Interculturality and cognitive justice in colombian universities

Abstract

The article proposes some components for discussion regarding knowledge policies found in Colombian higher education and its relationship to the visible presence of “ethnic” university students. The analysis focuses on the limitations of knowledge policies regarding the demands of visibility and digniication demanded by both indigenous peoples and Afro-Colombians in their current discussion regarding higher education. It concludes by stating that until decolonization occurs at a university level, universities will fail to learn from the various epistemic experiences pertaining to decolonization.