The process of producing and validating what is knowledge in the academy can be a colonial exercise. Rather than heralding a knowledge that allows learners to develop a counter culture, a colonial process can actually reward the knowledge that inserts learners within existing hegemonic structures and practices. Therefore, a decolonization project in the academy must be aware that the colonization process and colonizing tendencies accede a false status to the colonial subject through the authority of Western canons at the same time as local knowledges are deprivileged, negated, and devalued

Dei & Asgharzadeh, 2001, The Power of Social Theory: The Anti-Colonial Discursive Framework