ABSTRACT
My aim in this chapter is to examine the exclusion and inclusion of ethnic/racialized minority scholars in the domain of knowledge production, drawing on my academic experiences in Sweden, Cameroon, and Germany. Homi Bhabha’s concept of third space will inform the analysis, which identifies two different practices of knowledge production and dissemination. In many of the academic faculties in the Global North, that have no concrete measures to address the historical exclusion of ethnic/racialized minorities, their participation in knowledge production is affected by a hierarchy that privileges the dominant European perspective. On the other hand, in faculties having concrete measures to address this problem, existing hierarchies are interrogated through dialogue and the dominant knowledge is deconstructed. This study seeks to go beyond identifying practices that exclude ethnic/racialized minorities in knowledge production and highlight individual efforts and good practices that help overcome this problem.
