In this essay, we will first summarize Gordon’s argument before analyzing how his insights can inform the process of decolonising social science at the University of the Free State (UFS) and other South African universities today.
First, Gordon argues that social science disciplines have been shaped and structured by colonial forces, leading to the marginalization and erasure of non-Western perspectives and knowledge systems. He proposes that decolonising social science involves engaging with alternative ways of knowing and understanding the world, centring marginalized voices and disrupting power dynamics that reinforce colonial legacies.
Applying Gordon's insights to the context of the University of the Free State, we can see how the process of decolonising social science can involve re-evaluating curricula to include a diversity of perspectives and methodologies. This might involve incorporating indigenous knowledge systems, engaging with postcolonial theories, and amplifying the voices of historically marginalized communities in the teaching and research practices of social science departments.
Furthermore, Gordon's argument highlights the importance of addressing power imbalances within academic institutions, particularly in terms of leadership, representation, and funding. Decolonising social science at UFS and other universities in South Africa requires actively working towards greater inclusivity and equity in decision-making processes, ensuring that all voices are heard and valued in shaping the future direction of social science disciplines.
Overall, Gordon's insights provide a critical framework for approaching the process of decolonising social science at UFS and beyond. By centering marginalized perspectives, disrupting colonial legacies, and actively working towards greater inclusivity and equity, we can begin to create a more just and representative social science that better reflects the diverse realities and experiences of South Africa and the wider world.