Decolonising Judicial Education
Engaging Customary Laws in Gender Equality Discourse
DOI:
https://doi.org/10.35295/osls.iisl.1964Parole chiave:
Judicial education, gender equality, customary laws, decoloniality, UgandaAbstract
There is significant research on how judges in Africa are trained to approach gender equality, but relatively little discussion on how this model perpetuates cognitive coloniality in its portrayal of cultural perspectives on gender. This paper argues that the human rights paradigm through which judges are taught embeds a universalised, colonial construction of gender and customary law. The findings show that the training texts on gender equality, language of instruction and the judicial doctrine of independence discourage pluralist dialogue with African (Ubuntu) ontological and epistemological traditions. This distorts judicial interpretation of women’s engagement with and agency in shaping customary laws and disincentivises judicial learning about cultural understandings of equality. Using Uganda as an exemplar, the paper proposes an Ubuntu inspired pedagogy underpinned by decolonial thought to delink acquired knowledge and bring epistemic diversity to judicial education on gender equality.
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