By Lynne Chester
The mission of D-Econ (Diversifying and Decolonising Economics) is to promote inclusivity within the content and institutions of the economics discipline due to the dominance of Eurocentric thinking. This situation has occurred because of the longstanding exclusion of alternate views — based on identity (gender, race, geography), and theoretical-methodological discrimination — from the teaching of economics in higher education institutions. Thus, D-Econ argues, the knowledge base and debate of issues to be relevant to the world’s majority needs to include non-white and non-male voices as well as heterodox approaches.
D-Econ’s mission is framed at countering mainstream (conventional) economics. I think this ambition needs to be bolder. It needs to extend beyond the mainstream to explicitly encompass the entire social science discipline of economics.
The mainstream is ‘guilty as charged’. I think many within our heterodox community can be similarly charged.
Many sites that determine ‘legitimate heterodox knowledge’ cannot be characterised as always displaying tolerance and respect for difference. Contributions to heterodox conferences, workshops, journals, teachings, and more, are marred — not just on the odd occasion — by one perspective asserted as the ‘truth’, or reluctance (sometimes even open hostility) for constructive dialogue about the contributions of alternative perspectives. These practices replicate orthodoxy’s ills.
Heterodox economic scholars also have an ethical and moral obligation — thus responsibility — to ‘diversify and decolonise’ their teaching, research, and other practices given our own experiences of marginalisation, exclusion, and disregard by the mainstream. To not do so is tantamount to condoning the discriminatory practices that have buttressed the mainstream’s hegemony.
Diversification and decolonisation will not be — but should be — innate to all members of the heterodox economics community. Deliberative actions are required that require more than — as needed with the mainstream — ‘changing the narrative’.
The praxis of many heterodox economists needs to change. By praxis, I mean the activity of human beings (in this case, heterodox economists) that directly shapes both aspects of social reality (in this case, the teaching of economics and its application to explaining social reality) and themselves as producers of knowledge.
Decolonialisation is not about rewriting or erasing history. Nor can it be achieved by academics and students completing an anti-slavery awareness training module. Decolonisation is also more than the revision of curriculum content, assessment tasks, and reading lists to include scholarly works by women and persons of colour.
Decolonisation requires collective critical critique of knowledge creation through an historical lens — by whom, where, why, and how — to illuminate the embedded colonial practices that are the foundations of existing gender, racial, ethnicity, disability, class, sexuality, geographic, and other divisions.
Decolonisation also requires the ‘practice’ of an ongoing reflexive process given the institutionalised nature, and reproduction, of inequalities in the higher education sector, the primary site of knowledge production.
Decolonisation should not be conflated with diversification. Diversification is more than moving beyond the dominance of white heterosexual Eurocentric male voices in the creation and dissemination of knowledge.
Diversification is also much more deliberative than job advertisements stating that ‘women and minorities are encouraged to apply’, much more than an institution providing training in ‘conscious bias’, and much more than special journal issues, editorial boards, conference panels and workshops including women, persons of colour, or scholars from the Global South. These actions are mere tokenism, as is the advocacy and not the overt practice of theoretical-methodological pluralism in knowledge production and pluralism in the topics investigated.
To achieve and maintain substantive and authentic diversification and decolonisation of economics, the praxis of all heterodox economists needs to embrace a conjunction of interrelated actions. A single action is inadequate for the task. Moreover, unending vigilance is required to embed the ‘gains’ so that these become conceived as ‘norms’.
There are, I contend, four key interrelated actions for heterodoxy to ‘detoxify’ and lead the way on diversifying and decolonising the social science discipline of economics.
One key action is transparency about one’s ‘positionality’. I am referring to a scholar’s social ontology — her ‘world view’ of the nature, character, basic features, structures, and constituents of social reality — and her epistemological views (how knowledge is created by, for example, observation and induction or model building and deduction). Analytical constructs reflect a chosen research methodology which, in turn, reflects ontological and epistemological beliefs. These should be rendered explicit.
