stockholm (1972) to Rio (1992). Our analysis of Johannesburg builds on a diverse documentary corpus and on the exploration, through the use of textual statistics tools, of discursive positions embodied in the declarations made on the occasion of the official "General debate". As mediation spaces between political, economic and civil spheres that provide international actors with the opportunity to discuss the common good of the planet, as process resulting in the enunciation of shared orientations, UN conferences certainly stand for the most wide-ranging expression of the transnational public space and of its institutionalization. Through the Johannesburg case, it appears they also take place as a theatre that exhibits a "performance" embodied in devices, communication and participation strategies, discursive productions, a complex game reflecting actors' diversity in the paradoxical and constrained context of a polarizing UN mediation
Palmieri, Joelle. "Genre et société numérique colonialitaire : effets politiques des usages de l'internet par des organisation de femmes ou féministes en contexte de domination masculine et colonialitaire : les cas de l'Afrique du Sud et du Sénégal." Phd thesis, Université Montesquieu - Bordeaux IV, 2011. http://tel.archives-ouvertes.fr/tel-00881026.
Palmieri, Joelle. "Genre et société numérique colonialitaire - Effets politiques des usages de l'Internet par des organisations de femmes ou féministes en contexte de domination masculine et colonialitaire : les cas de l'Afrique du Sud et du Sénégal." Phd thesis, Institut d'études politiques de Bordeaux, 2011. http://tel.archives-ouvertes.fr/tel-00709266.
Tapia, Miguel. "Sujet scientifique et connaissance objective dans la littérature hispano-américaine [1940-1965]." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030082.
The objective of this dissertation is to evaluate the influence of scientific thought in the narrative works of five Mexican and Argentinean writers published in the mid twentieth century: Adolfo Bioy Casares, Ernesto Sábato, Jorge Luis Borges, Salvador Elizondo and Juan José Arreola. As they relate to various artistic and intellectual currents, the literary projects of writers from this period produced a rich laboratory of appropriation and reinterpretation of ideas, with scientific knowledge often appearing within a contradictory and ambiguous framework. The present investigation attempts to read these works by analyzing that which we consider to be transposable from scientific thought to literary discourse: a cognitive scientific subjectivity. Understood as a fiction within psychological parameters, this subjectivity —the articulating voice of each narration— is constructed with a certain philosophical attitude and a specific methodology. I argue that through the analysis of the presence of this scientific subjectivity in the narrations it is possible to extract an idea of scientific knowledge. The latter is conceptualized here not as a transmitted knowledge, but as a product of the scientific subjectivity found within the text. This process of production is studied in three parts. The first traces the presence of the scientific subjectivity in discourse, identifying its textual strategies and determining the role that this subjectivity plays in the unfolding of a well-defined cognitive program. In the second part of the investigation I focus on the role played, within the actant configuration of the narrations, by the scientific characters involved in each narration, these understood as the actors through whom scientific subjectivity is made manifest. In the third stage I study the role played by various sets of knowledge produced by the texts within the fictional architecture and within the construction of meaning
Book chapters on the topic "Épistémologies des Suds":
Dayan-Herzbrun, Sonia. "Révolutions arabes, entre le local et le global." In North Africa in the Process of Change: Political, Legal, Social and Economic Transformations, 39–49. Ksiegarnia Akademicka Publishing, 2015. http://dx.doi.org/10.12797/9788376386553.03.
Gómez Correal, Diana. "Émotions, épistémologie et action collective dans des contextes de violence sociopolitique." In Savoirs féministes au Sud, 143–52. Graduate Institute Publications, 2019. http://dx.doi.org/10.4000/books.iheid.7483.
Trindade Conilh de Beyssac, Marie Louise, and Maria Inácia D’Avila Neto. "Mobilisation en ligne pour la conservation de la biodiversité au Brésil : expressions contemporaines d’une épistémologie du Sud." In À chacun son développement durable?, 105–22. Les Presses de l’Université de Laval, 2017. http://dx.doi.org/10.1515/9782763723297-009.