El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)

Tablas, gráficas

Autores:

Tipo de recurso:

Fecha de publicación:: 2026

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: spa

id	REPOUCALDA_8ad055b1427a1d7b30e3d4b323d2f69d
oai_identifier_str	oai:repositorio.ucaldas.edu.co:ucaldas/26734
network_acronym_str	REPOUCALDA
network_name_str	Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
title	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
spellingShingle	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo) 100 - Filosofía y Psicología 6. Humanidades::6E. Otras Humanidades::6E02. Filosofía Currículo nulo Injusticia epistémica Filosofía Planes de estudio Educación superior Colombia Null curriculum Epistemic injustice Philosophy Study plans Higher education Colombia Filosofía Educación
title_short	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
title_full	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
title_fullStr	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
title_full_unstemmed	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
title_sort	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)
dc.contributor.none.fl_str_mv	Orozco Ospina, Juan Felipe Curriculum e Identidades Culturales (Categoría B) Portela Guarín, Henry Raga Rosaleny, Vicente
dc.subject.none.fl_str_mv	100 - Filosofía y Psicología 6. Humanidades::6E. Otras Humanidades::6E02. Filosofía Currículo nulo Injusticia epistémica Filosofía Planes de estudio Educación superior Colombia Null curriculum Epistemic injustice Philosophy Study plans Higher education Colombia Filosofía Educación
topic	100 - Filosofía y Psicología 6. Humanidades::6E. Otras Humanidades::6E02. Filosofía Currículo nulo Injusticia epistémica Filosofía Planes de estudio Educación superior Colombia Null curriculum Epistemic injustice Philosophy Study plans Higher education Colombia Filosofía Educación
description	Tablas, gráficas
publishDate	2026
dc.date.none.fl_str_mv	2026-03-20T20:48:14Z 2026-03-20T20:48:14Z 2026-03-18
dc.type.none.fl_str_mv	Trabajo de grado - Doctorado http://purl.org/coar/resource_type/c_db06 Text info:eu-repo/semantics/doctoralThesis
dc.identifier.none.fl_str_mv	https://repositorio.ucaldas.edu.co/handle/ucaldas/26734 Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
url	https://repositorio.ucaldas.edu.co/handle/ucaldas/26734
identifier_str_mv	Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
dc.language.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	Anderson, T., Saunders, G., & Alexander, I. (2022). Alternative dissertation formats in education-based doctorates. Higher Education Research & Development, 41(3), 593–612. https://doi.org/10.1080/07294360.2020.1867513 Kubota, F. I., Cauchick-Miguel, P. A., Tortorella, G., & Amorim, M. (2021). Paper-based thesis and dissertations: Analysis of fundamental characteristics for achieving a robust structure. Production, 31, e20200100. https://doi.org/10.1590/0103-6513.20200100 Mason, S., Frick, L., Castelló, M., et al. (2024). Prominence, promotion and positioning of the ‘thesis by publication’ in six countries. Higher Education Policy. Advance online publication. https://doi.org/10.1057/s41307-024-00350-7 Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., & Weise, C. (2024). What makes a thesis by publication? An international study of policy requirements and restrictions. Journal of Higher Education Policy and Management, 47(1), 57–72. https://doi.org/10.1080/1360080X.2024.2389357 Merga, M. K., Mason, S., & Morris, J. E. (2019). «What do I even call this?» Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, 44(9), 1245–1261. https://doi.org/10.1080/0309877X.2019.1671964 Ortiz, A. (2018). La configuración de la tesis doctoral: Su estructura, redacción, defensa y publicación. Revista Latinoamericana de Estudios Educativos (Colombia), 14(2), Artículo 6. https://doi.org/10.17151/rlee.2018.14.2.6 Paltridge, B., & Starfield, S. (2023). The PhD by publication in the humanities and social sciences: A cross-country analysis. Journal of Further and Higher Education, 47(7), 863–874. https://doi.org/10.1080/0309877X.2023.2190450 Universidad de Caldas. (2023). Doctorado en Educación: Facultad de Artes y Humanidades [Folleto institucional]. Universidad de Caldas. http://doctoradoeducacion.artesyhumanidades.ucaldas.edu.co/ Villalobos, J. (2023). La titulación de doctorado por publicación de artículos en México. Voces de la educación, 8 (15), 39-66. Bernal Ríos, L. P. (2024). El Anglo-eurocentrismo en los currículos universitarios de filosofía: una revisión sistemática de literatura. Revista Filosofía UIS, 23(1), 158–197. https://doi.org/10.18273/revfil.v23n1-2024008 Bernal Ríos, L. P. (2024). El sesgo antropocéntrico del Humanismo en los currículos universitarios de filosofía. Universitas Philosophica, 41(83), 151-205. https://doi.org/10.11144/Javeriana.uph41-83.sahp Bernal-Ríos, L. P. (2023). Sexismo en los currículos universitarios de filosofía: una revisión sistemática de literatura. Cuadernos De Filosofía Latinoamericana, 44(129), 79-113. https://doi.org/10.15332/25005375.8066 Bernal Ríos, L. P. (2022). Cuatro injusticias epistémicas en los currículos universitarios de filosofía en Colombia: Anglo-eurocentrismo, racismo, sexismo y humanismo. Cuadernos de Filosofía Latinoamericana, 43(126). https://doi.org/10.15332/25005375.7604 Braidotti, R. (2013). The Posthuman. Polity Press. Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE. Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. In J. Lackey (Ed.), Applied Epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198833659.003.0010 Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2.ª ed.). Macmillan. Flinders, D. J., Noddings, N., & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry, 16(1), 33–42. https://doi.org/10.1080/03626784.1986.11075989 Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press. Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575-599. Harding, S. (1991). Whose Science? Whose Knowledge? Thinking from Women’s Lives. Cornell University Press. Hidayat, F. (2022). Can White Americans include colors in their canon? Searching a post-national history of American philosophy. Rubikon, 9(1), 118–133. Kubota, F. I., Cauchick-Miguel, P. A., Tortorella, G., & Amorim, M. (2021). Paper-based thesis and dissertations: Analysis of fundamental characteristics for achieving a robust structure. Production, 31, e20200100. https://doi.org/10.1590/0103-6513.20200100 Morillo, I. (2020). Las mujeres filósofas en el currículo: Razones para su inclusión. Paideia: Revista de Filosofía y Didáctica Filosófica, 40(115), 33–48. Mignolo, W. (2011). The Darker Side of Western Modernity. Duke University Press. Park, P. K. J. (2013). Africa, Asia, and the History of Philosophy. SUNY Press. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887 Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(1), 76–96. https://doi.org/10.4236/ojpp.2023.131005 Song, Y. (2023). «Does Chinese philosophy count as philosophy?»: Decolonial awareness and practices in international English medium instruction programs. Higher Education, 85, 437–453. https://doi.org/10.1007/s10734-022-00842-8 Al-i Ahmad, J. (1984). Occidentosis: A plague from the West (R. Campbell, Trad.; Hamid Algar, anotaciones e introducción). Mizan Press. Alcoff, L. M. (Ed.). (2003). Singing in the Fire: Stories of Women in Philosophy. Rowman & Littlefield. Antony, L. (2012). Different voices or perfect storm: Why are there so few women in philosophy? Journal of Social Philosophy, 43(3), 227–255. https://doi.org/10.1111/j.1467-9833.2012.01567.x Belle, K. (2011). Being a Black Woman Philosopher: Reflections on Founding the Collegium of Black Women Philosophers. Hypatia, 26(2): 429–37. https://doi.org/10.1111/j.1527-2001.2011.01172.x Bernal, L. P. (2020). Descolonizar la historia de la tradición filosófica en Colombia: la necesidad de reevaluar los postulados historiográficos actuales. Cuadernos de Filosofía Latinoamericana, 41(123), 149-165. https://doi.org/10.15332/25005375/4497 Bettcher, T. M. (2018, May 30). «When Tables Speak»: On the existence of trans philosophy. Daily Nous. https://dailynous.com/2018/05/30/tables-speak-existence-trans-philosophy-guest-post-by-talia-mae-bettcher/ Botts, T. F., Bright, L. K., Mallarangeng, G., Spencer, Q., & Cherry, M. (2014). What is the state of Blacks in philosophy? Critical Philosophy of Race, 2(2), 224–242. https://doi.org/10.5325/critphilrace.2.2.0224 Braidotti, R. (2013). Lo posthumano. Gedisa. Braidotti, R. (2020). El conocimiento posthumano (Júlia Ibarz, trad.). Gedisa. Calhoun, C. (2009). The undergraduate pipeline problem. Hypatia, 24(2), 216–223. https://doi.org/10.1111/j.1527-2001.2009.01040.x Castro-Gómez, S. (2007). Descolonizar la universidad: la hybris del punto cero y el diálogo de saberes. En S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 79-91). Siglo del Hombre Editores; Universidad Central; Instituto de Estudios Sociales Contemporáneos; Pontificia Universidad Javeriana, Instituto Pensar. Davis, E. (2016). Typecasts, tokens, and spokespersons: A case for credibility excess as testimonial injustice. Hypatia, 31(3), 485–501. https://doi.org/10.1111/hypa.12251 Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. In J. Lackey (Ed.), Applied Epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198833659.003.0010 Dussel, E. (2010). El siglo XXI: nueva edad en la historia de la filosofía en tanto diálogo mundial entre tradiciones filosóficas. Signos Filosóficos, 12(23), 119-140. https://www.redalyc.org/pdf/343/34316039005.pdf Farieta, A., Gómez, M. del P., & Almeida, S. (2015). Análisis comparativo de los planes de estudio de filosofía en Colombia. Parte 1: generalidades y flexibilidad. Folios, (42), 87-104. https://doi.org/10.17227/01234870.42folios87_104 Farieta, A. (2018). Análisis comparativo de los planes de estudio de los programas de pregrado en filosofía en Colombia, segunda parte: contenidos. Folios, (48), 167-191. https://doi.org/10.17227/folios.48-8142 Fricker, M. (2017). Injusticia epistémica: El poder y la ética del conocimiento (P. Manzano, Trad.). Herder Editorial. Garfield, J. L., & Van Norden, B. W. (2016, May 11). If philosophy won’t diversify let’s call it what it really is. The Stone, The New York Times. https://opinionator.blogs.nytimes.com/2016/05/11/if-philosophy-wont-diversify-lets-call-it-what-it-really-is/ Grosfoguel, R. (2006). Actualidad del pensamiento de Césaire: Redefinición del sistema mundo y producción de utopía desde la diferencia colonial. En A. Césaire (Ed.), Discurso sobre el colonialismo (pp. 147–172). Ediciones Akal. Grosfoguel, R. (2011). Racismo epistémico, islamofobia epistémica y ciencias sociales coloniales. Tabula Rasa, 14, 341–355. https://doi.org/10.25058/20112742.n14.16 Grosfoguel, R. (2013). Racismo/sexismo epistémico, universidades occidentalizadas y los cuatro genocidios/epistemicidios del largo siglo XVI. Tabula Rasa, 19, 31–58. https://doi.org/10.25058/20112742.n19.02 Grosfoguel, R., Hernández, R., & Rosen, E. (Eds.). (2016). Decolonizing the Westernized university: Interventions in philosophy of education from within and without. Lexington Books. Haslanger, S. (2008). Changing the ideology and culture of philosophy: Not by reason (alone). Hypatia, 23(2), 210–223. https://doi.org/10.1111/j.1527-2001.2008.tb01195.x Hutton, S. (2019). Women, philosophy and the history of philosophy. British Journal for the History of Philosophy, 27(4), 684–701. https://doi.org/10.1080/09608788.2018.1563766 Lee, E. (2017). Interview. En G. Yancy (Ed.), On Race: 34 Conversations in a Time of Crisis (pp. 231-236). Oxford University Press. Mbembe, A. (2016). Decolonizing the university: New directions. Arts & Humanities in Higher Education, 15(1), 29–45. https://doi.org/10.1177/1474022215618513 Mbembe, A. (2018). Políticas de la enemistad (M. Arranz, Trad.). Futuro Anterior Ediciones. Narayan, U. (2003). What’s a brown girl like you doing in the ivory tower? Or, how I became a feminist philosopher. In L. M. Alcoff (Ed.), Singing in the fire: Stories of women in philosophy (pp. 81–93). Rowman & Littlefield. Paraskeva, J. (2011). Conflicts in curriculum theory: Challenging hegemonic epistemologies. Palgrave Macmillan. Paraskeva, J. (2018). ¿Qué sucede con la teoría crítica (curriculum)? La necesidad de sobrellevar la rabia neoliberal sin evitarla. En R. Vásquez Recio (Coord.), Reconocimiento y bien común en educación (pp. [xx–xx]). Ediciones Morata. Paraskeva, J. (2020). Justicia contra el epistemicidio: Hacia una breve crítica de la razón occidental moderna. Con-Ciencia Social (segunda época), 3, 157–174. https://doi.org/10.7203/con-cienciasocial.3.16795 Peters, M. A. (2015). Why is my curriculum white? Educational Philosophy and Theory, 47(7), 641–646. https://doi.org/10.1080/00131857.2015.1037227 Russell, C. (2019). On Black women, «In defense of transracialism», and imperial harm. Hypatia, 34(2), 176–194. https://doi.org/10.1111/hypa.12452 Santos, B. de S. (2017a). Justicia entre saberes: Epistemologías del Sur contra el epistemicidio. Ediciones Morata. Santos, B. de S. (2017b). Decolonising the university: The challenge of deep cognitive justice. Cambridge Scholars Publishing. Santos, B. de S. (2019). Más allá de la imaginación política y la teoría crítica eurocéntricas. Utopía y Praxis Latinoamericana, 24(86), 1–18. https://doi.org/10.5281/zenodo.3268244 Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. (2014). Toward a posthumanist education. Journal of Curriculum Theorizing, 30(2), 39–55. https://journal.jctonline.org/index.php/jct/article/view/438 Torres-Santomé, J. (2011). La justicia curricular: El caballo de Troya de la cultura escolar. Ediciones Morata. Tuck, E., & Yang, K. W. (2021). La descolonización no es una metáfora. Tabula Rasa, 38, 61–111. https://doi.org/10.25058/20112742.n38.04 Van Norden, B. W. