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From our “loci of enunciation” in the sectors of higher education and the performing arts, this chapter invites readers to reflect on the need to transcend taken-for-granted binaries and re-think coloniality that exists in contemporary knowledge regimes and knowledge production. It aligns with the tenets of Second Wave of Southern Perspectives, SWaSPSWaSP-framing and offers a mobile gazeMobile gaze that enables a third positionThird position to issues of social justice in contemporary northern territories. Our chapter illustrates and offers arguments for building a solidaritySolidarity-based relationship to knowledge, knowledging, i.e., the doing of knowledge and life-long learning accomplished together with other human beings. Through the presentation of vignettes taken from an externally funded performing arts-project we led together, we pose W-questions to ourselves and our reader in terms of what, where, when, why, and by who/whom concerning knowledging. To professionals—including ourselves—involved in cultural and knowledge production across the territories of the north/west and south/east on our spherical planet we critically ask what do we/you do with the freedom that we/you have in our situated lives.

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To Relearn. A Third Position as a Contribution to an Alternative Knowledge Regime

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  • 出版模式：

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  • 发表日期：

    2025年

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  • Sangeeta Bagga-Gupta,
  • Petra Weckström

摘要

From our “loci of enunciation” in the sectors of higher education and the performing arts, this chapter invites readers to reflect on the need to transcend taken-for-granted binaries and re-think coloniality that exists in contemporary knowledge regimes and knowledge production. It aligns with the tenets of Second Wave of Southern Perspectives, SWaSPSWaSP-framing and offers a mobile gazeMobile gaze that enables a third positionThird position to issues of social justice in contemporary northern territories. Our chapter illustrates and offers arguments for building a solidaritySolidarity-based relationship to knowledge, knowledging, i.e., the doing of knowledge and life-long learning accomplished together with other human beings. Through the presentation of vignettes taken from an externally funded performing arts-project we led together, we pose W-questions to ourselves and our reader in terms of what, where, when, why, and by who/whom concerning knowledging. To professionals—including ourselves—involved in cultural and knowledge production across the territories of the north/west and south/east on our spherical planet we critically ask what do we/you do with the freedom that we/you have in our situated lives.