Decolonization and qualitative epistemology: Toward reconciliation in the academy

Abstract

The subject of (de)colonization in the academy has witnessed an upsurge in attention over the past two decades across the social sciences and the Global North-South divide. This article critically examines central themes that have guided the conceptualization of decolonization thus far and foregrounds the convergences that decolonization shares with the epistemology of qualitative research methodology and pedagogy. In so doing, this article articulates the objective of reconciliation and demonstrates the ways in which reconciliation has been and can be enacted in the academy, limning the themes of (a) attention to physical context; (b) inclusion of Indigenous voices; (c) and decolonization of Indigenous and non-Indigenous minds. This article argues for better aligning the epistemology and conduct of qualitative research with Indigenous values—and concludes by calling for attention to Indigenous intersectionality and calling against a growing trend of decontextualizing decolonization.