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press. Waters, A. (2003). Structural disadvantage and a place at the table: Creating a space for Indigenous philosophers to be more proactively involved in decision-making forums affecting the emergence and impact of Indigenous philosophers of the Americas. American Philosophical Association Newsletter on American Indians in Philosophy, 2(1), 4–6. Whyte, K. (2017, febrero 3). Indigenous research and professional philosophy in the U.S. In K. Krishnamurthy (Ed.), Featured Philosopher. The Political Philosopher. https://politicalphilosopher.net/2017/02/03/featured-philosopher-kyle-whyte/ Wilson, Y. A. (2017). How might we address the factors that contribute to the scarcity of philosophers who are women and/or of color? Hypatia, 32(4), 853–861. https://doi.org/10.1111/hypa.12354 Yancy, G. (1998). African-American philosophers: 17 conversations. Routledge. Yancy, G. (2008). Introduction: Situated Black women’s voices in/on the profession of philosophy. Hypatia, 23(2), 155–159. https://doi.org/10.1111/j.1527-2001.2008.tb01190.x Yancy, G. (2015). Through the crucible of pain and suffering: African-American philosophy as a gift and the countering of the Western philosophical metanarrative. Educational Philosophy and Theory, 47(11), 1143–1159. https://doi.org/10.1080/00131857.2014.991499 Allais, L. (2016). Problematising Western philosophy as one part of Africanising the curriculum. South African Journal of Philosophy, 35(4), 537–545. https://doi.org/10.1080/02580136.2016.1247247 Apple, M. W. (1986). Ideología y currículo (Trad. J. C. Luján). Akal. Apple, M. W. (1996). El conocimiento oficial: La educación democrática en una era conservadora (Trad. G. F. Pulido). Paidós. Apple, M. W. (1997). Educación y poder (Trad. N. Míguez). Paidós. Bernasconi, R. (2002). Ethnicity, culture and philosophy. In N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (2nd ed., pp. 567–581). Blackwell. https://doi.org/10.1002/9780470996499.ch32 Bernasconi, R. (2017). Facing up to the Eurocentrism and racism of academic philosophy in the West: A response to Davis, Direk, and Mills. Comparative and Continental Philosophy, 9(2), 151–161. https://doi.org/10.1080/17570638.2017.1331901 Bonilla, A. (2017). La filosofía intercultural como diálogo crítico necesario en el cambio de época: Desafíos epistemológicos y ético-políticos. Cuadernos del CEL, 2(3), 8–23. http://www.celcuadernos.com.ar/upload/pdf/1.%20Bonilla.pdf Bonilla, A. (2017). La filosofía en el cambio de época: Desafíos y propuestas. Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy, 2017(51), 39–48. http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-81042017000100003 Bonilla, A. (2021). De intellectus emendatione: Una discusión sobre el canon. In J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 47–94). Universidad del Cauca. https://doi.org/10.46553/9789587323271.03 Bruya, B. (2015). The tacit rejection of multiculturalism in American philosophy Ph.D. programs: The case of Chinese philosophy. Dao: A Journal of Comparative Philosophy, 14(3), 369–389. https://doi.org/10.1007/s11712-015-9441-2 Bruya, B. (2017). Ethnocentrism and multiculturalism in contemporary philosophy. Philosophy East and West, 67(4), 991–1018. https://doi.org/10.1353/pew.2017.0086 Castro-Gómez, S. (2011). Crítica de la razón latinoamericana. Editorial Pontificia Universidad Javeriana. Chemhuru, M. (2016). Pursuing the agenda of Africanising philosophy in Africa: Some possibilities. South African Journal of Philosophy, 35(4), 418–428. https://doi.org/10.1080/02580136.2016.1242209 Chimakonam, J., & Ekor, D. (2022). How intercultural philosophy can contribute to social integration. Journal of Intercultural Studies, 43(5), 606–620. https://doi.org/10.1080/07256868.2022.2063824 Comaroff, J., & Comaroff, J. (2011). Etnicidad S.A. Katz Editores. Dabashi, H. (2013, enero 15). Can non-Europeans think? Al Jazeera. https://www.aljazeera.com/opinions/2013/1/15/can-non-europeans-think Davis, B. (2017). Dislodging Eurocentrism and racism from philosophy. Comparative and Continental Philosophy, 9(2), 115–118. https://doi.org/10.1080/17570638.2017.1333706 Davis, B. (2017). Gadfly of continental philosophy: On Robert Bernasconi’s critique of philosophical Eurocentrism. Comparative and Continental Philosophy, 9(2), 119–129. https://doi.org/10.1080/17570638.2017.1331902 Davis, B. (2019). Beyond philosophical Euromonopolism: Other ways of—not otherwise than—philosophy. Philosophy East and West, 69(2), 592–619. https://doi.org/10.1353/pew.2019.0044 Defoort, C. (2017). «Chinese philosophy» at European universities: A threefold utopia. Philosophy East and West, 67(4), 1049–1080. https://doi.org/10.1353/pew.2017.0092 Dussel, E. (1975). Hacia una filosofía de la liberación latinoamericana. Editorial Bonum. Dussel, E. (1994). 1492: el encubrimiento del otro. El origen del mito de la modernidad. Plural. Dussel, E. (2000). Ética de la liberación en la edad de la globalización y la exclusión. Trotta. Dussel, E. (2006). Filosofía de la cultura y la liberación. Universidad Autónoma de la Ciudad de México. Dussel, E. (2007). Política de la liberación. Historia mundial y crítica. Trotta. Dussel, E. (2009). Una nueva edad en la historia de la filosofía: el diálogo mundial entre tradiciones filosóficas. Revista Cuadernos de Filosofía Latinoamericana, 29(99), pp. 15-28. Dussel, E. (2015). Filosofía del sur. Descolonización y Transmodernidad. Akal. Estermann, J. (1998). Filosofía andina: Estudio intercultural de la sabiduría autóctona andina. Abya-Yala. Etieyibo, E. (2016). Why ought the philosophy curriculum in universities in Africa be Africanised? South African Journal of Philosophy, 35(4), 404–417. https://doi.org/10.1080/02580136.2016.1242208 Etieyibo, E. (2016). Guest editor’s introduction: The task of Africanising the philosophy curriculum in universities in Africa. South African Journal of Philosophy, 35(4), 377–382. https://doi.org/10.1080/02580136.2016.1256662 Fontana, J. (2019). Descolonizar el saber, transformar nuestras prácticas educativas. El pensar filosófico más allá del canon eurocéntrico. Otros logos. Revista de Estudios Críticos, 10, 106–124. http://sedici.unlp.edu.ar/handle/10915/98133 Fornet, R. (2021). Historias y tareas de la filosofía intercultural en América Latina. En J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 25–46). Universidad del Cauca. Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press. Fricker, M. (2017). Injusticia epistémica. El poder y la ética del conocimiento (Trad. castellana). Herder. Ganeri, J. (2018, agosto 20). Taking philosophy forward. Los Angeles Review of Books. https://lareviewofbooks.org/article/taking-philosophy-forward/ Ganeri, J. (2016). Why philosophy must go global: A manifesto. Confluence, 4, 134–186. Garfield, J., & Van Norden, B. (2016, mayo 11). If philosophy won’t diversify let’s call it what it really is. The New York Times. https://www.nytimes.com/2016/05/11/opinion/if-philosophy-wont-diversify-lets-call-it-what-it-really-is.html Giroux, H. (1992). Currículo, multiculturalismo y políticas de identidad. Boletín NASSP, 76(548), 1–11. https://doi.org/10.1177/019263659207654802 Giroux. H. (1981). Ideology, Culture and the Process of Schooling. Temple University Press. Gordon, L. (2019). Decolonizing philosophy. The Southern Journal of Philosophy, 57(1), 16–36. https://doi.org/10.1111/sjp.12343 Gutiérrez-Girardot, R. (1989). Hispanoamérica: imágenes y perspectivas. Temis. Janik, M. (2019). Philosophical multiculturalism and its limits. Comparative and Continental Philosophy, 11(1), 84–88. https://doi.org/10.1080/17570638.2019.1613876 Kim, D. (2019). Undoing Western hegemony, unpacking the particulars: A review of Bryan Van Norden’s Taking back philosophy: A multicultural manifesto. Philosophy East and West, 69(2), 619–627. https://www.jstor.org/stable/26753941 Kimmerle, H. (1994). Die Dimension des Interkulturellen: Philosophie in Afrika – afrikanische Philosophie. Supplemente und Verallgemeinerungsschritte. Editions Rodopi. Kirloskar, M. (2019). Diversifying philosophy: The art of non-domination. Educational Philosophy and Theory, 51(14), 1490–1503. https://doi.org/10.1080/00131857.2018.1562850 Lamola, M. (2016). On a contextual South African philosophy curriculum: Towards an option for the excluded. South African Journal of Philosophy, 35(4), 501–512. https://doi.org/10.1080/02580136.2016.1244405 Locke, J., & Peña, D. (2021). The groundlessness of philosophy: Critiquing the identity of a discipline. philoSOPHIA, 10(2), 143–167. https://doi.org/10.1353/phi.2021.0001 Locke, J., & Peña, D. (2021). De-centering the «West» in cross-cultural philosophy: Philosophical pedagogy in the Emory-Tibet Science Initiative. Frontiers in Communication, 6, 1–5. https://doi.org/10.3389/fcomm.2021.727760 López-Cózar, E. D., & Repiso, R. (2013). The impact of scientific journals of communication: Comparing Google Scholar Metrics, Web of Science and Scopus. Comunicar, 21(41), 45–52. https://doi.org/10.3916/C41-2013-04 Martens, D. (2016). «Yielding ground to none»: Normative perspectives on African philosophy and its curricula. South African Journal of Philosophy, 35(4), 383–400. https://doi.org/10.1080/02580136.2016.1238258 Masaka, D. (2017). Challenging epistemicide through transformation and Africanisation of the philosophy curriculum in Africa. South African Journal of Philosophy, 36(4), 441–455. https://doi.org/10.1080/02580136.2017.1334481 McLaren, P. (1998). Multiculturalismo revolucionario. Pedagogías de disensión para el nuevo milenio. Siglo XXI. Meighoo, S., Nicholls, T., Silva, G., & Velásquez, E. R. (2023). Antiethnocentrism: New strategies needed? Journal of World Philosophies, 6(2), 115–152. https://scholarworks.iu.edu/iupjournals/index.php/jwp/article/view/4920 Metz, T. (2016). Teaching African philosophy alongside Western philosophy: Some advice about topics and texts. South African Journal of Philosophy, 35(4), 490–500. https://doi.org/10.1080/02580136.2016.1244403 Ministerio de Educación Nacional. (2013). Lineamientos: Política de educación superior inclusiva. https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf Ministerio de Educación Nacional. (2019). Índice de inclusión para educación superior. https://www.mineducacion.gov.co/1759/articles-357277_recurso_1.pdf Mweshi, J. (2016). On Africanising the philosophy curricula: Challenges and prospects. South African Journal of Philosophy, 35(4), 460–470. https://doi.org/10.1080/02580136.2016.1242201 Ndlovu, S. (2016). El movimiento estudiantil «Rhodes debe caer» (Rhodes must fall): Las universidades sudafricanas como campo de lucha. Tabula Rasa, (25), 195–224. https://doi.org/10.25058/20112742.81 Ojah, U., & Chimakonam, J. (2019). Why conversational thinking could be an alternative method for intercultural philosophy. Journal of Intercultural Studies, 40(2), 172–189. https://doi.org/10.1080/07256868.2019.1577811 Palermo, Z. (2014). Para una Pedagogía Decolonial. Del Signo. Paraskeva, J. (2007). Ideologia, Cultura e Curriculo. Didatica Editora. Paraskeva, J. (2016). Curriculum epistemicides. Routledge. Paraskeva, J. (2020). Justicia contra el epistemicidio: Hacia una breve crítica de la razón occidental moderna. Con-Ciencia Social, (3), 157–174. https://doi.org/10.7203/con-cienciasocial.3.16795 Paraskeva, J. (2022). Epistemicidio curricular. Hacia una Teoría Curricular Itinerante. Miño y Dávila. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887 Rosenlee, L. (2019). A comparative feminist reflection on race and gender. Philosophy East and West, 69(2), 627–637. https://doi.org/10.1353/pew.2019.0046 Rosenlee, L., Donahue, A., Kim, D., Maldonado, N., & Sealey, K. (2020). Symposium: Why historicize the canon? Journal of World Philosophies, 5(1), 121–176. https://doi.org/10.2979/jourworlphil.5.1.08 Rosero, J. (2020). Filosofía intercultural: Dificultades y desafíos en la enseñanza de la filosofía. Utopía y Praxis Latinoamericana, 25, 50–64. https://doi.org/10.5281/zenodo.3931046 Rosero, J. (2021). La filosofía y su enseñanza: Consideraciones desde la filosofía intercultural. En J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 95–138). Universidad del Cauca. Rosero, J. (2022). Normalización filosófica o la naturalización de la colonialidad filosófica: Consideraciones desde la filosofía intercultural. Cuestiones de Filosofía, 8(31), 113–132. https://doi.org/10.19053/01235095.v8.n31.2022.15110 Rošker, S. (2020). Chinese philosophy, «postcomparative» approaches and transcultural studies: A reply to Vytis Silius. Asian Studies, 8(3), 305–316. https://doi.org/10.4312/as.2020.8.3.305-316 Santos, B. de S. (2019). El fin del imperio cognitivo: La afirmación de las epistemologías del Sur. Trotta. Santos-Herceg, J. (2010). Conflicto de representaciones: América Latina como lugar para la filosofía. Fondo de Cultura Económica. Schepen, R. (2017). Intercultural philosophy and education in a global society: Philosophical divides are dotted lines. Ethics and Education, 12(1), 95–104. https://doi.org/10.1080/17449642.2016.1272749 Schepen, R. (2022). Kimmerle’s intercultural philosophy and beyond: The ongoing quest for epistemic justice. Routledge. Schepen, R., & Graness, A. (2019). Heinz Kimmerle’s intercultural philosophy and the quest for epistemic justice. The Journal for Transdisciplinary Research in Southern Africa, 15(1), a554. https://doi.org/10.4102/td.v15i1.554 Seltzer, D. (2018). Taking back philosophy—Through reform, not revolution. Expositions, 12(2), 72–82. Sesanti, S. (2016). Africanising the philosophy curriculum through teaching African culture modules: An African Renaissance act. South African Journal of Philosophy, 35(4), 429–443. https://doi.org/10.1080/02580136.2016.1242207 Silius, V. (2020). Diversifying academic philosophy: The post-comparative turn and transculturalism. Asian Studies, 8(2), 257–280. https://doi.org/10.4312/as.2020.8.2.257-280 Silva, G. (2018). Professional philosophy, «diversity», and racist exclusion: On Van Norden’s Taking back philosophy: A multicultural manifesto. Expositions, 12(2), 83–92. https://epublications.marquette.edu/phil_fac/780 Silva, G. (2019). Comparative philosophy and decolonial struggle: The epistemic injustice of colonization and liberation of human reason. The Southern Journal of Philosophy, 57(1), 107–134. https://epublications.marquette.edu/phil_fac/781/ Soldatenko, G. (2015). A contribution toward the decolonization of philosophy: Asserting the coloniality of power in the study of non-Western philosophical traditions. Comparative and Continental Philosophy, 7(2), 138–156. https://doi.org/10.1179/1757063815Z.00000000059 Soldatenko, G. (2022). Reflections for comparative method from a Latin American philosophical perspective. En S. Burik, R. Smid, & R. Weber (Eds.), Comparative philosophy and method (pp. 119–137). Bloomsbury. Da Silva, T. T. (2001). Espacios de identidad: Nuevas visiones sobre el currículum (E. Antelo, Trad.). Octaedro. (Obra original publicada 1999). Torres-Santomé, J. (1991). El currículum oculto. Ediciones Morata. Torres-Santomé, J. (2011). La justicia curricular: El caballo de Troya de la cultura escolar. Ediciones Morata. Van Norden, B. