If for some reason you want my personal opinion, then I've made my views on epistemicide clear elsewhere, but to summarize: I'm less enamoured with the idea of token gestures of respect towards dead precolonial knowledge practices than I am with a global redistribution of the means of knowledge production
Historians of the world unite, you have nothing to lose but your tenures...
But even that aside, you do realize there's hubs of knowledge on every continent sans Antarctica, right?
It seems incredibly futile to me to put audio recordings in libraries if only rich people in predominantly white countries can listen to them.
*Facepalm*
You know, that sentence already operates under the assumption that only "white countries" have libraries (which is false), but also that "rich people" can access them, which is also false. Statistically, here at least, as income goes down, the likelihood of you using a library goes up.
The example you've given is not of people claiming ancestry. If anything, it is literally the opposite. Even if we take your example entirely at face value, it isn't people claiming individual ancestry, it is people claiming collective descent.
Which example specifically? I've given countless examples, and it's always met with "nuh-uh."
When I made a generalization that only white people get to claim a personal ancestry by choice, I don't mean that it's literally impossible for non-white people, just as it's not literally impossible for me to claim that I'm descended from Martians. What I'm actually talking about is credibility. Do I get to claim this ancestry and be taken seriously? Bringing up counter examples that you yourself don't take seriously isn't really the best way of disputing my point.
...did you seriously bring up Martians as an example?
FFS, that isn't equivalent. Martians don't exist, and if they do exist, I can say with 100% certainty that no-one on Earth is descended from them. So no, you can't claim Martian ancestry and be taken seriously. However, if you claim ancestry from any human culture on Earth, I'd have no problem believing you. I don't know what you look like, and even if I did, you can easily have elements of ancestry that isn't expressed through your phenotype.
"Oldest" is a comparative judgement. If this is an authentic aboriginal discourse which predates colonization, who is the point of comparison? Who are the younger people by comparison to which aborigines are old? Who are the changing people by reference to whom aborigines are continuing?
The younger people are all other cultures. Yes, the point of comparison is usually European, but that's missing the forest for the trees. The same comparison has been used, off the top of my head, against the Babylonians, the Egyptians, and the Chinese. You're trying to pidgeon-hole the assertion into simply a point of cultural relativism. To do so is to ignore human migratory history and the genetic record.
Sure, but you can also pick any group of cultures from completely different parts of the world and find generalities. Generalities do not imply the inherent or natural composition of a group.
That's a nice technicality, but someone living in, say, Portugal, is going to have more cultural connection to, say, Germany, than India. Similarly, someone living in India will have more cultural connection to China than either of those countries. Look at any continent, and you'll generally see a sphere of cultural influence.
Sure, but does that make the generalization untrue?
Depends how far you're extending the generalization. If you're confining the generalization to the Anglosphere/West, then yes. If you're applying it globally, then not so much.
I want you to acknowledge that prevailing systems of knowledge (the "methods" as you put it) are predicated on the colonial encounter. More specfically I want you to acknowledge that studying history from an African perspective means studying history from an African perspective using non-African methods.
I'll put it this way:
-There's no single "colonial encounter" - colonial encounters have been going on for the last 12,000 years. History is littered with the ruins of civilizations over the millennia, many of which were destroyed by incoming groups.
-It's a stretch to say "all knowledge systems" are based on the encounter you're describing, because methods of scholarship, scientific inquiry, and everything else arose independently. Museums, libraries, and universities aren't Western inventions.
-Even if you're describing stuff like the scientific method as being dominant in the world today, that's more or less true, but to put that on "the colonial encounter" is a gross simplification of history. Scientific inquiry arose in places like the Middle East (until scientific inquiry was more or less quashed), and there's similar scholarship in China, before (again, as a simplification), it became less about experimentation and more about rote learning (see the Confucian exams). This is even common in the world today - for instance, the Dewey system is the most common system of cataloguing in libraries, it's not the only one. I'm well aware of the faults in the Dewey system, the question is, a) is there a better system, and b) is it worth the effort of replacing? Your worldview seems to operate under the idea that the 'knowledge systems' you describe are entirely involuntary.
-If we're talking about studying African history through non-African methods, then sure, okay. But again, you're insinuating that this is a unique event - there's no shortage of African empires that expanded, and historically, cultural identities who are subsuumed in empires rarely re-emerge (to take a leaf from Noel Harrari, the Etruscans are a key example). And if people want to study African history before the Scramble for Africa, more power to them, but nowhere in history is it ever mandated that we adopt the same beliefs and practices of the culture being studied.
Do the methods work? Sure, whatever, let's assume they do, let's assume Western knowledge systems are literally perfect. It doesn't change the fact that there is a global power dynamic expressed through the fact that Africans must learn those knowledge systems, and must receiving a Western education, in order to be taken seriously, not just in technical and mechanical fields but in history and cultural studies. It doesn't change the fact that Western knowledge is the global standard of knowledge. There is an inherent Eurocentrism in that, even if that Eurocentrism isn't a problem.
A few points:
-Something doesn't have to be perfect, the question is, does it work better? For instance, when it comes to oral vs. written history, written history has done a better job of enduring, because it's pretty much a given in archeology that a culture with written history is easier to study than oral history. Same reason why I'm perfectly happy to use Roman letters and Hindu-Arabic numbers when writing. Any mathematician will tell you that Roman numerals are a nightmare because of the lack of a zero.
-It's extremely iffy to group technical and mechanical fields and history/culture in the same bucket in this context. History and culture are always open to interpretation, hard science operates on laws and theories. It reminds me of the "decolonize light" article I saw ages back. The question that was never asked, let alone answered, was whether light operates differently based on who's observing it. Either we know the speed of light, and accept that light is the universal contant rather than time, or it isn't. I'm open for those conclusions to be challenged, and you can present your methods, but in the meantime, I'd rather the body of scientific knowledge to accumulate.
-We've already had a taste of "alternate ways of knowing" via the intelligent design debate. Part of the problem with intelligent design is that it's in sharp contrast to the scientific method.
-You demand that you want "a global redistribution of knowledge production." Okay. What does that mean practically? Would the world improve, or not? Would knowledge be accumulated, or fragmented. The example that comes to mind is the periodic table, which is used universally, even the symbols, regardless of the language of the country it's used in. If we have multiple types of periodic tables, if we look at atoms in different ways, does this make scientific inquiry easier or not? I'd venture that the answer is "not," because it would make cross-communication very difficult. If you're referring to the issue of brain drain, then yes, it is an issue, but as far as I can tell, that isn't what you're talking about. You want "different ways of thinking" simply for the sake of it. And given the issues of the 21st century, we need less fragmentation, not more of it.