Chad Harris - The epistemic decolonisation path in Verran’s Science and an African Logic (11/3/2021)
Channel: Dominic Berry
Date: 2021-03-12

This seminar was given as part of the What is Epistemic Decolonization? 2021 seminar series. For more about the series, and to register for future seminars, please visit: https://www.eventbrite.co.uk/e/what-is-epistemic-decolonization-online-seminar-series-tickets-127446105733

To learn more about Dr Harris's research please visit: https://www.uj.ac.za/contact/Pages/Chad-Harris.aspx

The chair was Dr Taraneh Wilkinson:
https://georgetown.academia.edu/TaranehWilkinson 

Abstract: The epistemic decolonisation path latent in Helen Verran’s Science and an African Logic

Helen Verran’s Science and an African Logic, which tackles the public problem of mathematics and science education in post-independence Africa, is renowned for its insightful account of the differences between English and Yoruba numbering systems and how these differences in turn generate differing generalizing logics. In this talk I will focus on some neglected aspects of Verran’s argument in the book, specifically those relating to ontology and knowledge. I will draw on Verran’s insights to generate an account of epistemic decolonization that is resilient to the twin perils of universalism and relativism.

Dr Harris shares the following reading list:

Verran, H. (2001). Science and an African logic. University of Chicago Press.
Eze, E. (2008). On Reason: Rationality in a World of Cultural Conflict and Racism. Duke University Press.
Verran, H. (2014). Working with those who think otherwise. Common Knowledge  20 (3): 527–539
Verran, H. (2007). Software for educating aboriginal children about place. Education and Technology (1 ed., pp. chapter 8-chapter 8) Rowman & Littlefield.
Verran, H. (2007). Metaphysics and learning. Learn Inq 1, 31–39