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press. Van Norden, B. (2019). Response to comments by Bret Davis, David Kim, and Lisa Rosenlee on Taking back philosophy. Philosophy East and West, 69(2), 637–647. https://doi.org/10.1353/pew.2019.0047 Walsh, C. (2012). «Other» knowledges, «other» critiques: Reflections on the politics and practices of philosophy and decoloniality in the «other» America. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(3). https://doi.org/10.5070/T413012880 Wolff, E. (2016). Four questions on curriculum development in contemporary South Africa. South African Journal of Philosophy, 35(4), 444–459. https://doi.org/10.1080/02580136.2016.1242200 Adleberg, T., Thompson, M., & Nahmias, E. (2014). Do men and women have different philosophical intuitions? Philosophical Psychology, 27(3), 420–439. https://doi.org/10.1080/09515089.2012.732035 Alvarado, M. (2014). La ausencia femenina en la normalización de la filosofía argentina. Notas al epistolario de Francisco Romero. Revista de Estudios de las Mujeres, 2, 25-40. https://revistaseug.ugr.es/index.php/revmujeres/article/view/9309 Alvarado, M. (2017). Interrupciones en Nuestra América, con voz de mujeres. En A. De Oto, et al. (Eds.), Metodologías en contexto (pp. 107–122). CLACSO. https://www.clacso.org.ar/libreria-latinoamericana/libro_detalle.php?id_libro=1277 Alvarado, M. (2019). (In)ciertos feminismos. Cuyo. Anuario de Filosofía Argentina y Americana, 36, 149–174. https://revistas.uncu.edu.ar/ojs/index.php/cuyofha/article/view/2886 Antony, L. (2012). Different voices or perfect storm. Journal of Social Philosophy, 43(3), 227–255. https://doi.org/10.1111/j.1467-9833.2012.01565.x Antony, L. (2016). Bias: Friend or foe? En M. Brownstein & J. Saul (Eds.), Implicit bias and philosophy. Volume 1: Metaphysics and epistemology (pp. 157–190). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198738916.003.0008 Ávila, I. (2020). Mujeres y filosofía. Ideas y Valores, 69(173), 9–36. https://doi.org/10.15446/ideasyvalores.v69n173.82245 Bailey, A. (2014). Navigating epistemic pushback in feminist and critical race philosophy classes. APA Newsletter on Feminism and Philosophy, 14(1), 3–7. Baron, S., Dougherty, T., & Miller, K. (2015). Why is there female under-representation among philosophy majors? Ergo, 2(14), 330–365. https://doi.org/10.3998/ergo.12405314.0002.014 Beebee, H. (2013). Women and deviance in philosophy. En K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change? (pp. 61–79). Oxford University Press. Benétreau-Dupin, Y., & Beaulac, G. (2015). What data can and cannot tell us about the underrepresentation of women in philosophy. Ergo, 2(3), 59–81. https://doi.org/10.3998/ergo.12405314.0002.003 Berges, S. (2013). Teaching Christine de Pizan in Turkey. Gender and Education, 25(5), 595–604. https://doi.org/10.1080/09540253.2013.810713 Berges, S. (2015). On the outskirts of the canon. Metaphilosophy, 46(3), 380–397. https://doi.org/10.1111/meta.12136 Bettcher, T. (2019). What is trans philosophy? Hypatia, 34(4), 644–667. https://doi.org/10.1017/hyp.2019.46 Buckwalter, W., & Stich, S. (2010). Gender and philosophical intuition. Mind & Language, 25(5), 445–469. https://doi.org/10.1111/j.1468-0017.2010.01398.x Cely, F. (2022). Mujeres y filosofía. En Mujeres, poder y conocimiento (pp. 129–199). Herder. Claire, L., Meskhidze, H., Wilson, S., Batchelor, N., Bloch, S., & Cahill, A. (2017). Using focus groups to explore the underrepresentation of female-identified undergraduate students in philosophy. Feminist Philosophy Quarterly, 3(4), Article 4. https://doi.org/10.5206/fpq/2017.4.4 Crenshaw, K. (2012). Cartografiando los márgenes: Interseccionalidad, políticas identitarias y violencia contra las mujeres de color. En R. Platero (Ed.), Intersecciones: Cuerpos y sexualidades en la encrucijada (pp. 87–122). Edicions Bellaterra. Davis, A. (2004). Mujeres, raza y clase. Ediciones Akal. Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. En J. Lackey (Ed.), Applied epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198823850.003.0011 Davis, E. (2016). Typecasts, tokens, and spokespersons. Hypatia, 31(3), 485–501. https://doi.org/10.1111/hypa.12245 Demarest, H., Robertson, S., Haggard, M., Martin, M., & Bickel, J. (2017). Predicting continuation for women in philosophy. Analysis, 77(3), 525–541. https://doi.org/10.1093/analys/anx044 Dembroff, R. (2018). Real talk on the metaphysics of gender. Philosophical Topics, 46(2), 21–50. https://doi.org/10.5840/philtopics201846217 Dembroff, R. (2020). Cisgender commonsense and philosophy's transgender trouble. TSQ: Transgender Studies Quarterly, 7(3), 374–393. https://doi.org/10.1215/23289252-8544936 Di Bella, L., Miles, E., & Saul, J. (2016). An examination of implicit and explicit gender stereotypes in philosophy. En M. Brownstein & J. Saul (Eds.), Implicit bias and philosophy, Volume 1: Metaphysics and epistemology (pp. 189–216). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198766184.003.0009 Dougherty, T., Baron, S., & Miller, K. (2015). Why do female students leave philosophy? Hypatia, 30(2), 467–474. https://doi.org/10.1111/hypa.12141 Dotson, K. (2012). A cautionary tale: On limiting epistemic oppression. Frontiers: A Journal of Women Studies, 33(1), 24–47. https://doi.org/10.5250/fronjwomestud.33.1.0024 Dotson, K. (2012). How is this paper philosophy? Comparative Philosophy, 3(1), 3–29. https://doi.org/10.31979/2151-6014(2012).030107 Figdor, C., & Drabek, M. (2016). Experimental philosophy and the underrepresentation of women. En W. Buckwalter & J. Sytsma (Eds.), A companion to experimental philosophy (pp. 590–602). Wiley-Blackwell. https://doi.org/10.1002/9781118661666.ch43 Friedman, M. (2013). Women in philosophy. En K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change? (pp. 21–40). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199325603.003.0002 Gines, K. T. (2011). Being a Black woman philosopher: Reflections on founding the Collegium of Black Women Philosophers. Hypatia, 26(2), 429–437. https://doi.org/10.1111/j.1527-2001.2011.01186.x Grimshaw, J., & Fricker, M. (2002). Philosophy and feminism. En N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (2.ª ed., pp. 552–566). Blackwell. Hagengruber, R. (2015). Cutting through the veil of ignorance: Rewriting the history of philosophy. The Monist, 98(1), 34–42. https://doi.org/10.1093/monist/onu009 Hagengruber, R. (2020). Retrieving the history of women philosophers and its methodical implications. En R. Hagengruber & S. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 9–22). Springer. https://doi.org/10.1007/978-3-030-44421-1_2 Haslanger, S. (2008). Changing the ideology and culture of philosophy. Hypatia, 23(2), 210–223. https://doi.org/10.1111/j.1527-2001.2008.tb01195.x Hermanson, S. (2017). Implicit bias, stereotype threat, and political correctness in philosophy. Philosophies, 2(2), 7. https://doi.org/10.3390/philosophies2020007 Hermanson, S. (2017). In search of gender effects on the job market and early career publishing in philosophy. Frontiers in Psychology, 8, 953. https://doi.org/10.3389/fpsyg.2017.00953 Holroyd, J., & Saul, J. (2018). Implicit bias and reform efforts in philosophy. Philosophical Topics, 46(2), 71–102. https://doi.org/10.5840/philtopics201846215 Honneth, A. (2009). Crítica del agravio moral. Fondo de Cultura Económica. Hooks, B. (2020). ¿Acaso no soy yo una mujer? Mujeres negras y feminismo. Consonni. Huerta, V. (2022). Las filósofas en la universidad. Protrepsis, 11(21), 87–110. https://doi.org/10.35487/protrepsis.v11i21.2022.991 Hutton, S. (2015). Blue-eyed philosophers born on Wednesdays. The Monist, 98(1), 7–20. https://doi.org/10.1093/monist/onu004 Hutton, S. (2019). Women, philosophy and the history of philosophy. British Journal for the History of Philosophy, 27(4), 684–701. https://doi.org/10.1080/09608788.2018.1563766 Hutton, S. (2020). «Context» and «Fortuna» in the history of women philosophers. En S. Thorgeirsdottir & R. Hagengruber (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 27–41). Springer. https://doi.org/10.1007/978-3-030-44421-1_3 Hutton, S. (2021). El renacimiento de las mujeres filósofas. Revista Horizonte Independiente, 2(1), 19–33. https://doi.org/10.52191/rhi.v2i1.145 Iliadi, S., Theologou, K., & Stellios, S. (2018). Is the lack of women in philosophy a universal phenomenon? Hypatia, 33(4), 700–716. https://doi.org/10.1111/hypa.12426 Jenkins, F. (2014). Epistemic credibility and women in philosophy. Australian Feminist Studies, 29(80), 161–170. https://doi.org/10.1080/08164649.2014.896898 Kidd, I. J. (2017). Resisters, diversity in philosophy, and the demographic problem. Rivista di estetica, 64(3), 153–170. https://doi.org/10.4000/estetica.2304 Lugones, M. (2008). Colonialidad y Género. Tabula Rasa, (9), 73–102. Ministerio de Educación Nacional (MEN). (2016). Enfoque e Identidades de género para los lineamientos política de educación superior inclusiva. https://www.mineducacion.gov.co/1759/articles-357277_recurso_3.pdf Mizrahi, M., & Dickinson, M. (2022). Philosophy’s gender gap and argumentative arena. Synthese, 200(110), 1–19. https://doi.org/10.1007/s11229-021-03366-y Norlock, K. (2012). Gender perception as a habit of moral perception: Implications for philosophical methodology and introductory curriculum. Journal of Social Philosophy, 43(3), 347–362. https://doi.org/10.1111/j.1467-9833.2012.01568.x Paxton, M., Figdor, C., & Tiberius, V. (2012). Quantifying the gender gap in philosophy. Hypatia, 27(4), 949–957. https://doi.org/10.1111/j.1527-2001.2012.01306.x Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887 Piovarchy, A. (2020). Philosophy’s undergraduate gender gaps and early interventions. Ergo, 6(26), 761–790. https://doi.org/10.3998/ergo.12405314.0006.026 Observatorio de Género y Filosofía en Colombia. (2021). Equidad de género en programas de filosofía en Colombia: Participación docente. Red Colombiana de Mujeres Filósofas. https://diotima.net.co/observatorio/ Rée, J. (2002). Women philosophers and the canon. British Journal for the History of Philosophy, 10(4), 641–652. https://doi.org/10.1080/09608780210157368 Rivera, M., & Acevedo, D. (2021). Participación de las mujeres en la historia de Ideas y Valores. Ideas y Valores, 70(Suplemento 7), 145–171. https://doi.org/10.15446/ideasyvalores.v70nSup7.99300 Roemer, J. (1998). Igualdad de oportunidades. Isegoría, (18), 71–87. https://doi.org/10.3989/isegoria.1998.i18.281 Saul, J. (2012). Ranking exercises in philosophy and implicit bias. Journal of Social Philosophy, 43(3), 256–273. https://doi.org/10.1111/j.1467-9833.2012.01566.x Saul, J. (2013). Implicit bias, stereotype threat and women in philosophy. En F. J. Jenkins & K. Hutchison (Eds.), Women in philosophy: What needs to change? (pp. 39–60). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199325603.003.0003 Shapiro, L. (2016). Revisiting the early modern philosophical canon. Journal of the American Philosophical Association, 2(3), 365–383. https://doi.org/10.1017/apa.2016.23 Schwitzgebel, E., & Jennings, C. (2017). Women in philosophy. Public Affairs Quarterly, 31(2), 83–106. https://www.jstor.org/stable/44809114 Thompson, M. (2017). Explanations of the gender gap in philosophy. Philosophy Compass, 12(3), e12408. https://doi.org/10.1111/phc3.12408 Thompson, M., Adleberg, T., Sims, T., & Nahmias, E. (2016). Why do women leave philosophy? Philosopher’s Imprint, 16(6), 1–36. http://hdl.handle.net/2027/spo.3521354.0016.006 Torres, O. (2018). La situación de la mujer en los estudios de filosofía. Investigaciones Feministas, 9(2), 327–342. https://doi.org/10.5209/infe.62279 Verge, T. (2021). Gender equality policy and universities. Journal of Women, Politics & Policy, 42(3), 191–206. https://doi.org/10.1080/1554477X.2020.1856766 Waithe, M. (2015). From canon fodder to canon-formation. The Monist, 98(1), 21–33. https://doi.org/10.1093/monist/onu017 Waithe, M. (2020). Sex, lies, and bigotry: The canon of philosophy. En R. Hagengruber & H. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 69–92). Springer. https://doi.org/10.1007/978-3-030-44421-1_5 Witt, C. (2020). The recognition project: Feminist history of philosophy. En R. Hagengruber & H. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 55–68). Springer. https://doi.org/10.1007/978-3-030-44421-1_4 Yancy, G. (2008). Situated Black women’s voices in/on the profession of philosophy. Hypatia, 23(2), 155–159. https://doi.org/10.1111/j.1527-2001.2008.tb01185.x Yancy, G. (2012). Reframing the practice of philosophy: Bodies of color, bodies of knowledge. State University of New York Press. Young, I. M. (2011). Responsabilidad por la justicia. Morata. Abundez-Guerra, V. F. (2018). How to deal with Kant’s racism—In and out of the classroom. Teaching Philosophy, 41(2), 131–152. https://doi.org/10.5840/teachphil201841210 Alcoff, L. M. (2017). Philosophy and philosophical practice: Eurocentrism as an epistemology of ignorance. En I. J. Kidd, J. Medina, & G. Pohlhaus Jr. (Eds.), The Routledge handbook of epistemic injustice (pp. 397–408). Routledge. https://doi.org/10.4324/9781315212043-33 Alcoff, L. M. (2012). Alien and alienated. