ABSTRACT

The third chapter has to do with the importance of reflecting on how we (are made to) treat alternative knowledge about interculturality in research and education. Over the past decade, there have been calls for decolonising, opening up our mind to other knowledge, especially from outside the dominating sphere of the ‘West’. Alternative knowledge here means positions that question the epistemological hegemony of certain ideas about interculturality. The collected fragments help us reflect on the potential arrogance of looking down on or manipulating such knowledge; the importance of being ‘genuinely’ curious about other knowledge from different parts of the world in research (e.g. the terra incognita of the notion of Minzu from China) but also fiction, philosophy and the arts; and the need to emancipate from dominating voices and to give a chance to voices that do not have the power to speak globally.