Cognitive Justice, Indigenisation, and Educational Transformation
Issued Date
2025-01-01
Resource Type
Scopus ID
2-s2.0-105025632963
Journal Title
Emancipatory Education Without Boundaries in the Age of Neoliberalism Artificial Intelligence and Digital Learning Platforms
Start Page
299
End Page
312
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SCOPUS
Bibliographic Citation
Emancipatory Education Without Boundaries in the Age of Neoliberalism Artificial Intelligence and Digital Learning Platforms (2025) , 299-312
Suggested Citation
Mcneill I.A., Mcneill H.A. Cognitive Justice, Indigenisation, and Educational Transformation. Emancipatory Education Without Boundaries in the Age of Neoliberalism Artificial Intelligence and Digital Learning Platforms (2025) , 299-312. 312. doi:10.1007/978-3-031-97999-6_21 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113723
Title
Cognitive Justice, Indigenisation, and Educational Transformation
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Author's Affiliation
Corresponding Author(s)
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Abstract
This chapter draws on cognitive justice, Indigenous worldviews, and Kaupapa Māori (Māori approach), which challenge the dominant Western scientific paradigm. It recognises the need for discourses that include alternative non-Western ontologies and epistemologies that are equal to those of their Western counterparts. Ethnically discriminatory colonial ideologies are now embedded in artificial intelligence algorithms, surveillance capitalism, and techno-authoritarianism. Decolonisation of academia requires balancing worldviews, questioning epistemological imperialism,and identifying the creeping influence of ethnonationalism in higher education.Liberating democratic discourses through indigenised and minority-inclusive spaces is vital for cognitively just higher education; many institutions are struggling to cope with tensions between conservative elites and academics and teachers. Some academies are applying illiberal measures to curtail freedom of thought and conscience, which diminishes intellectual integrity and academic progress.