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Philosophy Commons

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Epistemology

Theses/Dissertations

Loyola Marymount University and Loyola Law School

Articles 1 - 2 of 2

Full-Text Articles in Philosophy

An Emancipatory Pedagogy Of Jesus Christ: Toward A Decolonizing Epistemology Of Education And Theology, Terrelle Billy Sales Jun 2017

An Emancipatory Pedagogy Of Jesus Christ: Toward A Decolonizing Epistemology Of Education And Theology, Terrelle Billy Sales

LMU/LLS Theses and Dissertations

This decolonizing interpretive analysis serves to provide bicultural researchers the opportunity to engage and challenge the dominant literature on pedagogy, curriculum, methodology, and schooling. Bicultural researchers have been forced to navigate the dialectical social terrain of dominant/subordinate tensions and contradictions, as part of their process of survival, as subaltern or subordinate cultural citizens and critical scholars. This study seeks to deconstruct Eurocentric epistemicides that compartmentalize knowledge, particularly within the fields of theology and education. Western Christianity tends to separate God from humanity. This is an epistemological problem. The nature of this study necessitates a process by which critical theory ...


Service And Learning For Whom? Toward A Critical Decolonizing Bicultural Service Learning Pedagogy, Kortney Hernandez Apr 2016

Service And Learning For Whom? Toward A Critical Decolonizing Bicultural Service Learning Pedagogy, Kortney Hernandez

LMU/LLS Theses and Dissertations

The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely questioned as a colonizing practice that upholds oppression. Given the relentless insertion of service learning programs into working class communities, the sacrosanctity awarded and commonsensically given to service is challenged and understood within its colonial, historical, philosophical, economic, and ideological machinations. This political confrontation of service learning practices serves to: (a) critique the dominant epistemologies that reproduce social inequalities within the context of service learning theory and practice; and (b) move toward the formulation ...