Kehade ja vaimu valitsemise küsimused on aegumatud. Niisamuti nagu (akadeemilise) mõtlemise ja väljenduse vabadused. Siinviidatud võiks huvi pakkuda nii mõtlejatele kui akadeemia ametnikkonnale. Huvitav, kes tunneb rohkem “äratundmisrõõmu”?
There is a significant body of academic research highlighting the objective of decolonizing Western academia as a prerequisite for unmasking the mechanisms of colonialism, imperialism, and racism experienced by racialized and indigenous minorities (Tuhiwai-Smith et al., 2019). Referring to the decolonization of knowledge (Ndlovu-Gatsheni, 2015), questions such as “Who generates what knowledge? ” “For what purpose? ” and “Whose knowledge is illegitimate? ” underscore how colonial knowledge on minority groups is “produced, consecrated, institutionalized and naturalized” (Bhambra et al., 2018, p. 4).
Drawing from Foucault, the current paper analyzes unmarked forms of discipline and punishment employed against Palestinian researchers in Israeli academia, attempting to decolonize it through the production of critical knowledge.
“Õigete” vastuste küsimus võiks paljudele huvi pakkuda:
The coloniality of knowledge is also maintained through the fear of criticizing the rule, policed by the gatekeepers of academia concerned about the potential decolonization of Israeli academia. As Matar (2011, p. 9) puts it: “Today’s academic freedom is the freedom not to ask troubling questions.”
In this regard, native bodies are used to discipline and control the native populations (see Smith, 2003; Stoler, 1997).
NB! Missuguseid analoogseid mehhanisme võib Eestis märgata?
Universities and academia in the Western world are bearers of colonial knowledge and coloniality. By legitimating particular forms of knowledge and ontologies, universities have become deeply implicated in coloniality and as such are part of the project of the production of colonial knowledge (Mbembe, 2016).
This section presents three surveillance mechanisms directed toward normalizing the Palestinian researcher’s epistemology: Dividing academic knowledge into political versus apolitical knowledge, symbolic violence, and the tenure establishment. All are used as disciplinary mechanisms of reward—or punishment—if subjects do not follow the norm.
One such piece of advice, repeated by the interviewees and especially by young female researchers, was that they should not write about “controversial” issues, such as national or political oppression, but rather about the cultural oppression of Palestinian women. Rim, a senior lecturer, says: “The dean told me ‘You will pay dearly. You better write on violence against women and not on political [and] controversial topics. Choose a subject with less trouble’.”
Vaba küll, kuid ainult …
The narratives presented in this paper challenge the conceptualization of Israeli academia as a liberal institution. On the one hand, it supports academic freedom in general, and specifically, the will to absorb Palestinian lecturers; but on the other hand, it executes hidden sanctions upon those who do not produce knowledge according to the expected colonial lines.
Sarab Abu-Rabia-Queder (2022) Epistemology of surveillance: Revealing unmarked forms of discipline and punishment in Israeli academia. Br J Sociol. https://doi.org/10.1111/1468-4446.12924