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 23–44). State University of New York Press. Allais, L. (2016). Problematising Western philosophy as one part of Africanising the curriculum. South African Journal of Philosophy, 35(4), 537–545. https://doi.org/10.1080/02580136.2016.1247247 Allais, L. (2016). Kant’s racism. Philosophical Papers, 45(1–2), 1–36. https://doi.org/10.1080/05568641.2016.1187487 Basevich, E. (2020). Reckoning with Kant on race. The Philosophical Forum, 51(3), 221–245. https://doi.org/10.1111/phil.12266 Boxill, B. (2017). Kantian racism and Kantian teleology. En N. Zack (Ed.), The Oxford handbook of philosophy and race (pp. 44–53). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190236953.013.4 Camilloni, A. W. de. (2001). Modalidades y proyectos de cambio curricular. En Organización Panamericana de la Salud & Facultad de Medicina, Universidad de Buenos Aires (Eds.), Aportes para un cambio curricular en Argentina 2001 (pp. 23-52). OPS/OMS; Facultad de Medicina, UBA. Cherry, M. (2023). The Kant and race debate. The Southern Journal of Philosophy, 61(1), 51–62. https://doi.org/10.1111/sjp.12495 Curry, T. J. (2023). Inventing failure: Being Black and male in liberal arts graduate programs such as philosophy. En E. Shephard & W. Farmer (Eds.), The Black student’s pathway to graduate study and beyond: The making of a scholar (pp. 117–140). Information Age Publishing. Curry, T. J. (2011). On derelict and method: The methodological crisis of Africana philosophy’s study of African descended people under an integrationist milieu. Radical Philosophy Review, 14(2), 139–164. https://doi.org/10.5840/radphilrev201114215 Dotson, K. (2012). How is this paper philosophy? Comparative Philosophy, 3(1), 3–29. https://doi.org/10.31979/2151-6014(2012).030107 Eberl, O. (2019). Kant on race and barbarism. Kantian Review, 24(3), 385–413. https://doi.org/10.1017/S1369415419000077 Edelstein, G., & Litwin, E. (1993). Nuevos debates en las estrategias metodológicas del curriculum universitario. Revista Argentina de Educación, 11(19), 79–86. Flory, D. (2017). Race, history, and affect: Comments on Peter K. J. Park’s Africa, Asia, and the history of philosophy. Journal of World Philosophies, 2(2), 48–57. https://scholarworks.iu.edu/iupjournals/index.php/jwp/article/view/629 Freter, B. (2018). White supremacy in Eurocentric epistemologies. Synthesis philosophica, 33(1), 237–249. https://doi.org/10.21464/sp33115 Gani, J. (2017). The erasure of race. Millennium: Journal of International Studies, 45(3), 425–446. https://doi.org/10.1177/0305829817696575 Gracia, J. J. E. (2012). Philosophical canons and philosophical traditions: The case of Latin American philosophy. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 87–102). State University of New York Press. Grant, E. (2007). A history of natural philosophy: From the ancient world to the nineteenth century. Cambridge University Press. https://doi.org/10.1017/CBO9780511999871 Greco, F. (2024). An unspoken synecdoche: The history of philosophy and its epistemic injustice. En L. Schützle, B. Schellhammer, A. Yadav, C.-J. Kather, & L. Thomine (Eds.), Epistemic injustice and violence: Exploring knowledge, power, and participation in philosophy and beyond (pp. 71–86). transcript Verlag. https://doi.org/10.1515/9783839465742-006 Gvirtz, S., & Palamidessi, M. (1998). El ABC de la tarea docente: Currículum y enseñanza. Aique Grupo Editor. Haidery, S. (2021). Is Western philosophy irredeemably racist? En B. Li (Ed.), Logos: The undergraduate journal of philosophy (Vol. XVII, pp. 51–68). Cornell University. Harris, L. (1995). «Believe it or not» or the Ku Klux Klan and American philosophy exposed. Proceedings and Addresses of the American Philosophical Association, 68(5), 133–137. https://doi.org/10.2307/3130865 Hidayat, F. (2022). Can White Americans include colors in their canon? Rubikon: Journal of Transdisciplinary Studies, 9(1), 119–133. https://doi.org/10.28989/rubikon.v9i1.1110 Holanda, G. H. F. de. (2025). O ensino de filosofia na periferia da civilização: Desafios para uma crítica contracolonial. Revista Cacto – Ciência, Arte, Comunicação em Transdisciplinaridade Online, 5(1), e25011. https://doi.org/10.5281/zenodo.14735278 Hord, F. L., & Lee, J. S. (2016). I am because we are: An introduction to Black philosophy. En F. L. Hord & J. S. Lee (Eds.), I am because we are: Readings in Africana philosophy (pp. 9–24). University of Massachusetts Press. Huseyinzadegan, D. (2018). For what can the Kantian feminist hope? Constructive complicity in appropriations of the canon. Feminist Philosophy Quarterly, 4(1), Article 3. https://doi.org/10.5206/fpq/2018.1.3 James, G. G. M. (1954). Stolen legacy: The Egyptian origins of Western philosophy. Philosophical Library. Kleingeld, P. (2022). Dealing with Kant’s sexism and racism. En L. Caranti & A. Pinzani (Eds.), Kant and the problem of morality (pp. 20–45). Routledge. https://doi.org/10.4324/9781003182746-3 König-Pralong, C. (2019). La colonie philosophique: Écrire l’histoire de la philosophie aux XVIIIe et XIXe siècles. Éditions de l’EHESS. https://doi.org/10.4000/books.ehess.51207 Lapointe, S., & Reck, E. (Eds.). (2023). Historiography and the formation of philosophical canons. Routledge. https://doi.org/10.4324/9781003188236 LeBlanc, R. (2021). The colour of the transcendental deduction. Patterns of Prejudice, 55(2), 147–171. https://doi.org/10.1080/0031322X.2021.1890519 Lu-Adler, H. (2023). Kant, race, and racism: Views from somewhere. Oxford University Press. https://doi.org/10.1093/oso/9780197689219.001.0001 Lu-Adler, H. (2022). Kant on lazy savagery, racialized. Journal of the History of Philosophy, 60(2), 253–275. https://doi.org/10.1353/hph.2022.0022 Lu-Adler, H. (2022). Kant and slavery—Or why he never became a racial egalitarian. Critical Philosophy of Race, 10(2), 263–294. https://doi.org/10.5325/criphilrace.10.2.0263 Major, P. (2025). Structural Eurocentrism in philosophy: An argument for sociometaphilosophy. Metaphilosophy, 56(1), 83–108. https://doi.org/10.1111/meta.12673 McCall, C. C., & McReynolds, P. (2021). Decolonizing American philosophy. SUNY Press. McKenna, E., & Pratt, S. (2015). American philosophy: From Wounded Knee to the present (2.ª ed.). Bloomsbury Academic. McClendon, J. H., & Ferguson, S. A. (2011). African American philosophy: A general outline. En W. Edelglass & J. L. Garfield (Eds.), The Oxford handbook of world philosophy (pp. 305–314). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195328998.003.0029 Mensch, J. (2017). Caught between character and race: «Temperament» in Kant’s Lectures on Anthropology. Australian Feminist Law Journal, 43(1), 125–144. https://doi.org/10.1080/13200968.2017.1349393 Mercier, L. (2022). Warding off the ghosts of race in the historiography of philosophy. Critical Philosophy of Race, 10(1), 22–47. https://doi.org/10.5325/criphilrace.10.1.0022 Mills, C. W. (1998). Blackness visible: Essays on philosophy and race. Cornell University Press. Oluwayomi, A. (2022). Not for the faint of heart: Becoming an antiracist philosopher in a society polarized by critical race theory. Eidos: A Journal for Philosophy of Culture, 6(3), 5–23. https://doi.org/10.14394/eidos.jpc.2022.0032 Park, P. K. J. (2013). Africa, Asia, and the history of philosophy: Racism in the formation of the philosophical canon, 1780–1830. State University of New York Press. Pascoe, J. (2019). Rethinking race and gender in Kant: Toward a non-ideal, intersectional Kant. Studies in Global Intellectual History, 2(2), 84–99. https://doi.org/10.1080/25232486.2019.1658707 Rabossi, E. (2005). Historia y filosofía en el contexto latinoamericano: Algunos comentarios inquietantes. En A. Salles & E. Millán-Zaibert (Eds.), El papel de la historia en la filosofía latinoamericana: Perspectivas contemporáneas (pp. 57–73). State University of New York Press. Ramsauer, L. (2023). Kant’s racism as a philosophical problem. Pacific Philosophical Quarterly, 104(3), 333–354. https://doi.org/10.1111/papq.12436 Salazar-Bondy, A. (1969). Sentido y problema del pensamiento filosófico hispano-americano. University of Kansas, Center of Latin American Studies. Sánchez, R. E., Jr. (2023). Reimagining the canon through the lens of Mexican philosophy. En S. Lapointe & E. H. Reck (Eds.), Historiography and the formation of philosophical canons (pp. 9–28). Routledge. https://doi.org/10.4324/9781003188236-2 Santos-Herceg, J. (2021). Inmanuel Kant: Del racialismo al racismo. THÉMATA. Revista de Filosofía, 43, 27–38. https://doi.org/10.12795/themata.2021.i63.02 Sandford, S. (2018). Kant, race, and natural history. Philosophy & Social Criticism, 44(9), 950–977. https://doi.org/10.1177/0191453718767191 Schutte, O. (2012). Attracting Latinos/as to philosophy: Today’s challenges. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 71–86). State University of New York Press. Silva, G. (2018). Professional philosophy, «diversity,» and racist exclusion: On Van Norden’s Taking back philosophy: A multicultural manifesto. Expositions, 12(2), 39–53. Silva, T. T. da. (1999). Documentos de identidad: Una introducción a las teorías del currículo. Autêntica Editorial. Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(2), 76–96. https://doi.org/10.4236/ojpp.2023.132006 Terada, R. (2017). The racial grammar of Kantian time. European Romantic Review, 28(3), 267–278. https://doi.org/10.1080/10509585.2017.1316353 Van Norden, B. W. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press. Wilson, R. A. (2023). Philosophical silences: Race, gender, disability, and philosophical practice. Journal of Philosophy of Education, 57(4–5), 1004–1024. https://doi.org/10.1093/jopedu/qhad038 Yancy, G. (2021). Black disciplinary zones and the exposure of whiteness. Educational Philosophy and Theory, 53(3), 217–226. https://doi.org/10.1080/00131857.2019.1643010 Yancy, G. (2018). The practice of philosophy: Truth-telling, vulnerability, and risk. Philosophy Today, 62(4), 1255–1275. https://doi.org/10.5840/philtoday2018122425 Yancy, G. (2015). Through the crucible of pain and suffering: African-American philosophy as a gift and the countering of the Western philosophical metanarrative. Educational Philosophy and Theory, 47(11), 1143–1159. https://doi.org/10.1080/00131857.2014.991502 Yancy, G. (Ed.). (2012). Reframing the practice of philosophy: Bodies of color, bodies of knowledge. State University of New York Press. ISBN: 9781438441521 Zack, N. (2018). Philosophy of race: An introduction (2.ª ed.). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-78729-9 Zea, L. (2004). The actual function of philosophy in Latin America (pp. 355–368) & Identity: A Latin-American philosophical problem (pp. 369–378). En J. J. E. Gracia & E. Millán-Zaibert (Eds.), Latin American philosophy for the 21st century: The human condition, values, and the search for identity (pp. 355–378). Prometheus Books. ISBN: 9781591021532 Acker, K. (1995). The end of the world of white men. En J. Halberstam & I. Livingston (Eds.), Posthuman Bodies (pp. 57–72). Indiana University Press. Adams, J. D., & Weinstein, M. (2020). Sylvia Wynter: science studies and posthumanism as praxes of being human. Cultural Studies ↔ Critical Methodologies, 20(3), 235-250. https://doi.org/10.1177/1532708619880218 Ağın, B. (2020). Posthumanism versus transhumanism: James Tiptree, Jr.’s The Girl Who Was Plugged In. Dil ve Edebiyat Araştırmaları, (22), 277-298. https://doi.org/10.30767/diledeara.685823 Araiza Díaz, V. (2022). Las humanidades del Antropoceno desde la mirada de Donna Haraway y Rosi Braidotti. Tabula Rasa, 41, 201-223. https://doi.org/10.25058/20112742.n41.09 Baldwin, A. N. (2022). A Decolonial Black Feminist Theory of Reading and Shade: Feeling the University. Routledge. Beauchamp, T. L. (2011). Rights theory and animal rights. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 198–227). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0007 Beauchamp, T. L., & Frey, R. G. (Eds.). (2011). The Oxford handbook of animal ethics. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.001.0001 Braidotti, R. (2015). Lo posthumano (J. Ibarz, Trad.). Gedisa. Braidotti, R. (2020). El conocimiento posthumano (J. Ibarz, Trad.). Gedisa. Braidotti, R. (2022). Feminismo posthumano (J. Ibarz, Trad.). Gedisa. Britt, C. (2021). Humanism in an age of anti-humanism. In C. Britt & E. Subirats (Eds.), Intellectuals in the society of spectacle (pp. 51–111). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70254-8_3 Brown, Z. (2024). Recasting race-conscious admissions: Sylvia Wynter and higher education policy after «Man». Educational Policy, 38(3), 727–740. https://doi.org/10.1177/08959048231218207 Bryson, M. (2022). Introduction: The old argument: Humanism and anti-humanism. In M. Bryson (Ed.), The Routledge companion to humanism and literature (pp. 1–8). Routledge. https://doi.org/10.4324/9781003033534-1 Chan, S., & Harris, J. (2011). Human animals and nonhuman persons. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 304–331). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0011 Clark, S. R. L. (2011). Animals in classical and late antique philosophy. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 35–60). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0003 Copp, D. (2011). Animals, fundamental moral standing, and speciesism. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 276–303). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0010 Diéguez, A. (2021). Cuerpos inadecuados: El desafío transhumanista a la filosofía. Herder Editorial. Diéguez, A. J., & Roldán, P. (2022). ¿Por qué es filosóficamente relevante el transhumanismo? Ánfora Nova: Revista Literaria, (125-126), 107-119. Driver, J. (2011). A Humean account of the status and character of animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 144–171). