| Popis: |
The article offers a self-reflexive analysis of what race does to scientific discourse based on my personal experience as a racialized teacher-researcher in France. Building on this trajectory, it explores the concepts of locus of enunciation, experiential knowledge and coloniality (of power, knowledge, being and gender). It is intended to contribute to a better understanding of the interweaving of systems of domination and its effects on the lives of racialized scholars. Finally, it offers strategies to combat coloniality for a fairer academic space. |
