By Dr Bhabani Shankar Nayak
LONDON: The development and dissemination of ideas and knowledge are deeply rooted in collective efforts and shared experiences. Every form of knowledge, whether it be scientific discoveries, philosophical insights, ethnographic experiences, or cultural traditions, is shaped by the contributions of countless individuals and communities. Throughout history, human societies have engaged in the exchange of ideas through various means, including oral traditions, written texts, artistic expressions, and interpersonal communication.
These interactions serve as the foundation upon which knowledge is built, refined, and transmitted across generations. At its core, knowledge emerges from the collective endeavour of sharing experiences from everyday life. Observations, reflections, and innovations stemming from individual experiences are shared within communities, sparking dialogue, debate, and collaboration. Through this collaborative process, ideas are tested, challenged, and enriched, leading to the advancement of understanding in diverse fields of inquiry.
The collective nature and foundation of knowledge extends beyond individual communities to encompass global networks of communication and collaboration. In an interconnected world, ideas, and knowledge flow across geographical and cultural boundaries, fostering cross-cultural exchange and enriching intellectual discourse. Recognising the collective foundations of knowledge underscores the importance of inclusivity, diversity, and collaboration in the pursuit of understanding. By valuing and incorporating diverse perspectives and experiences, societies can foster innovation, creativity, and social progress. All forms of knowledge are a testament to the collective endeavours of humanity, reflecting our shared quest for understanding and enlightenment. Embracing this collective ethos not only enriches our intellectual pursuits but also strengthens the bonds that unite us as members of a global community.
The territorialisation of knowledge traditions and ideas, whether they be Arabic, African, Asian, British, Chinese, Indian, American, or European, has not only undermined individual excellence rooted in collective foundations of knowledge production and dissemination, but it has also commodified knowledge as mere skills, reducing it to essentialist aspects while neglecting emancipatory potential of knowledge. Throughout history, diverse cultures and civilisations have developed rich and multifaceted knowledge systems, each reflecting the unique perspectives, experiences, and values of its creators. However, the process of territorialisation has often led to the imposition of artificial boundaries and hierarchies, which limit the exchange and integration of ideas across cultural and geographical divides.
In this context, knowledge becomes commodified, stripped of its context, and reduced to marketable skills or products. This narrow focus on utilitarian aspects of knowledge overlooks its transformative power and its capacity to challenge and reshape social norms and structures. Additionally, by emphasising certain knowledge traditions over others, territorialisation perpetuates hierarchies of power and privilege, marginalising voices and perspectives that fall outside dominant paradigms. This not only stifles creativity and innovation but also reinforces inequalities and injustices within society.
European colonialism and its associated racialised capitalist systems played a significant role in dismantling collective foundations of knowledge traditions by propagating a narrative that European knowledge was synonymous with “science,” while relegating Asian, African, Arabic, and American knowledge traditions to the status of mere “ethnographies.” This myopic, false, and racialised distinction was actively promoted by European colonisers to assert their cultural and intellectual superiority while undermining indigenous knowledge systems and their emancipatory potentials.
Under colonial rule, European powers imposed their own systems of education, governance, and language upon colonised peoples, often at the expense of local traditions and ways of knowing. Indigenous knowledge, which had developed over generations through close observation of nature, community practices, and cultural rituals, was systematically devalued and marginalised.
By portraying European knowledge as the epitome of scientific rigor and progress, colonial authorities justified their domination and exploitation of colonised territories, natural resources, and labour. This narrative not only served to legitimise colonial rule but also reinforced racial hierarchies and stereotypes, portraying colonised peoples as primitive and backward compared to their European counterparts. So, the promotion of European knowledge as the sole arbiter of truth and progress perpetuated a legacy of epistemic violence, in which indigenous knowledge traditions were denigrated and erased, leaving lasting scars on communities and cultures around the world.
The processes of colonial rule and its strategies of territorialisation of knowledge undermine both the essentialist and emancipatory aspects of knowledge traditions, ultimately eroding the very foundations of knowledge itself. By imposing artificial boundaries and hierarchies, territorialisation restricts the free flow of ideas, inhibiting the exchange and integration of diverse perspectives and insights. On one hand, territorialisation tends to essentialise knowledge, reducing it to static, commodified forms that prioritise practical utility over broader understandings of truth and meaning. This reductionist approach limits the richness and complexity of knowledge traditions, stripping them of their dynamic and evolving nature. On the other hand, territorialisation also undermines the emancipatory potential of knowledge by reinforcing existing power structures and marginalising voices and perspectives that challenge dominant narratives. By privileging certain knowledge traditions over others, territorialisation perpetuates inequalities and injustices within society, stifling creativity, innovation, and critical thinking. Ultimately, the process of territorialisation threatens to fragment and homogenise knowledge, erasing the diverse cultural, historical, and social contexts from which it emerges.
Therefore, it is imperative to acknowledge and challenge the colonial legacy of territorialisation of knowledge production and dissemination for decolonising our understanding of the world and fostering genuine dialogue and exchange among diverse knowledge traditions. This requires acknowledging the inherent value and question the authenticity and validity of all knowledge systems, regardless of their cultural or geographic origins, and working towards a more inclusive and equitable approach to knowledge creation and sharing.
It is also essential to recognise the interconnectedness of knowledge across cultures and to create spaces for dialogue, collaboration, and mutual learning. By embracing the diversity of human experience and valuing the contributions of all knowledge traditions, we can harness the full potential of knowledge as a force for empowerment, liberation, and social change. It is time to reclaim decolonial, diverse and emancipatory knowledge traditions and work towards a more just, equitable, and sustainable future based on science and secularism.
(The writer Dr Bhabani Shankar Nayak, hails from Eastern Indian State of Odisha, Presently Teaches at London Metropolitan University, UK and has 2 Decades of Teaching Experience in British Universities. Views Expressed are Personal).