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0006 Du Preez, P., Simmonds, S., & Le Grange, L. (2022). Re/thinking curriculum inquiry in the posthuman condition: A critical posthumanist stance. Education as Change, 26(1), 1–20. https://doi.org/10.25159/1947-9417/11460 Du Preez, P., Le Gange, L., Simmonds, S., Bergonzi Martínez, J., & Goñi, G. (2023). Re-pensar la investigación curricular en la condición posthumana: Una postura posthumanista crítica. Revista de Educación, XIV(29), 29-51. https://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/7042 Engel, M., & Jenni, K. (2010). Examined lives: Teaching human-animal studies in philosophy. In M. DeMello (Ed.), Teaching the animal: Human-animal studies across the disciplines (pp. 60–103). Lantern Books. Erasmus, Z. (2020). Sylvia Wynter’s theory of the human: Counter-, not post-humanist. Theory, Culture & Society, 37(6), 47–65. https://doi.org/10.1177/0263276420936333 Faustmann, L. (2021). Transhumanismo, el último suspiro de Dios: Análisis del proyecto transhumanista desde la filosofía posthumanista posmoderna. Cuadernos salmantinos de filosofía, 48, 283–312. https://doi.org/10.36576/summa.144502 Ferrando, F. (2013). Posthumanism, transhumanism, antihumanism, metahumanism, and new materialisms: Differences and relations. Existenz, 8(2), 26–32. https://existenz.us/volumes/Vol.8-2Ferrando.pdf Ferrando, F. (2016). The party of the Anthropocene: Post-humanism, environmentalism and the post-anthropocentric paradigm shift. Relations, 4(2), 59–73. https://doi.org/10.7358/rela-2016-002-ferr Ferrando, F. (2019). Philosophical posthumanism. Bloomsbury Academic. https://doi.org/10.5040/9781350059500 Ferrando, F. (2020). Leveling the posthuman playing field. Theology and Science, 18(1), 1–6. https://doi.org/10.1080/14746700.2019.1710343 Ferrando, F. (2021). To be or not to be enhanced? Just ask the moon – In posthuman terms. In M. Ienca & F. Jotterand (Eds.), The Cambridge handbook of posthumanism: A reader (pp. 30–42). Routledge. https://doi.org/10.4324/9781003085205-4 Ferrando, F. (2022). Who is afraid of artificial intelligence? A posthumanist take on the AI takeover scenario. In F. P. Grunert (Ed.), HumaniTies and artificial intelligence (pp. 85–90). European Commission. https://doi.org/10.2777/440503 Ferrando, F. (2022). Are we becoming God(s)? Transhumanism, posthumanism, antihumanism, and the divine. In B. Green, A. Gouw, & T. Peters (Eds.), Religious transhumanism and its critics (pp. 31–50). Lexington Books. Ferrando, F., & Datta, A. (2022). Dialogue on posthuman life, death and COVID-19. Journal of Posthumanism, 1(1), 107–120. https://doi.org/10.33182/jp.v1i1.1281 Ferrando, F., & Rozzoni, S. (2023). Vision quest in posthumanist education: Focuses, praxes and experiences. International Journal of Philosophical Studies, 31(4), 586–611. https://doi.org/10.1080/09672559.2023.2290552 Foucault, M. (1982). Las palabras y las cosas: Una arqueología de las ciencias humanas (Trad. E. C. Frost). Siglo XXI Editores. Frey, R. G. (2011). Utilitarianism and animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 172–197). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0007 Fukuyama, F. (2003). Our posthuman future: Consequences of the biotechnological revolution. Picador. Garrett, A. (2011). Animals and ethics in the history of modern philosophy. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 61–88). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0004 Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2020). The desire for new humanisms. Journal of Disability Studies in Education, 1(1–2), 125–144. https://doi.org/10.1163/25888803-00101003 Guryanova, A., & Smotrova, I. (2020). Transformation of worldview orientations in the digital era: Humanism vs. anti-, post- and trans-humanism. In S. Ashmarina, M. Vochozka, & V. Mantulenko (Eds.), Digital age: Chances, challenges and future. ISCDTE 2019. Lecture notes in networks and systems (Vol. 84, pp. 47–56). Springer. https://doi.org/10.1007/978-3-030-27015-5_6 Han-Pile, B. (2010). The ‘death of man’: Foucault and anti-humanism. In T. O’Leary & C. Falzon (Eds.), Foucault and philosophy (pp. 118–142). Wiley-Blackwell. https://doi.org/10.1002/9781444320099.ch6 Hantel, M. (2018). What is it like to be a human? Sylvia Wynter on autopoiesis. philoSOPHIA, 8(1), 61–79. https://doi.org/10.1353/phi.2018.0003 Haraway, D. (1990). A manifesto for cyborgs: Science, technology, and socialist feminism in the 1980s. In L. Nicholson (Ed.), Feminism/Postmodernism (pp. 190–233). Routledge. https://doi.org/10.4324/9780203699546-14 Hayles, N. K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. University of Chicago Press. Herbrechter, S. (2018). Posthumanist education? In P. Smeyers (Ed.), International handbook of philosophy of education (pp. 727–745). Springer. https://doi.org/10.1007/978-3-319-72761-5_54 Herbrechter, S. (2023). Unlearning to be human? The pedagogical implications of twenty-first-century post-anthropocentrism. In C. Daigle & M. Hayler (Eds.), Posthumanism in practice (pp. 212–226). Bloomsbury Academic. https://doi.org/10.5040/9781350247297.ch-014 Horsthemke, K. (2018). Philosophical posthumanism, critical pedagogy, and ecopedagogy. In Animal rights education (pp. 123–140). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-93812-7_7 Hottois, G. (2015). Humanismo; transhumanismo; posthumanismo. Revista Colombiana de Bioética, 8(2), 167–192. https://doi.org/10.18270/rcb.v8i2.797 Hottois, G. (2016). Rostros del trans/posthumanismo a la luz de la pregunta por el humanismo. Revista Colombiana de Bioética, 10(2), 175–192. https://doi.org/10.18270/rcb.v10i2.1764 Humphreys, R. (2023). Introduction: Anthropomorphism and animal ethics. In Animals, ethics, and language (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18047-3_1 Hursthouse, R. (2011). Virtue ethics and the treatment of animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 119–143). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0005 Korsgaard, C. M. (2011). Interacting with animals: A Kantian account. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 91–117). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0005 Kuhn, T. S. (1971). La estructura de las revoluciones científicas (Trad. A. Contín). Fondo de Cultura Económica. Le Grange, L., & du Preez, P. (2023). Curriculum studies in the posthuman condition/posthuman curriculum (studies). South African Journal of Higher Education, 37(5), 60–77. https://doi.org/10.20853/37-5-5985 McHugh, S. (2022). Human-animal studies. In S. Herbrechter, I. Callus, M. Rossini, M. Grech, M. de Bruin-Molé, & C. J. Müller (Eds.), Palgrave handbook of critical posthumanism (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42676-4_19-1 Mora, L. (2021). Sylvia Wynter y el problema del humanismo. Meridional. Revista Chilena de Estudios Latinoamericanos, 16, 160–179. https://doi.org/10.5354/0719-4862.61357 Moore, J. W. (2017). The Capitalocene, Part I: On the nature and origins of our ecological crisis. The Journal of Peasant Studies, 44(3), 594–630. https://doi.org/10.1080/03066150.2016.1235036 Moore, J. W. (Ed.). (2019). Anthropocene or Capitalocene? Nature, history, and the crisis of capitalism. PM Press. Moreno, J. (2020). Tecnología, agencia y transhumanismo. Universidad Santo Tomás. Morris, C. W. (2011). The idea of moral standing. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 255–275). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0009 Muñoz, D. (2013). El (no-)lugar del hombre: Nuevas coordenadas para el humanismo. In J. Giraldo, L. Sardiñas, M. Moya, G. Vargas, & D. Muñoz, Humanismo en debate (pp. 115–133). Editorial Bonaventuriana. Muñoz, D. (2015). El test animalista al concepto de persona. In Redescubrir a la persona a través del humanismo (pp. 45–78). Editorial Bonaventuriana. Muñoz, D. (2016). La cuestión animal: Un desafío para el humanismo. In D. Muñoz (Ed.), ¿El fin del hombre? Humanismo y antihumanismo en la filosofía contemporánea (pp. 133–165). Editorial Bonaventuriana. Muñoz, D. (2017). El antihumanismo de Heidegger: Un humanismo pobre. In J. Pulido (Ed.), La pregunta por el humanismo hoy: Tres perspectivas (pp. 75–99). Editorial Bonaventuriana. Muñoz, D. (2020). La dignidad: ¿Un concepto especista? Aproximación en perspectiva posthumanista. In D. Muñoz, L. Flórez, I. Carreño, A. Rodríguez, J. Siciliani, J. P. Suárez, & M. Vergara, La dignidad humana puesta en cuestión: Aportes críticos en torno a una idea fundamental (pp. 43–82). Editorial Bonaventuriana. Muñoz, D. (2020). La humanitas en peligro: El transhumanismo de cara a la cuestión de la técnica en Heidegger. In O. Donato, D. Muñoz, & Á. Rivera (Eds.), Redefinir lo humano en la era técnica: Perspectivas filosóficas (pp. 63–73). Universidad Libre. Muñoz, D. (2020). Transhumanismo: Un giro de tuerca a la pregunta por la técnica de Heidegger. Estudios de Filosofía, 61, 145–166. https://doi.org/10.17533/udea.ef.n61a10 Muñoz, D. (2021). Las humanidades en tiempos del Antropoceno: En el umbral entre humanismo y posthumanismo. Tópicos, Revista de Filosofía, 61, 423–448. https://doi.org/10.21555/top.v0i61.1183 Nišavić, I. (2023). What we talk about when we talk about humanism, posthumanism, anti-humanism: Educational perspectives. In I. Nišavić, N. Mitranić, & P. Krstić (Eds.), Posthumanism and education: Transgression or interdependence (pp. 9–17). Transnational Press London. https://doi.org/10.33182/tplp-23-4 Nussbaum, M. C. (2011). The capabilities approach and animal entitlements. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 228–252). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0008 Odysseos, L. (2023). After rights, after man? Sylvia Wynter, sociopoetic struggle and the ‘undared shape’. The International Journal of Human Rights, 28(8–9), 1251–1278. https://doi.org/10.1080/13642987.2023.2227101 Pallister, P. (2022). HuManitarianism: Race and the overrepresentation of ‘Man’. Transactions of the Institute of British Geographers, 47(3), 695–708. https://doi.org/10.1111/tran.12531 Pedersen, H. (2004). Schools, speciesism, and hidden curricula: The role of critical pedagogy for humane education futures. Journal of Futures Studies, 8(4), 1–14. https://jfsdigital.org/articles-and-essays/2004-2/vol-8-no-4-june-2004/articles/schools-speciesism-and-hidden-curricula-the-role-of-critical-pedagogy-for-humane-education-futures/ Pedersen, H. (2004). Schools, speciesism, and hidden curricula: The role of critical pedagogy for humane education futures. Journal of Futures Studies, 8(4), 1–14. https://jfsdigital.org/articles-and-essays/2004-2/vol-8-no-4-may-2004/articles/schools-speciesism-and-hidden-curricula-the-role-of-critical-pedagogy-for-humane-education-futures/ Pedersen, H. (2010). Is ‘the posthuman’ educable? On the convergence of educational philosophy, animal studies, and posthumanist theory. Discourse: Studies in the Cultural Politics of Education, 31(2), 237–250. https://doi.org/10.1080/01596301003679750 Pedersen, H. (2023). Post-anthropocentric pedagogies: Purposes, practices, and insights for higher education. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2023.2222087 Pérez, J. (2020). De la «muerte del hombre» al transhumanismo: La parresía foucaultiana ante la pretensión de Homo Deus. Pensamiento: Revista de investigación e información filosófica, 76(290 Extra), 657–677. https://doi.org/10.14422/pen.v76.i290.y2020.012 Porpora, D. V. (2017). Dehumanization in theory: Anti-humanism, non-humanism, post-humanism, and trans-humanism. Journal of Critical Realism, 16(4), 353–367. https://doi.org/10.1080/14767430.2017.1340010 Porter, A. (2023). Transhumanism and posthumanism(s) on education. International Journal of Philosophical Studies, 31(4), 475–500. https://doi.org/10.1080/09672559.2023.2287650 Quesada, F. (2018). «Transhumanismo»: ¿Un nuevo humanismo? Un dilema fundamental para la bioética. Revista Estudios, (36), 419–443. https://doi.org/10.15517/re.v0i36.33505 Regan, T. (1983). The case for animal rights. University of California Press. Rodríguez, A. (2018). Introduction: On Sylvia Wynter and the urgency of a new humanist revolution in the twenty-first century. American Quarterly, 70(4), 831–836. https://doi.org/10.1353/aq.2018.0066 Rose, E. (2019). Neocolonial mind snatching: Sylvia Wynter and the curriculum of man. Curriculum Inquiry, 49(1), 25–43. https://doi.org/10.1080/03626784.2018.1554950 Ryder, R. D. (1996). «Speciesism». In P. Singer (Ed.), On the side of animals: Some contemporary philosophers’ views (pp. 3–12). RSPCA. Saab, A. (2022). Posthumanismo: medios, arte, robótica. Universidad Externado de Colombia. https://doi.org/10.18601/9789587907273 Saab, A. (2022). Presupuestos metodológicos del posthumanismo para abordar el objeto tecnológico. Cuadernos de Filosofía Latinoamericana, 44(128), 90–105. https://doi.org/10.15332/25005375.8254 Siddiqui, J. (2016). Restyling the humanities curriculum of higher education for posthuman times. Curriculum Inquiry, 46(1), 62–78. https://doi.org/10.1080/03626784.2015.1133220 Singer, P. (1975). Animal liberation. Harper Perennial. Smythe, S. (2022). The Faure Report, Sylvia Wynter and the undoing of the man of lifelong learning. International Review of Education, 68(5), 773–789. https://doi.org/10.1007/s11159-022-09980-8 Snaza, N. (2019). Curriculum against the state: Sylvia Wynter, the human, and futures of curriculum studies. Curriculum Inquiry, 49(1), 129–148. https://doi.org/10.1080/03626784.2018.1546540 Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. A. (2014). Toward a posthuman education. Journal of Curriculum Theorizing, 30(2), 39–55. https://journal.jctonline.org/index.php/jct/article/view/411 Tamayo, J. (2021). Humanismo, antihumanismo, transhumanismo: Una reflexión filosófica y ética desde la perspectiva de género. In I. Tajahuerce & J. Tamayo (Eds.), Tecnologías en el siglo XXI (pp. 45–70). Dykinson. https://doi.org/10.2307/j.ctv1gm00xd.6 Tate, S., & Gutiérrez Rodríguez, E. (2022). Critical race and gender: Dialogues between decoloniality and intersectionality. In S. Tate & E. Gutiérrez Rodríguez (Eds.), The Palgrave handbook of critical race and gender (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-91375-9_1 Thomas, G. (2018). Wynter with Fanon in the FLN: The «rights of peoples» against the «monohumanism» of «Man». American Quarterly, 70(4), 857–865. https://doi.org/10.1353/aq.2018.0068 Tlostanova, M. (2015). Post-anthropocentric antihumanism vs. an other humanism as a humanism of the other. RUDN Journal of Philosophy, 2015(1), 33–48. https://doi.org/10.22363/2313-2302-2015-1-33-48 Tooley, M. (2011). Are nonhuman animals persons? In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 332–370). