Transforming higher education in Bolivia by linking two contra-hegemonic movements: agroecology and the Decolonial turn

References

• AGRUCO. (2000). Políticas y Estrategias de la Investigación en Agroecologia y Revalorización del Saber Local. AGRUCO.
   Google Scholar
• AGRUCO. (2011). Agroecologia y desarrollo endogeno sustentable para vivir bien: 25 años de la experiencias de Agruco. http://biblioteca.clacso.edu.ar/Bolivia/agruco/20170928052016/pdf_223.pdf
   Google Scholar
• Ahenakew, C. (2016). Grafting indigenous ways of knowing onto non-indigenous ways of being: The (underestimated) challenges of a decolonial imagination. International Review of Qualitative Research, 9(3), 323–340. doi:10.1525/irqr.2016.9.3.323
   Google Scholar
• Ahenakew, C., de Oliveira Andreotti, V., Cooper, G., & Hireme, H. (2014). Beyond epistemic provincialism: De-provincializing indigenous resistance. Alternative: An International Journal of Indigenous Peoples, 10(3), 216–231. doi:10.1177/117718011401000302
   Google Scholar
• Altieri, M. A., & Nicholls, C. I. (2017). Agroecology: A brief account of its origins and currents of thought in Latin America. Agroecology and Sustainable Food Systems, 41(3–4), 231–237. doi:10.1080/21683565.2017.1287147
   Web of Science ®Google Scholar
• Altieri, M. A., & Toledo, V. M. (2011). The agroecological revolution in Latin America: Rescuing nature, ensuring food sovereignty and empowering peasants. Journal of Peasant Studies, 38(3), 587–612. doi:10.1080/03066150.2011.582947
   Web of Science ®Google Scholar
• Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21–40.
   Web of Science ®Google Scholar
• Archila, M. (2017). Cómo entender el diálogo de saberes. Lasaforum, 48(2), 61–62. https://forum.lasaweb.org/files/vol48-issue2/On-LASA2017-1.pdf
   Google Scholar
• Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an ancient concept. Human Development, 47(5), 257–285. doi:10.1159/000079154
   Web of Science ®Google Scholar
• Bhambra, G., Gebrial, D., & Nişancıoğlu, K. (2018). Decolonising the university (G. Bhambra, D. Gebrial, & K. Nişancıoğlu (eds.)). Pluto press.
   Google Scholar
• Burman, A. (2016). Damnés realities and ontological disobedience notes on the coloniality of reality in higher education in the Bolivian Andes and Beyond. In R Grosfoguel, R Hernández & E Rosen Velásquez (eds), Decolonizing the Westernized University: Interventions in Philosophy of Education from Within and Without. Lexington Books, Lanham, pp. 71.
   Google Scholar
• Camacho, R., Villegas, M., & Mendizabal, C. (2015). Entre la realidad económica y la utopía académica. Revista Cubana de Educacion Superior, 34(1), 81–106.
   Google Scholar
• Castleden, H., Hart, C., Cunsolo, A., Harper, S., & Martin, D. (2017). Reconciliation and relationality in water research and management in Canada: Implementing indigenous ontologies, epistemologies and methodologies. In Water policy and governance in Canada (Issue November 2016, pp. 69–95). Springer.
   Google Scholar
• Castro-Gómez, S., & Grosfoguel, R. (2007). Giro decolonial, teoría crítica y pensamiento heterárquico. In S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial Reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 9–24). Siglo del Hombre Editores.
