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    Decolonizing the University: Practicing Pluriversity

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    Decolonizing the University: Practicing Pluriversity

    This Winter 2012 (X, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Decolonizing the University: Practicing Pluriversity” includes papers that were presented at the international conference entitled “Quelles universités et quels universalismes demain en Europe? un dialogue avec les Amériques (Which University and Universalism for Europe Tomorrow? A Dialogue with the Americas)” organized by the guest editors of the volume in association with the Institute des Hautes d’Etudes de l’Amerique Latine (IHEAL) and the support of the Université de Cergy-Pontoise and the Maison des Science de l’Homme (MSH) in Paris on June 10-11, 2010. The aim of the conference was to think about what it could mean to decolonize the Westernized university and its Eurocentric knowledge structures. The contributions to this volume are, in one way or another, decolonial interventions in the rethinking and decolonization of academic knowledge production and Western university structures.

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    Student Spiritual Renaissances & Social Reconstructions

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    Student Spiritual Renaissances & Social Reconstructions

    This Fall 2002 (I, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge include student papers from coursework completed at SUNY-Oneonta, as well as a paper from a retiring faculty at SUNY-Oneonta (Dr. Donald A. Nielsen) whose exploration of Karl Mannheim’s sociology of knowledge inspired the title of the journal issue in terms of how the students awareness of the way various ideologies (and utopias) have shaped their lives are intimately dependent upon critically adopting a spiritually self-reflective and socially reconstructive orientation toward their own lives as part of the social realities they study.

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    Student Life Courses & Social Policies

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    Student Life Courses & Social Policies

    The essays gathered in this debut (I, 1, Spring 2002) issue of Human Architecture: Journal of the Sociology of Self-Knowledge were written by undergraduate students enrolled in various sociology courses offered at SUNY-Binghamton and SUNY-Oneonta. the issue also includes the editor’s paper on K. Mannheim, where the idea of a sociology of self-knowledge was born. What these courses shared was their common use of the sociology of self-knowledge as a strategy for learning about their respective subject matters. Each course required students to engage throughout the semester in an ongoing self-exploratory sociological research focusing on a specific unresolved issue, problem, or question still facing their everyday lives. They were required to link their self-explorations to the study of society at large through various course and outside readings and films studied in class throughout the semester.

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