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0011 Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after Man, its overrepresentation—An argument. CR: The New Centennial Review, 3(3), 257–337. https://doi.org/10.1353/ncr.2004.0015 Wynter, S. (2015). On being human as praxis (K. McKittrick, Ed.). Duke University Press. https://doi.org/10.1515/9780822375852 Zembylas, M. (2018). The entanglement of decolonial and posthuman perspectives: Tensions and implications for curriculum and pedagogy in higher education. Parallax, 24(3), 254–267. https://doi.org/10.1080/13534645.2018.1496577 Zembylas, M. (2021). Sylvia Wynter, racialized affects, and minor feelings: Unsettling the coloniality of the affects in curriculum and pedagogy. Journal of Curriculum Studies, 54(3), 336–350. https://doi.org/10.1080/00220272.2021.1946718 Apple, M. W. (1990). Ideology and curriculum. Routledge. https://doi.org/10.4324/9780203241219 Aguilera, M. P., Farieta, R. A., & Useda, E. Y. (2019). Flexibilidad curricular y competencias genéricas en los programas colombianos de filosofía. En E. Serna M. (Ed.), Revolución en la formación y la capacitación para el siglo XXI (2.ª ed., Vol. 1, p. 340). Instituto Antioqueño de Investigación. Attewell, P., & Monaghan, D. (2016). How many credits should an undergraduate take? Research in Higher Education, 57, 682–713. https://doi.org/10.1007/s11162-015-9401-z Cahapay, M. B. (2021). A systematic review of concepts in understanding null curriculum. International Journal of Curriculum and Instruction, 13(3), 1987–1999. https://ijci.wcci-international.org Cahapay, M. B. (2020). Revisiting the functions of curriculum theory: A foundational ground for the development of procedural model to determine the null curriculum. Indonesian Journal of Curriculum and Educational Technology Studies, 8(2), 97–101. https://doi.org/10.15294/ijcets.v8i2.40086 Camilloni, A. W. de. (2001). Modalidades y proyectos de cambio curricular. En Organización Panamericana de la Salud & Facultad de Medicina, Universidad de Buenos Aires (Eds.), Aportes para un cambio curricular en Argentina 2001 (pp. 23-52). OPS/OMS; Facultad de Medicina, UBA. Cerletti, A. (2008). La enseñanza de la filosofía como problema filosófico. Libros del Zorzal. Consejo Nacional de Acreditación. (2021). Lineamientos y aspectos por evaluar para la acreditación en alta calidad de programas académicos. Consejo Nacional de Acreditación – CNA. https://www.cna.gov.co/1779/articles-404750_norma.pdf Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE. Cuervo Montoya, E. (2017). Del currículum nulo al «currículum proscrito» o de las formas de segregación de contenidos en la práctica escolar. Notandum, (44–45), 15–28. https://doi.org/10.4025/notandum.44.3 Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2.ª ed.). Macmillan. Giroux, H. A. (1983). Theory and resistance in education: A pedagogy of the opposition. Bergin and Garvey. Kridel, C. (2010). Null curriculum. En C. Kridel (Ed.), Encyclopedia of Curriculum Studies (Vol. 2, pp. 613-614). SAGE Publications. https://doi.org/10.4135/9781412958806.n330 Ministerio de Educación Nacional (MEN). (2010). Decreto 1295 de 2010: Por el cual se reglamenta el registro calificado de programas de educación superior y se dictan otras disposiciones. Ministerio de Educación Nacional (MEN). (2016). Resolución 02041 de 2016: Por la cual se actualiza el procedimiento para el registro calificado de programas de educación superior. Ministerio de Educación Nacional (MEN). (2017). Resolución 18583 de 2017: Por la cual se ajustan las características específicas de calidad de los programas de Licenciatura para la obtención, renovación o modificación del registro calificado, y se deroga la Resolución 2041 de 2016. Moore, A. (2014). Understanding the school curriculum: Theory, politics and principles. Routledge. https://doi.org/10.4324/9780203297595 Nizam, A. (2020). Evaluation and improvement of the credit transfer models in the student exchange process. International Journal of Information and Learning Technology, 37(1–2), 1–13. https://doi.org/10.1108/IJILT-12-2018-0136 Pinar, W. F. (1979). Curriculum theorizing: The reconceptualists. McCutchan. https://doi.org/10.4324/9781315786698-24 Posner, G. (2005). Análisis del currículo. McGraw-Hill Interamericana. Sistema Nacional de Información de la Educación Superior [SNIES]. (2025). Consulta de programas de educación superior. Ministerio de Educación Nacional. https://snies.mineducacion.gov.co/portal/ Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(1), 76–96. https://doi.org/10.4236/ojpp.2023.131005
dc.rights.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv	288 páginas application/pdf application/pdf application/pdf application/pdf
dc.publisher.none.fl_str_mv	Facultad de Artes y Humanidades Colombia, Caldas, Manizales Doctorado en Educación
publisher.none.fl_str_mv	Facultad de Artes y Humanidades Colombia, Caldas, Manizales Doctorado en Educación
institution	Universidad de Caldas
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_	1860877736190410752
spelling	El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)100 - Filosofía y Psicología6. Humanidades::6E. Otras Humanidades::6E02. FilosofíaCurrículo nuloInjusticia epistémicaFilosofíaPlanes de estudioEducación superiorColombiaNull curriculumEpistemic injusticePhilosophyStudy plansHigher educationColombiaFilosofíaEducaciónTablas, gráficasEsta investigación doctoral aborda el currículo nulo en los 50 programas de pregrado en filosofía activos en Colombia. El concepto de currículo nulo, propuesto por Elliot Eisner (1985), se refiere a aquellos contenidos, habilidades y perspectivas que son excluidos de los programas de estudio. Su ausencia transmite implícitamente mensajes sobre qué conocimientos son validados y considerados dignos de transmisión. La pregunta central que guía esta investigación no es solo qué se enseña cuando se enseña filosofía, es, fundamentalmente, qué se deja de enseñar y por qué. La investigación articula el concepto de currículo nulo (Eisner, 1985) con la teoría de la injusticia epistémica (Fricker, 2007; Davis, 2021). Se identifican cuatro dimensiones interrelacionadas: (1) anglo-eurocentrismo: omisión de tradiciones filosóficas no occidentales y marginalización del pensamiento latinoamericano; (2) sexismo: invisibilización de las mujeres filósofas y de las filosofías feministas; (3) racismo: exclusión de pensadores y tradiciones filosóficas no-blancas del canon; y (4) antropocentrismo: ausencia de perspectivas que cuestionan la centralidad exclusiva del ser humano. Se adoptó un enfoque mixto dividido en dos fases. Una fase teórico-conceptual (Artículos 1-5) que incluyó la construcción del marco teórico y cuatro revisiones sistemáticas de literatura (222 estudios). Una fase empírica consistió en un análisis comparativo de tipo censal de los planes de estudio de los 50 programas de filosofía activos en Colombia. Los hallazgos revelan ausencias curriculares en las cuatro dimensiones: las filosofías no occidentales reciben en promedio 0.36 créditos en toda la carrera; el 100% de los seminarios monográficos se dedican exclusivamente a pensadores varones europeos; ningún programa ofrece un seminario sobre una mujer filósofa; la filosofía latinoamericana alcanza 1.04 créditos y la colombiana apenas 0.48; y los debates contemporáneos como el posthumanismo, el transhumanismo o el antiespecismo están completamente ausentes. Se concluye que las ausencias curriculares no son resultado de carencias de tiempo o espacio curricular, sino que configuran patrones recurrentes que se replican en los 50 programas, independientemente de su tipo, naturaleza institucional o modalidad.This doctoral research examines the null curriculum in all 50 active undergraduate philosophy programs in Colombia. The concept of null curriculum, proposed by Elliot Eisner (1985), refers to the content, skills, and perspectives that are excluded from study programs. Their absence implicitly conveys messages about which knowledge is validated and deemed worthy of transmission. The central question guiding this research is not only what is taught when philosophy is taught, but fundamentally, what is left untaught and why. The research articulates the concept of null curriculum (Eisner, 1985) with the theory of epistemic injustice (Fricker, 2007; Davis, 2021). Four interrelated dimensions are identified: (1) Anglo-Eurocentrism: omission of non-Western philosophical traditions and marginalization of Latin American thought; (2) sexism: invisibilization of women philosophers and feminist philosophies; (3) racism: exclusion of non-white thinkers and philosophical traditions from the canon; and (4) anthropocentrism: absence of perspectives that question the exclusive centrality of the human being. A mixed-methods approach was adopted in two phases. A theoretical-conceptual phase (Articles 1-5) included the construction of the theoretical framework and four systematic literature reviews (222 studies). An empirical phase consisted of a census-type comparative analysis of the study plans of all 50 active philosophy programs in Colombia. The findings reveal curricular absences across all four dimensions: non-Western philosophies receive an average of 0.36 credits throughout the entire degree; 100% of monographic seminars are devoted exclusively to European male thinkers; no program offers a seminar on a woman philosopher; Latin American philosophy reaches 1.04 credits and Colombian philosophy barely 0.48; and contemporary debates such as posthumanism, transhumanism, or antispeciesism are completely absent. It is concluded that curricular absences are not the result of time or curricular space constraints, but rather constitute recurrent patterns replicated across all 50 programs, regardless of their type, institutional nature, or modality.Resumen ejecutivo -- Justificación del formato de tesis doctoral en modalidad de artículos científicos -- La tesis doctoral de la tradición monográfica a la modalidad de artículos científicos -- La elección del formato en esta investigación -- Vinculación con los propósitos del programa doctoral -- Evidencia empírica del impacto académico -- Consideraciones finales -- Referencias de la justificación Introducción general -- Planteamiento del problema de investigación -- Lugar de enunciación -- Currículo nulo e injusticia epistémica -- Las cuatro dimensiones de injusticia epistémica en la formación filosófica -- El vacío empírico y la justificación de la investigación -- Pregunta de investigación -- Objetivos de la investigación -- Objetivo general -- Objetivos específicos -- Relevancia de la investigación -- Articulación con las áreas de conocimiento del programa doctoral -- Estructura de la tesis -- Artículo 1 problema de investigación y marco conceptual -- Artículo 2 anglo eurocentrismo revisión sistemática -- Artículo 3 sexismo revisión sistemática -- Artículo 4 racismo revisión sistemática -- Artículo 5 sesgo antropocéntrico del humanismo revisión sistemática -- Artículo 6 el currículo nulo en la formación filosófica colombiana estudio empírico -- Articulación de los artículos -- Referencias de la introducción general Problema de investigación y marco conceptual 1 artículo de reflexión -- Artículo 1 cuatro injusticias epistémicas en los currículos universitarios de filosofía en Colombia anglo eurocentrismo sexismo racismo y humanismo antropocentrismo -- Introducción -- La universidad occidentalizada jerarquías de conocimiento y hegemonías epistémicas -- Las injusticias epistémicas en los currículos universitarios de filosofía -- Justicia curricular y epistemicidio -- La trayectoria de cuatro injusticias epistémicas pasadas y continuas en los currículos universitarios de filosofía -- El anglo eurocentrismo epistémico occidentosis -- El racismo epistémico -- El sexismo epistémico -- El humanismo epistémico -- Discusiones -- Referencias del artículo 1 Estado del arte cuatro artículos de revisión -- Artículo 2 el anglo eurocentrismo en los currículos universitarios de filosofía una revisión sistemática de literatura -- Introducción -- Metodología -- Debates sobre el anglo eurocentrismo en los currículos universitarios de filosofía -- Debate reconocer el etnocentrismo anglo eurocéntrico en la identidad disciplinaria de la filosofía -- Debate tomarse en serio el multiculturalismo filosófico -- Debate recurrir en todo o en parte a las filosofías comparadas -- Debate buscar la diversidad mediante la filosofía intercultural -- Debate girar la tuerca de la normalización de la colonialidad filosófica a la interculturalidad nuestroamericana -- Debate incorporar las lecciones africanas contemporáneas para la diversificación del currículo filosófico -- Discusión de los resultados y conclusiones -- Referencias del artículo 2 Artículo 3 sexismo en los currículos universitarios de filosofía una revisión sistemática de literatura -- Introducción -- Metodología -- Debates sobre el sexismo en los currículos universitarios de