Sylvia Wynter's Decolonial Philosophy: How Being Human Needs an Origin Story

Abstract In this article, Ingrid Andersson discusses the decolonial philosophy of Sylvia Wynter, with a special focus on addressing her concepts of the hybrid human and origin stories. Andersson shows how Wynter's philosophizing about the being of being human is premised on an entanglement of nature and culture that is on par with the posthuman understanding of the ontological inseparability of matter and discourse. She goes on to interrogate some productive tensions between Wynter's decolonial philosophy and posthumanism by pointing out how Wynter's hybrid human formulates an understanding of human nature that is different in itself and not solely in relation to other nonhuman entities. In the final part of the article, she proposes how we, with Wynter, can devise a pedagogical approach that seeks to counteract harmful taxonomizing practices.

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Publication Details

Journal
Educational Theory
Published
2024-10-01
DOI
https://doi.org/10.1111/edth.12662
Citations
1
Primary Topic
Indian History and Philosophy
Type
article
Field-Weighted Citation Impact
4.22
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article

Sylvia Wynter's Decolonial Philosophy: How Being Human Needs an Origin Story

Ingrid Andersson
1 citations
Educational Theory
Indian History and Philosophy
4.22
article

Sylvia Wynter's Decolonial Philosophy: How Being Human Needs an Origin Story

Ingrid Andersson
article en
1 citations

Abstract

Abstract In this article, Ingrid Andersson discusses the decolonial philosophy of Sylvia Wynter, with a special focus on addressing her concepts of the hybrid human and origin stories. Andersson shows how Wynter's philosophizing about the being of being human is premised on an entanglement of nature and culture that is on par with the posthuman understanding of the ontological inseparability of matter and discourse. She goes on to interrogate some productive tensions between Wynter's decolonial philosophy and posthumanism by pointing out how Wynter's hybrid human formulates an understanding of human nature that is different in itself and not solely in relation to other nonhuman entities. In the final part of the article, she proposes how we, with Wynter, can devise a pedagogical approach that seeks to counteract harmful taxonomizing practices.

Educational TheoryVol. 74(5)
Stockholm University (SE)
Reduced inequalities
Openalex Percentile: Top 6%
Indian History and Philosophy
4.22
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