A statement and question offered to participants of the symposium Diálogo Trans-Pacífico y Sur-Sur: Perspectivas Alternativas a la Cultura y Pensamiento Eurocéntrico y Noroccidental, University of Santiago, 8-9 January 2013
Professor of Sociology, University of Sydney
Greetings from Sydney! I am a sociologist, interested in both empirical research and social theory. I have been working for many years on the critique of Northern dominance in social science, and on the positive task of building a globally inclusive social science. Only this, I believe, will realize social science’s potential to be the democratic self-knowledge of society on a world scale. This project requires continuing encounters between intellectual workers across the global South. My book Southern Theory, published in 2007, records both the critique of Northern social science, and my encounters with social thought in Africa, Iran, Latin America and India, as well as Australia. Since publishing that book I have been studying Southern formations of gender theory, and I am currently working on Southern analyses of neoliberalism, and on the uses of Southern perspectives in applied social science.
The question I would pose for your consideration is: How do we develop curricula in higher education – especially in theory courses, which are both vital and difficult to change – that prioritize the intellectual work of the global South? What are the growth points around which new teaching agendas can crystallize?
¿Cómo podemos desarrollar planes de estudio en la educación superior – especialmente en cursos teóricos, que son a la vez importante y difícil de cambiar – que priorizan el trabajo intelectual de los países del Sur? ¿Cuáles son los puntos de crecimiento en torno al cual las nuevas agendas de enseñanza pueden cristalizar?