RP4

Thursday, May 22, 2014
Post-class diary entry

(post-post class. Turns out my post was not published on the day I wrote it, rather it remained as a draft for the blog. Oops.)

I am very enthralled with the way class went today. Not only were we engaged physically in the lesson but also mentally, as we were able to draw conclusions based on our readings and apply them to our present life here at K.
Upon reading Mignolo's Indigenous People are Not Necessarily "Latin" and Perhaps not Entirely "Americans" Either, I was captivated by the points that he made regarding western education systems, and the imperial power that they hold. In his critique of corporate universities and their aim to teach "expertise and efficiency", Mignolo reminded me of our education received here at K (pg 121). The supposed "expertise and efficiency" obtained through our college education, though, is completely within the Western paradigm of understanding, perpetuated through curriculum, professors, and even classmates. I would argue that the concept of "interculturalidad"is barely present here at K, as much as we believe we promote diversity and inclusion. My experience of notions of 'interculturalidad' are primarily in this Ethnic Studies class, where Dr. G includes words from other languages and circles of thought into our lessons.
I am particularly stuck on a comment that Anya made in class today, regarding her parent's reaction to her switch of majors. I experienced similar reactions from my own parents when I told them that I am a prospective Art History major. Seeing as they are both liberal school teachers, one would think that they would be accepting and understanding of my decision, yet my mother's first reaction was a gasp and an exclamation of "Where do you plan on working?". The majority of beliefs here at K seem to be paralleled with that of my parents, an they are that if you aren't studying science, you aren't studying anything substantial enough to gain you a job. These perspectives seem aligned with the coloniality experienced in education: that not only is our system geared toward the greco-abrahamic curriculum style, but the studies that are most valued and revered are those that are in line with these methods of thought, as well as those that contain 'promises' of employment, thus perpetuating instances of capitalism in education.