My Child Will Have Two Brains, One Maasai, One Educated: Negotiating Traditional Maasai Culture in a Globalized World
In: Humanity & society, Band 30, Heft 4, S. 392-416
ISSN: 2372-9708
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In: Humanity & society, Band 30, Heft 4, S. 392-416
ISSN: 2372-9708
In: International review of qualitative research: IRQR, Band 11, Heft 1, S. 81-94
ISSN: 1940-8455
This article begins by identifying common frameworks of decolonial and postcolonial approaches while considering the current scholarship's limitations of engagement with those approaches. We believe there is a need to interrupt (neo)colonizing approaches to decoloniality, that is, the limitations of the master's tools. Rather, we offer a mediation that critiques the centering of the colonial. In doing so, we weave into this analysis a series of narratives that beckon us back prior to the decolonial/postcolonial turn and beyond postcolonial and decolonial feminist thought—allowing for a precolonial knowing and telling to emerge. Through these tellings, we define and acknowledge spaces of meaning and traditions.