filosofía -- Debate sesgos implícitos amenazas por estereotipos y clima hostil -- Debate reconocimiento de las mujeres filósofas en el canon y la historia de la filosofía -- Debate injusticias epistémicas basadas en género en la filosofía académica -- Debate voces de las mujeres negras en la profesión filosófica -- Debate ausencia de las mujeres en la normalización filosófica latinoamericana -- Discusión de los resultados y conclusiones -- Referencias del artículo 3 Artículo 4 crítica a la concepción canónica e historiográfica de la filosofía racismo y condiciones de posibilidad para enseñanza filosófica en clave intercultural y antirracista -- Metodología -- Debates sobre el racismo en la filosofía académica -- Debate el excepcionalismo euro racial en la historiografía filosófica -- Debate el apartheid o el jim crow en la filosofía angloamericana la tradición el prestigio y el nosotros filosófico -- Debate el racismo de los filósofos canónicos como problema formativo -- Discusión de los resultados y conclusiones -- Referencias del artículo 4 Artículo 5 el sesgo antropocéntrico del humanismo en los currículos universitarios de filosofía antihumanismo decolonialismo antiespecismo transhumanismo y posthumanismo -- Introducción -- Metodología -- Debates sobre el sesgo antropocéntrico del humanismo en los currículos filosóficos -- Debate descentrar la cuestión humana desde el antihumanismo -- Debate decolonizar la ontología humanista racializada y la cuestión del otro -- Debate integrar la cuestión animal desde el antiespecismo -- Debate explorar la cuestión cyborg y el transhumanismo -- Debate reimaginar los currículos filosóficos a la luz del posthumanismo y la cuestión más que humana -- Discusión de los resultados y conclusiones -- Referencias del artículo 5 Resultados un artículo de investigación -- Artículo 6 el currículo nulo en la formación filosófica análisis comparativo de los planes de estudio de los programas de pregrado en filosofía en Colombia -- La pregunta por lo que no se enseña -- Currículo y plan de estudios una distinción necesaria -- El concepto de currículo nulo origen y desarrollos -- Los retos metodológicos del estudio del currículo nulo -- Diseño metodológico una investigación mixta para el análisis del currículo nulo -- Población de estudio y criterios de inclusión -- Fases del diseño metodológico -- Análisis de datos -- Resultados -- Fase caracterización de la oferta de programas de filosofía en Colombia estructura institucional y evolución reciente 2015 2025 -- Fase análisis estructural de los planes de estudio duración créditos y flexibilidad curricular -- Fase categorización de espacios académicos la composición curricular -- Fase análisis de contenidos curriculares disciplinares períodos históricos subdisciplinas tradiciones y autores -- Conclusiones el currículo nulo como reflejo de injusticias epistémicas en la formación filosófica colombiana -- Confirmación empírica de las injusticias epistémicas -- Una jerarquía epistémica emergente -- La paradoja de la acreditación -- Programas permisivos patrones restrictivos -- Brecha entre normativa y realidad curricular -- Limitaciones del estudio -- Referencias del artículo 6 Conclusiones generales -- Respuesta a la pregunta de investigación -- Las características del currículo nulo -- Las dimensiones de injusticia epistémica -- Las manifestaciones empíricas del currículo nulo -- El marco conceptual articulación entre currículo nulo e injusticia epistémica -- Conclusiones principales -- Sobre la articulación conceptual entre currículo nulo e injusticias epistémicas -- Sobre el estado del conocimiento en cada dimensión de injusticia epistémica -- Sobre la magnitud del currículo nulo en los programas de filosofía en Colombia -- Sobre las diferencias estructurales entre tipos de programas e instituciones -- Contribuciones originales -- Implicaciones y recomendaciones de la investigación -- Implicaciones teóricas -- Implicaciones metodológicas -- Implicaciones para la gestión curricular de los programas de filosofía -- Implicaciones para la formación de docentes de filosofía -- Implicaciones para la política educativa y el aseguramiento de la calidad -- Implicaciones para la comunidad filosófica colombiana -- Recomendaciones -- Limitaciones de la investigación -- Reflexión finalDoctoradoTesis Doctoral en Modalidad de Artículos Científicos. Enfoque mixto. Fase teórico-conceptual: revisiones sistemáticas de literatura (222 estudios). Fase empírica: análisis comparativo de los planes de estudio de los 50 programas de pregrado en filosofía activos en Colombia (2025).Doctor(a) en EducaciónFormación y deconstrucción curricularFacultad de Artes y HumanidadesColombia, Caldas, ManizalesDoctorado en EducaciónOrozco Ospina, Juan FelipeCurriculum e Identidades Culturales (Categoría B)Portela Guarín, HenryRaga Rosaleny, VicenteBERNAL RIOS, LAURA PATRICIA2026-03-20T20:48:14Z2026-03-20T20:48:14Z2026-03-18Trabajo de grado - Doctoradohttp://purl.org/coar/resource_type/c_db06Textinfo:eu-repo/semantics/doctoralThesis288 páginasapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://repositorio.ucaldas.edu.co/handle/ucaldas/26734Universidad de CaldasRepositorio Institucional Universidad de Caldasrepositorio.ucaldas.edu.cospaAnderson, T., Saunders, G., & Alexander, I. (2022). Alternative dissertation formats in education-based doctorates. Higher Education Research & Development, 41(3), 593–612. https://doi.org/10.1080/07294360.2020.1867513Kubota, F. I., Cauchick-Miguel, P. A., Tortorella, G., & Amorim, M. (2021). Paper-based thesis and dissertations: Analysis of fundamental characteristics for achieving a robust structure. Production, 31, e20200100. https://doi.org/10.1590/0103-6513.20200100Mason, S., Frick, L., Castelló, M., et al. (2024). Prominence, promotion and positioning of the ‘thesis by publication’ in six countries. Higher Education Policy. Advance online publication. https://doi.org/10.1057/s41307-024-00350-7Mason, S., Frick, L., Castelló, M., Cheng, W., Chong, S. W., Díaz Villalba, L., & Weise, C. (2024). What makes a thesis by publication? An international study of policy requirements and restrictions. Journal of Higher Education Policy and Management, 47(1), 57–72. https://doi.org/10.1080/1360080X.2024.2389357Merga, M. K., Mason, S., & Morris, J. E. (2019). «What do I even call this?» Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, 44(9), 1245–1261. https://doi.org/10.1080/0309877X.2019.1671964Ortiz, A. (2018). La configuración de la tesis doctoral: Su estructura, redacción, defensa y publicación. Revista Latinoamericana de Estudios Educativos (Colombia), 14(2), Artículo 6. https://doi.org/10.17151/rlee.2018.14.2.6Paltridge, B., & Starfield, S. (2023). The PhD by publication in the humanities and social sciences: A cross-country analysis. Journal of Further and Higher Education, 47(7), 863–874. https://doi.org/10.1080/0309877X.2023.2190450Universidad de Caldas. (2023). Doctorado en Educación: Facultad de Artes y Humanidades [Folleto institucional]. Universidad de Caldas. http://doctoradoeducacion.artesyhumanidades.ucaldas.edu.co/Villalobos, J. (2023). La titulación de doctorado por publicación de artículos en México. Voces de la educación, 8 (15), 39-66.Bernal Ríos, L. P. (2024). El Anglo-eurocentrismo en los currículos universitarios de filosofía: una revisión sistemática de literatura. Revista Filosofía UIS, 23(1), 158–197. https://doi.org/10.18273/revfil.v23n1-2024008Bernal Ríos, L. P. (2024). El sesgo antropocéntrico del Humanismo en los currículos universitarios de filosofía. Universitas Philosophica, 41(83), 151-205. https://doi.org/10.11144/Javeriana.uph41-83.sahpBernal-Ríos, L. P. (2023). Sexismo en los currículos universitarios de filosofía: una revisión sistemática de literatura. Cuadernos De Filosofía Latinoamericana, 44(129), 79-113. https://doi.org/10.15332/25005375.8066Bernal Ríos, L. P. (2022). Cuatro injusticias epistémicas en los currículos universitarios de filosofía en Colombia: Anglo-eurocentrismo, racismo, sexismo y humanismo. Cuadernos de Filosofía Latinoamericana, 43(126). https://doi.org/10.15332/25005375.7604Braidotti, R. (2013). The Posthuman. Polity Press.Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge.Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. In J. Lackey (Ed.), Applied Epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198833659.003.0010Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2.ª ed.). Macmillan.Flinders, D. J., Noddings, N., & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry, 16(1), 33–42. https://doi.org/10.1080/03626784.1986.11075989Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575-599.Harding, S. (1991). Whose Science? Whose Knowledge? Thinking from Women’s Lives. Cornell University Press.Hidayat, F. (2022). Can White Americans include colors in their canon? Searching a post-national history of American philosophy. Rubikon, 9(1), 118–133.Kubota, F. I., Cauchick-Miguel, P. A., Tortorella, G., & Amorim, M. (2021). Paper-based thesis and dissertations: Analysis of fundamental characteristics for achieving a robust structure. Production, 31, e20200100. https://doi.org/10.1590/0103-6513.20200100Morillo, I. (2020). Las mujeres filósofas en el currículo: Razones para su inclusión. Paideia: Revista de Filosofía y Didáctica Filosófica, 40(115), 33–48.Mignolo, W. (2011). The Darker Side of Western Modernity. Duke University Press.Park, P. K. J. (2013). Africa, Asia, and the History of Philosophy. SUNY Press.Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(1), 76–96. https://doi.org/10.4236/ojpp.2023.131005Song, Y. (2023). «Does Chinese philosophy count as philosophy?»: Decolonial awareness and practices in international English medium instruction programs. Higher Education, 85, 437–453. https://doi.org/10.1007/s10734-022-00842-8Al-i Ahmad, J. (1984). Occidentosis: A plague from the West (R. Campbell, Trad.; Hamid Algar, anotaciones e introducción). Mizan Press.Alcoff, L. M. (Ed.). (2003). Singing in the Fire: Stories of Women in Philosophy. Rowman & Littlefield.Antony, L. (2012). Different voices or perfect storm: Why are there so few women in philosophy? Journal of Social Philosophy, 43(3), 227–255. https://doi.org/10.1111/j.1467-9833.2012.01567.xBelle, K. (2011). Being a Black Woman Philosopher: Reflections on Founding the Collegium of Black Women Philosophers. Hypatia, 26(2): 429–37. https://doi.org/10.1111/j.1527-2001.2011.01172.xBernal, L. P. (2020). Descolonizar la historia de la tradición filosófica en Colombia: la necesidad de reevaluar los postulados historiográficos actuales. Cuadernos de Filosofía Latinoamericana, 41(123), 149-165. https://doi.org/10.15332/25005375/4497Bettcher, T. M. (2018, May 30). «When Tables Speak»: On the existence of trans philosophy. Daily Nous. https://dailynous.com/2018/05/30/tables-speak-existence-trans-philosophy-guest-post-by-talia-mae-bettcher/Botts, T. F., Bright, L. K., Mallarangeng, G., Spencer, Q., & Cherry, M. (2014). What is the state of Blacks in philosophy? Critical Philosophy of Race, 2(2), 224–242. https://doi.org/10.5325/critphilrace.2.2.0224Braidotti, R. (2013). Lo posthumano. Gedisa.Braidotti, R. (2020). El conocimiento posthumano (Júlia Ibarz, trad.). Gedisa.Calhoun, C. (2009). The undergraduate pipeline problem. Hypatia, 24(2), 216–223. https://doi.org/10.1111/j.1527-2001.2009.01040.xCastro-Gómez, S. (2007). Descolonizar la universidad: la hybris del punto cero y el diálogo de saberes. En S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 79-91). Siglo del Hombre Editores; Universidad Central; Instituto de Estudios Sociales Contemporáneos; Pontificia Universidad Javeriana, Instituto Pensar.Davis, E. (2016). Typecasts, tokens, and spokespersons: A case for credibility excess as testimonial injustice. Hypatia, 31(3), 485–501. https://doi.org/10.1111/hypa.12251Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. In J. Lackey (Ed.), Applied Epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198833659.003.0010Dussel, E. (2010). El siglo XXI: nueva edad en la historia de la filosofía en tanto diálogo mundial entre tradiciones filosóficas. Signos Filosóficos, 12(23), 119-140. https://www.redalyc.org/pdf/343/34316039005.pdfFarieta, A., Gómez, M. del P., & Almeida, S. (2015). Análisis comparativo de los planes de estudio de filosofía en Colombia. Parte 1: generalidades y flexibilidad. Folios, (42), 87-104. https://doi.org/10.17227/01234870.42folios87_104Farieta, A. (2018). Análisis comparativo de los planes de estudio de los programas de pregrado en filosofía en Colombia, segunda parte: contenidos. Folios, (48), 167-191. https://doi.org/10.17227/folios.48-8142Fricker, M. (2017). Injusticia epistémica: El poder y la ética del conocimiento (P. Manzano, Trad.). Herder Editorial.Garfield, J. L., & Van Norden, B. W. (2016, May 11). If philosophy won’t diversify let’s call it what it really is. The Stone, The New York Times. https://opinionator.blogs.nytimes.com/2016/05/11/if-philosophy-wont-diversify-lets-call-it-what-it-really-is/Grosfoguel, R. (2006). Actualidad del pensamiento de Césaire: Redefinición del sistema mundo y producción de utopía desde la diferencia colonial. En A. Césaire (Ed.), Discurso sobre el colonialismo (pp. 147–172). Ediciones Akal.Grosfoguel, R. (2011). Racismo epistémico, islamofobia epistémica y ciencias sociales coloniales. Tabula Rasa, 14, 341–355. https://doi.org/10.25058/20112742.n14.16Grosfoguel, R. (2013). Racismo/sexismo epistémico, universidades occidentalizadas y los cuatro genocidios/epistemicidios del largo siglo XVI. Tabula Rasa, 19, 31–58. https://doi.org/10.25058/20112742.n19.02Grosfoguel, R., Hernández, R., & Rosen, E. (Eds.). (2016). Decolonizing the Westernized university: Interventions in philosophy of education from within and without. Lexington Books.Haslanger, S. (2008). Changing the ideology and culture of philosophy: Not by reason (alone). Hypatia, 23(2), 210–223. https://doi.org/10.1111/j.1527-2001.2008.tb01195.xHutton, S. (2019). Women, philosophy