   Google Scholar
• Chilisa, B. (2017). Decolonising transdisciplinary research approaches: An African perspective for enhancing knowledge integration in sustainability science. Sustainability Science, 12(5), 813–827. doi:10.1007/s11625-017-0461-1
   Web of Science ®Google Scholar
• Cleaver, H. M. Jr, (1972). The contradictions of the green revolution. The American Economic Review, 62(1), 177–186. doi:10.2307/1821541
   Google Scholar
• David, C., & Bell, M. M. (2018). New challenges for education in agroecology. Agroecology and Sustainable Food Systems, 42(6), 612–619. doi:10.1080/21683565.2018.1426670
   Web of Science ®Google Scholar
• Dei, G. J. S. (2016). Decolonizing the University: The challenges and possibilities of inclusive education. Socialist Studies, 11(1), 23–61. DOI: https://doi.org/10.18740/S4WW31
   Web of Science ®Google Scholar
• Dussel, E. (1998). Ética de la liberación en la edad de la globalización y de la exclusión. Editorial Trotta.
   Google Scholar
• Estado Plurinacional de Bolivia. (2009). Constitución Política (p. 107). Gaceta oficial de Bolivia.
   Google Scholar
• Fals-Borda, O., & Rahman, M. (1991). Action and knowledge: Breaking the monopoly with participatory action-research (O. Fals-Borda & M. Rahman (eds.)). The Apex Press.
   Google Scholar
• FAO, IFAD, UNICEF, WFP, & WHO. (2020). The state of food security and nutrition in the world 2020. Transforming food systems for affordable healthy diets. FAO. doi:10.4060/ca9692en
   Google Scholar
• Figueroa-Helland, L., Thomas, C., & Aguilera, A. (2018). Decolonizing food systems: Food sovereignty, indigenous revitalization, and agroecology as counter-hegemonic movements. Perspectives on Global Development and Technology, 17(1–2), 173–201. doi:10.1163/15691497-12341473
   Web of Science ®Google Scholar
• Galeano, E. (1988). Las venas abiertas de America Latina. Siglo XXI Editores.
   Google Scholar
• Gaztambide-Fernández, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education & Society, 1(1), 41–67.
   Google Scholar
• Ghiso, A. (2000). Potenciando la diversidad: Diálogo de saberes, una practica hermeneutica colectiva. Colombia Utopía Siglo, 21, 43–54.
   Google Scholar
• Giraldo, O. F., & Rosset, P. M. (2018). Agroecology as a territory in dispute: Between institutionality and social movements. The Journal of Peasant Studies, 45(3), 545–564. doi:10.1080/03066150.2017.1353496
   Web of Science ®Google Scholar
• Gliessman, S. R. (2020). Transforming food and agriculture systems with agroecology. Agriculture and Human Values, 37(3), 547–548. doi:10.1007/s10460-020-10058-0
   PubMed Web of Science ®Google Scholar
• Grosfoguel, R. (2012). The dilemmas of ethnic studies in the United States: Between liberal multiculturalism, identity politics, disciplinary colonization, and decolonial epistemologies. Human Architecture: Journal of the Sociology of Self-Knowledge, 10(1), 81–89. http://scholarworks.umb.edu/humanarchitecturehttp://scholarworks.umb.edu/humanarchitecture/vol10/iss1/9
   Google Scholar
• Grosfoguel, R. (2016). Del «extractivismo económico» al «extractivismo epistémico» y «extractivismo ontológico»: una forma destructiva de conocer, ser y estar en el mundo. Tabula Rasa, 24(24), 123–143. doi:10.25058/20112742.60
   Google Scholar
• Harvey, A., & Russell-Mundine, G. (2019). Decolonising the curriculum: Using graduate qualities to embed Indigenous knowledges at the academic cultural interface. Teaching in Higher Education, 24(6), 789–808. doi:10.1080/13562517.2018.1508131
   Web of Science ®Google Scholar
• Leff, E. (2004). Racionalidad ambiental y diálogo de saberes. POLIS, Revista Latinoamericana, 7, 13–40. http://journals.openedition.org/polis/6232
   Google Scholar
• Louis, R. P. (2007). Can you hear us now? Voices from the margin: Using indigenous methodologies in geographic research. Geographical Research, 45(2), 130–139. doi:10.1111/j.1745-5871.2007.00443.x
   Web of Science ®Google Scholar
• Maldonado-Torres, N. (2016). Outline of ten theses on coloniality and decoloniality. Foundation Frantz Fanon.