The purpose of social inquiry, and the practice of economics as a social science, should be to explain an ever-changing and increasingly complex social reality. The knowledge produced needs to accord with social reality to be relevant to the many and be able to address persistent issues and crises such as the climate emergency, inequality, and global pandemics. The analytical approach of the mainstream denotes reality as a closed system devoid of social, political, and historical contexts. Thus, issues are falsely framed, and the approach is the antithesis of the research task at hand. Positional transparency evokes openness about the ‘methodological position’ the researcher has taken to the problem under investigation and thus, appropriateness to explain social reality.
Positionality reflects a scholar’s gender, race, ethnicity, history, nationality, geographic location, political views and more. Thus, positional transparency is interrelated with a second action — acknowledgement of the social construction of knowledge, and the exclusionary role that language can play.
Knowledge is situated. Any knowledge created is inevitably framed by the lives and experiences of the knowledge producers (and reflected through their positionality). The language of mainstream scholarship presents it as ‘objective’ and ‘scientific’, and thus authoritative, not influenced by the positions and lives of its creators. This is inherently dishonest and should be always called out.
Explicit acknowledgment that knowledge creation is situated in lived experiences — and thus, are arguments/analyses — recognises that a plurality of explanations is possible. As Sheila Dow wrote 25 years ago, ‘no one knowledge system can capture totality because each is partial, reflecting a vision of reality’. Visibility of the positioned nature of knowledge will mean greater integrity in scholarship.
Further, the rhetoric deployed by knowledge producers plays a significant role in silencing underrepresented voices, and the reproduction of insular communities. Rhetoric can act as a social control mechanism by dismissing the scholarship of others as ‘biased’ or ‘unscientific’. This should not only be revealed but heterodox economists should consciously seek not to replicate. This, in turn, means clear recognition that the English language actively creates, not just conveys, the message.
Acknowledgment of the social construction of knowledge and language use leads to a third action—a transformative approach to knowledge building and learning. With the inclusion of new information and different perspectives, frank, open conversations can expose the realities of marginalisation, discrimination, and power relations, and societal privilege (not necessarily intellectual superiority) resulting in the ubiquity of white, male, Eurocentric voices. Knowledge creation and learning then become transformative processes of mutual critique and discovery.
Transparency about positionality, meaningful recognition of the social construction of knowledge and language, and transformative processes for knowledge production and learning are the foundations to enable achievement of a fourth critical action — a decolonised economic pedagogy.
As posited by Kvangraven and Kesar, a decolonised economic pedagogy is effectively structured around at least the following: the economy is consistently treated as embedded within the social sphere; explicit acknowledgement of the bias and values inherent to different perspectives, and the repression of some epistemologies by others; not relying on one perspective or approach nor advocating universality of explanation; exposing students to the Eurocentric underpinnings of different theoretical perspectives; the presentation of knowledge within its colonial and post-colonial contexts; exposing the spectrum of power inequalities within communities; and, taking a student-centred approach to pedagogy requiring teacher-student co-responsibility to create a common co-operative learning space and to create knowledge.
Ongoing attention and effort focused on these four interrelated actions as a conjunction — by all heterodox economists, not a few — will drive meaningful change to the practice and teaching of economics through authentic diversification and decolonisation. If not, the praxis of heterodoxy will remain as susceptible to charges of insularity, bias, and discrimination as the mainstream.
These comments extend those I made, earlier this year, as a participant in the URPE@ASSA panel Diversity in Heterodox Economics: Radical Solutions for an Old Problem organised by D-Econ, and the inaugural webinar of the Association of Heterodox Economics series Heterodox Economics Goes Global .
Lynne Chester is an Associate Professor at the Faculty of Arts and Social Sciences at the University of Sydney.
Note: This post was originally published at the Progress in Political Economy (PPE) blog and is reproduced here with the permission of the author.
Image credit: Brooke Anderson