Multiple Ways of Knowing: Re-Imagining Disciplinary Learning

This chapter explores what is required of us, as researchers and educators, to disentangle received disciplinary knowledge and ways of knowing from what Morrison names as 'the apparatus of control', and to enable expansive and insurgent ways of learning, being, and acting in, with, and across disciplines. It posits that engaging in liberatory forms of disciplinary learning within a framework of decolonization and onto-epistemic heterogeneity is necessary for equitable, dignified, and just forms of education that support learners in who they imagine themselves to be and might become. Following Morrison, and anchoring ourselves in the history of ideas around culture and learning, the chapter argues the need for a view of disciplinary learning animated by the following political and ethical commitments: the critique and refusal of settled forms of disciplinary knowledge and practice; epistemic delinking from colonial matrices of power; and the collective imagining, articulation, and enactment of alternative possibilities for human learning and relations. The chapter conceptualizes these as the always evolving desires and practices that give form to just learning environments. As the field continues to theorize and work to enact onto-epistemic heterogeneity, it posits three sensibilities crucial to liberatory forms of disciplinary learning: multiplicity, horizontality, and dialogicality. (PsycInfo Database Record (c) 2024 APA, all rights reserved)