   Google Scholar
• Maldonado-Torres, N. (2019). Ethnic studies as decolonial transdisciplinarity. Ethnic Studies Review, 42(2), 232–244. doi:10.1525/esr.2019.42.2.232
   Google Scholar
• Martínez-Torres, M. E., & Rosset, P. M. (2014). Diálogo de saberes in La Vía Campesina: Food sovereignty and agroecology. The Journal of Peasant Studies, 41(6), 979–997. doi:10.1080/03066150.2013.872632
   Web of Science ®Google Scholar
• McCune, N., & Sánchez, M. (2019). Teaching the territory: Agroecological pedagogy and popular movements. Agriculture and Human Values, 36(3), 595–610. doi:10.1007/s10460-018-9853-9
   Web of Science ®Google Scholar
• Méndez, V. E., Bacon, C. M., & Cohen, R. (2013). Agroecology as a transdisciplinary, participatory, and action-oriented approach. Agroecology and Sustainable Food Systems, 37, 3–18. doi:10.1080/10440046.2012.736926
   Web of Science ®Google Scholar
• Méndez, V. E., Caswell, M., Gliessman, S. R., & Cohen, R. (2017). Integrating agroecology and participatory action research (PAR): Lessons from Central America. Sustainability, 9(5), 705–719. doi:10.3390/su9050705
   Web of Science ®Google Scholar
• Moreno-Cely, A., Cuajera-Nahui, D., Escobar-Vasquez, C., Vanwing, T., & Tapia-Ponce, N. (2021). Breaking monologues in collaborative research: Bridging knowledge systems through a listening-based dialogue of wisdom approach. Sustainability Science, 16(3), 919–913. doi:10.1007/s11625-021-00937-8
   Web of Science ®Google Scholar
• Quiroz, V. (2006). Pensamiento andino y critica postcolonial. Un estudio de Rosa Cuchillo de Oscar Colchado. Universidad Nacional Mayor de San Marcos.
   Google Scholar
• Restrepo, P. (2014). Legitimation of knowledge, epistemic justice and the intercultural university: Towards an epistemology of ‘living well’. Postcolonial Studies, 17(2), 140–154. doi:10.1080/13688790.2014.966416
   Google Scholar
• Rist, S., Boillat, S., Gerritsen, P., Schneider, F., Mathez-Stiefel, S., & Tapia, N. (2011). Endogenous knowledge: Implications for sustainable development. In U. Wiesmann & H. Hurni (Eds.), Research for sustainable development: Foundations, experiences, and perspectives. Perspectives of the Swiss National Centre of Competence in Research (NCCR) North­South (pp. 119–146).University of Bern.
   Google Scholar
• Rist, S., & Dahdouh-Guebas, F. (2006). Ethnosciences – A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. Environment, Development and Sustainability, 8(4), 467–493. doi:10.1007/s10668-006-9050-7
   Google Scholar
• Rivera, S. (2012). Ch’ixinakax utxiwa: A reflection on the practices and discourses of decolonization. South Atlantic Quarterly, 111(1), 95–109. doi:10.1215/00382876-1472612
   Web of Science ®Google Scholar
• Rivera, S. (2015). Violencia e interculturalidad Paradojas de la etnicidad en la Bolivia de hoy. Revista Telar Del Instituto Interdisciplinario de Estudios Latinoamericanos, 10(15), 49–70. https://dialnet.unirioja.es/servlet/articulo?codigo=5447270
   Google Scholar
• Rosset, P. M., Barbosa, L. P., Val, V., & McCune, N. (2021). Pensamiento Latinoamericano Agroecológico: The emergence of a critical Latin American agroecology? Agroecology and Sustainable Food Systems, 45(1), 42–23. doi:10.1080/21683565.2020.1789908
   Web of Science ®Google Scholar
• Salinas, C. J. (2017). Transforming academia and theorizing spaces for Latinx in higher education: Voces perdidas and voces de poder. International Journal of Qualitative Studies in Education, 30(8), 746–758. doi:10.1080/09518398.2017.1350295
   Web of Science ®Google Scholar
• Santos, B. d S. (2014). Epistemologies of the South. Justice against epistemicide. Routledge.
