Tapestries: Interwoven voices of local and global identities


This essay explores the relationship between power and the academy through its epistemology, or the manner in which it legitimizes or de-legitimizes knowledge. Specifically, I examine the undergraduate American history course by analyzing course syllabi. I argue that these courses contribute to the academy's collusion with power by rendering power, historical complexity, and the student's capacity for self-knowledge invisible. However, these invisibilities haunt these courses, providing a basis to theorize a new epistemology of history that would rupture this collusion.

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