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    Shadows of Belaúnde's Utopia: A Critical Analysis of La Conquista del Perú por los peruanos
    (Pontificia Universidad Católica de Chile, 2025-12-01)
    Resumen: En 1959, Fernando Belaúnde Terry, expresidente y arquitecto peruano, publicó La conquista del Perú por los peruanos, un documento que detalla las bases de una utopía nacional que miraba a la Amazonía como motor de progreso. Sin embargo, al revisar los proyectos clave de su visión, como la Carretera Marginal de la Selva y el Servicio Cívico Fluvial, el territorio es constantemente caracterizado como un “espacio vacío”. A partir de testimonios y lecturas amazónicas, la narrativa modernizadora revela sus consecuencias de despojo e invisibilización, constatando la mentalidad colonial que subyace a la retórica del progreso.
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    Reclaiming ontology for decoloniality: a critical realist critique of Mignolo's meta-theoretical priority of epistemology
    (Taylor & Francis, 2025-01-01)
    In this article, I develop a critical engagement between decolonial thought and critical realism to propose a realist foundation for decoloniality. Through an internal critique of Walter Mignolo's work, I challenge the meta-theoretical prioritization of epistemology over ontology that underpins his critique of Western modernity. I argue that this position ultimately undermines the very possibility of meaningful decolonial critique, which requires a realist understanding of social structures such as the colonial matrix of power (CMP). By retrieving ontology as a legitimate category for decolonial analysis, I show that critical realism provides the necessary philosophical resources to account for the reality of coloniality beyond epistemic frameworks. This realist orientation allows decolonial critique to transcend cultural relativism, affirming its universal critical claims against Eurocentrism and its commitment to unveiling enduring structures of domination.
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    Disentangling (de)colonial teacher education in the Andes: Dilemmas and possibilities
    (Wiley, 2025-09-01)
    Based on recent discussions on language and decoloniality and employing an ethnographic approach, this article examines a teacher education program in “primary intercultural education” at a public university in the Southern Peruvian Andes, in a context with a majority Quechua‐speaking population and youth with diverse bilingual trajectories. The goal of this article is to complexify the categories of coloniality and decoloniality of language by studying a reflection‐based action conducted by grassroots Quechua activists and teacher educators, which involves developing an academic Quechua register with the aim of empowering students as authors of their texts in the Indigenous language. These activists assume their intervention as a decolonial and critical strategy to neutralize hierarchies with respect to the oppression of the Spanish language, deracialize mother tongue education, and incorporate a social justice approach to counteract a depoliticized view of interculturalism. However, simultaneously, these activists promote a neat, autonomous, and disembodied Quechua; disfavor translanguaging practices; and erase the signifier of bilingualism, reproducing the coloniality of language and disempowering many of the students. These results confirm the need for further cycles of critical reflection when developing reflection‐based actions.
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