   Google Scholar
• Shahjahan, R. A. (2005). Spirituality in the academy: Reclaiming from the margins and evoking a transformative way of knowing the world. International Journal of Qualitative Studies in Education, 18(6), 685–711. doi:10.1080/09518390500298188
   Google Scholar
• Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious. Decolonization: Indigeneity, Education & Society, 3(3), 1–25.
   Google Scholar
• Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous people. In Zed Books (2nd ed.). Zed Books.
   Google Scholar
• Stein, S. (2019). Beyond higher education as we know it: Gesturing towards decolonial horizons of possibility. Studies in Philosophy and Education, 38(2), 143–161. doi:10.1007/s11217-018-9622-7
   Web of Science ®Google Scholar
• Sultana, F. (2019). Decolonizing development education and the pursuit of social justice Farhana Sultana. Human Geography, 12(3), 31–46. doi:10.1177/194277861901200305
   Google Scholar
• Tapia Ponce, N. (2016). El diálogo de saberes y la investigación participativa revalorizadora: Contribuciones y desafíos al desarrollo sustentable. In S. Rist & F. Delgado B. (Eds.), Ciencias, diálogo de saberes y transdisciplinariedad. Aportes teórico metodológicos para la sustentabilidad alimentaria y del desarrollo (pp. 89–118). Plural Editores.
   Google Scholar
• Todd, Z. O. E. (2016). An indigenous feminist’s take on the ontological turn: ‘Ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4–22. doi:10.1111/johs.12124
   Web of Science ®Google Scholar
• Tuck, E., & Wayne Yang, K. (2019). Indigenous and decolonizing studies in education. In L. Tuhiwai Smith, E. Tuck, & K. Wayne Yang (eds.), Mapping the long view. Routledge.
   Google Scholar
• Tuck, E., & Yang, W. (2012). Decolonization is not a metaphor. Decolonization, Indigeneity, Education, & Society, 1(1), 1–40.
   Google Scholar
• UNESCO. (2015). UNESCO science report: Towards 2030. https://unesdoc.unesco.org/ark:/48223/pf0000235406
   Google Scholar
• United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.
   Google Scholar
• Vandana, S. (2016). Who really feeds the World? The failures of agribusiness and the promise of agroecology. North Atlantic Books.
   Google Scholar
• Visvanathan, S. (2009). The search for cognitive justice. Social Science Nomad. http://www.india-seminar.com/2009/597.htm
   Google Scholar
• Walsh, C (2010). Interculturalidad Critica y Educación Intercultural. In Viaña, L. Tapia & C. Walsh (Eds.), Construyendo Interculturalidad Crítica. Bolivia, Instituto Internacional de Integración del Convenio Andrés Bello, p. 75–96.
   Google Scholar
• Wezel, A., Bellon, S., Doré, T., Francis, C., Vallod, D., & David, C. (2009). Agroecology as a science, a movement and a practice. Agronomy for Sustainable Development, 29(4), 503–515. doi:10.1051/agro/2009004
   Web of Science ®Google Scholar
• Whyte, K. (2018). What do indigenous knowledges do for indigenous peoples? In M. Nelson & D. Shilling (Eds.), Traditional ecological knowledge: Learning from indigenous practices for environmental sustainability (Issue March, pp. 57–82). Cambridge University Press.
   Google Scholar
• Wu, J., Eaton, P. W., Robinson-Morris, D. W., Maria, F. G., Han, S., Wu, J., Eaton, P. W., Robinson-Morris, D. W., & Maria, F. G. (2018). Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu. International Journal of Qualitative Studies in Education, 31(6), 504–516. doi:10.1080/09518398.2017.1422289
   Web of Science ®Google Scholar