and the history of philosophy. British Journal for the History of Philosophy, 27(4), 684–701. https://doi.org/10.1080/09608788.2018.1563766Lee, E. (2017). Interview. En G. Yancy (Ed.), On Race: 34 Conversations in a Time of Crisis (pp. 231-236). Oxford University Press.Mbembe, A. (2016). Decolonizing the university: New directions. Arts & Humanities in Higher Education, 15(1), 29–45. https://doi.org/10.1177/1474022215618513Mbembe, A. (2018). Políticas de la enemistad (M. Arranz, Trad.). Futuro Anterior Ediciones.Narayan, U. (2003). What’s a brown girl like you doing in the ivory tower? Or, how I became a feminist philosopher. In L. M. Alcoff (Ed.), Singing in the fire: Stories of women in philosophy (pp. 81–93). Rowman & Littlefield.Paraskeva, J. (2011). Conflicts in curriculum theory: Challenging hegemonic epistemologies. Palgrave Macmillan.Paraskeva, J. (2018). ¿Qué sucede con la teoría crítica (curriculum)? La necesidad de sobrellevar la rabia neoliberal sin evitarla. En R. Vásquez Recio (Coord.), Reconocimiento y bien común en educación (pp. [xx–xx]). Ediciones Morata.Paraskeva, J. (2020). Justicia contra el epistemicidio: Hacia una breve crítica de la razón occidental moderna. Con-Ciencia Social (segunda época), 3, 157–174. https://doi.org/10.7203/con-cienciasocial.3.16795Peters, M. A. (2015). Why is my curriculum white? Educational Philosophy and Theory, 47(7), 641–646. https://doi.org/10.1080/00131857.2015.1037227Russell, C. (2019). On Black women, «In defense of transracialism», and imperial harm. Hypatia, 34(2), 176–194. https://doi.org/10.1111/hypa.12452Santos, B. de S. (2017a). Justicia entre saberes: Epistemologías del Sur contra el epistemicidio. Ediciones Morata.Santos, B. de S. (2017b). Decolonising the university: The challenge of deep cognitive justice. Cambridge Scholars Publishing.Santos, B. de S. (2019). Más allá de la imaginación política y la teoría crítica eurocéntricas. Utopía y Praxis Latinoamericana, 24(86), 1–18. https://doi.org/10.5281/zenodo.3268244Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. (2014). Toward a posthumanist education. Journal of Curriculum Theorizing, 30(2), 39–55. https://journal.jctonline.org/index.php/jct/article/view/438Torres-Santomé, J. (2011). La justicia curricular: El caballo de Troya de la cultura escolar. Ediciones Morata.Tuck, E., & Yang, K. W. (2021). La descolonización no es una metáfora. Tabula Rasa, 38, 61–111. https://doi.org/10.25058/20112742.n38.04Van Norden, B. W. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press.Waters, A. (2003). Structural disadvantage and a place at the table: Creating a space for Indigenous philosophers to be more proactively involved in decision-making forums affecting the emergence and impact of Indigenous philosophers of the Americas. American Philosophical Association Newsletter on American Indians in Philosophy, 2(1), 4–6.Whyte, K. (2017, febrero 3). Indigenous research and professional philosophy in the U.S. In K. Krishnamurthy (Ed.), Featured Philosopher. The Political Philosopher. https://politicalphilosopher.net/2017/02/03/featured-philosopher-kyle-whyte/Wilson, Y. A. (2017). How might we address the factors that contribute to the scarcity of philosophers who are women and/or of color? Hypatia, 32(4), 853–861. https://doi.org/10.1111/hypa.12354Yancy, G. (1998). African-American philosophers: 17 conversations. Routledge.Yancy, G. (2008). Introduction: Situated Black women’s voices in/on the profession of philosophy. Hypatia, 23(2), 155–159. https://doi.org/10.1111/j.1527-2001.2008.tb01190.xYancy, G. (2015). Through the crucible of pain and suffering: African-American philosophy as a gift and the countering of the Western philosophical metanarrative. Educational Philosophy and Theory, 47(11), 1143–1159. https://doi.org/10.1080/00131857.2014.991499Allais, L. (2016). Problematising Western philosophy as one part of Africanising the curriculum. South African Journal of Philosophy, 35(4), 537–545. https://doi.org/10.1080/02580136.2016.1247247Apple, M. W. (1986). Ideología y currículo (Trad. J. C. Luján). Akal.Apple, M. W. (1996). El conocimiento oficial: La educación democrática en una era conservadora (Trad. G. F. Pulido). Paidós.Apple, M. W. (1997). Educación y poder (Trad. N. Míguez). Paidós.Bernasconi, R. (2002). Ethnicity, culture and philosophy. In N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (2nd ed., pp. 567–581). Blackwell. https://doi.org/10.1002/9780470996499.ch32Bernasconi, R. (2017). Facing up to the Eurocentrism and racism of academic philosophy in the West: A response to Davis, Direk, and Mills. Comparative and Continental Philosophy, 9(2), 151–161. https://doi.org/10.1080/17570638.2017.1331901Bonilla, A. (2017). La filosofía intercultural como diálogo crítico necesario en el cambio de época: Desafíos epistemológicos y ético-políticos. Cuadernos del CEL, 2(3), 8–23. http://www.celcuadernos.com.ar/upload/pdf/1.%20Bonilla.pdfBonilla, A. (2017). La filosofía en el cambio de época: Desafíos y propuestas. Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy, 2017(51), 39–48. http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-81042017000100003Bonilla, A. (2021). De intellectus emendatione: Una discusión sobre el canon. In J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 47–94). Universidad del Cauca. https://doi.org/10.46553/9789587323271.03Bruya, B. (2015). The tacit rejection of multiculturalism in American philosophy Ph.D. programs: The case of Chinese philosophy. Dao: A Journal of Comparative Philosophy, 14(3), 369–389. https://doi.org/10.1007/s11712-015-9441-2Bruya, B. (2017). Ethnocentrism and multiculturalism in contemporary philosophy. Philosophy East and West, 67(4), 991–1018. https://doi.org/10.1353/pew.2017.0086Castro-Gómez, S. (2011). Crítica de la razón latinoamericana. Editorial Pontificia Universidad Javeriana.Chemhuru, M. (2016). Pursuing the agenda of Africanising philosophy in Africa: Some possibilities. South African Journal of Philosophy, 35(4), 418–428. https://doi.org/10.1080/02580136.2016.1242209Chimakonam, J., & Ekor, D. (2022). How intercultural philosophy can contribute to social integration. Journal of Intercultural Studies, 43(5), 606–620. https://doi.org/10.1080/07256868.2022.2063824Comaroff, J., & Comaroff, J. (2011). Etnicidad S.A. Katz Editores.Dabashi, H. (2013, enero 15). Can non-Europeans think? Al Jazeera. https://www.aljazeera.com/opinions/2013/1/15/can-non-europeans-thinkDavis, B. (2017). Dislodging Eurocentrism and racism from philosophy. Comparative and Continental Philosophy, 9(2), 115–118. https://doi.org/10.1080/17570638.2017.1333706Davis, B. (2017). Gadfly of continental philosophy: On Robert Bernasconi’s critique of philosophical Eurocentrism. Comparative and Continental Philosophy, 9(2), 119–129. https://doi.org/10.1080/17570638.2017.1331902Davis, B. (2019). Beyond philosophical Euromonopolism: Other ways of—not otherwise than—philosophy. Philosophy East and West, 69(2), 592–619. https://doi.org/10.1353/pew.2019.0044Defoort, C. (2017). «Chinese philosophy» at European universities: A threefold utopia. Philosophy East and West, 67(4), 1049–1080. https://doi.org/10.1353/pew.2017.0092Dussel, E. (1975). Hacia una filosofía de la liberación latinoamericana. Editorial Bonum.Dussel, E. (1994). 1492: el encubrimiento del otro. El origen del mito de la modernidad. Plural.Dussel, E. (2000). Ética de la liberación en la edad de la globalización y la exclusión. Trotta.Dussel, E. (2006). Filosofía de la cultura y la liberación. Universidad Autónoma de la Ciudad de México.Dussel, E. (2007). Política de la liberación. Historia mundial y crítica. Trotta.Dussel, E. (2009). Una nueva edad en la historia de la filosofía: el diálogo mundial entre tradiciones filosóficas. Revista Cuadernos de Filosofía Latinoamericana, 29(99), pp. 15-28.Dussel, E. (2015). Filosofía del sur. Descolonización y Transmodernidad. Akal.Estermann, J. (1998). Filosofía andina: Estudio intercultural de la sabiduría autóctona andina. Abya-Yala.Etieyibo, E. (2016). Why ought the philosophy curriculum in universities in Africa be Africanised? South African Journal of Philosophy, 35(4), 404–417. https://doi.org/10.1080/02580136.2016.1242208Etieyibo, E. (2016). Guest editor’s introduction: The task of Africanising the philosophy curriculum in universities in Africa. South African Journal of Philosophy, 35(4), 377–382. https://doi.org/10.1080/02580136.2016.1256662Fontana, J. (2019). Descolonizar el saber, transformar nuestras prácticas educativas. El pensar filosófico más allá del canon eurocéntrico. Otros logos. Revista de Estudios Críticos, 10, 106–124. http://sedici.unlp.edu.ar/handle/10915/98133Fornet, R. (2021). Historias y tareas de la filosofía intercultural en América Latina. En J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 25–46). Universidad del Cauca.Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.Fricker, M. (2017). Injusticia epistémica. El poder y la ética del conocimiento (Trad. castellana). Herder.Ganeri, J. (2018, agosto 20). Taking philosophy forward. Los Angeles Review of Books. https://lareviewofbooks.org/article/taking-philosophy-forward/Ganeri, J. (2016). Why philosophy must go global: A manifesto. Confluence, 4, 134–186.Garfield, J., & Van Norden, B. (2016, mayo 11). If philosophy won’t diversify let’s call it what it really is. The New York Times. https://www.nytimes.com/2016/05/11/opinion/if-philosophy-wont-diversify-lets-call-it-what-it-really-is.htmlGiroux, H. (1992). Currículo, multiculturalismo y políticas de identidad. Boletín NASSP, 76(548), 1–11. https://doi.org/10.1177/019263659207654802Giroux. H. (1981). Ideology, Culture and the Process of Schooling. Temple University Press.Gordon, L. (2019). Decolonizing philosophy. The Southern Journal of Philosophy, 57(1), 16–36. https://doi.org/10.1111/sjp.12343Gutiérrez-Girardot, R. (1989). Hispanoamérica: imágenes y perspectivas. Temis.Janik, M. (2019). Philosophical multiculturalism and its limits. Comparative and Continental Philosophy, 11(1), 84–88. https://doi.org/10.1080/17570638.2019.1613876Kim, D. (2019). Undoing Western hegemony, unpacking the particulars: A review of Bryan Van Norden’s Taking back philosophy: A multicultural manifesto. Philosophy East and West, 69(2), 619–627. https://www.jstor.org/stable/26753941Kimmerle, H. (1994). Die Dimension des Interkulturellen: Philosophie in Afrika – afrikanische Philosophie. Supplemente und Verallgemeinerungsschritte. Editions Rodopi.Kirloskar, M. (2019). Diversifying philosophy: The art of non-domination. Educational Philosophy and Theory, 51(14), 1490–1503. https://doi.org/10.1080/00131857.2018.1562850Lamola, M. (2016). On a contextual South African philosophy curriculum: Towards an option for the excluded. South African Journal of Philosophy, 35(4), 501–512. https://doi.org/10.1080/02580136.2016.1244405Locke, J., & Peña, D. (2021). The groundlessness of philosophy: Critiquing the identity of a discipline. philoSOPHIA, 10(2), 143–167. https://doi.org/10.1353/phi.2021.0001Locke, J., & Peña, D. (2021). De-centering the «West» in cross-cultural philosophy: Philosophical pedagogy in the Emory-Tibet Science Initiative. Frontiers in Communication, 6, 1–5. https://doi.org/10.3389/fcomm.2021.727760López-Cózar, E. D., & Repiso, R. (2013). The impact of scientific journals of communication: Comparing Google Scholar Metrics, Web of Science and Scopus. Comunicar, 21(41), 45–52. https://doi.org/10.3916/C41-2013-04Martens, D. (2016). «Yielding ground to none»: Normative perspectives on African philosophy and its curricula. South African Journal of Philosophy, 35(4), 383–400. https://doi.org/10.1080/02580136.2016.1238258Masaka, D. (2017). Challenging epistemicide through transformation and Africanisation of the philosophy curriculum in Africa. South African Journal of Philosophy, 36(4), 441–455. https://doi.org/10.1080/02580136.2017.1334481McLaren, P. (1998). Multiculturalismo revolucionario. Pedagogías de disensión para el nuevo milenio. Siglo XXI.Meighoo, S., Nicholls, T., Silva, G., & Velásquez, E. R. (2023). Antiethnocentrism: New strategies needed? Journal of World Philosophies, 6(2), 115–152. https://scholarworks.iu.edu/iupjournals/index.php/jwp/article/view/4920Metz, T. (2016). Teaching African philosophy alongside Western philosophy: Some advice about topics and texts. South African Journal of Philosophy, 35(4), 490–500. https://doi.org/10.1080/02580136.2016.1244403Ministerio de Educación Nacional. (2013). Lineamientos: Política de educación superior inclusiva. https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdfMinisterio de Educación Nacional. (2019). Índice de inclusión para educación superior. https://www.mineducacion.gov.co/1759/articles-357277_recurso_1.pdfMweshi, J. (2016). On Africanising the philosophy curricula: Challenges and prospects. South African Journal of Philosophy, 35(4), 460–470. https://doi.org/10.1080/02580136.2016.1242201Ndlovu, S. (2016). El movimiento estudiantil «Rhodes debe caer» (Rhodes must fall): Las universidades sudafricanas como campo de lucha. Tabula Rasa, (25), 195–224. https://doi.org/10.25058/20112742.81Ojah, U., & Chimakonam, J. (2019). Why conversational thinking could be an alternative method for intercultural philosophy. Journal of Intercultural Studies, 40(2), 172–189. https://doi.org/10.1080/07256868.2019.1577811Palermo, Z. (2014). Para una Pedagogía Decolonial. Del Signo.Paraskeva, J. (2007). Ideologia, Cultura e Curriculo. Didatica Editora.Paraskeva, J. (2016). Curriculum epistemicides. Routledge.Paraskeva, J. (2020). Justicia contra el epistemicidio: Hacia una breve crítica de la razón occidental moderna. Con-Ciencia Social, (3), 157–174. https://doi.org/10.7203/con-cienciasocial.3.16795Paraskeva, J. (2022). Epistemicidio curricular. Hacia una Teoría Curricular Itinerante. Miño y Dávila.Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. https://doi.org/10.1002/9780470754887Rosenlee, L. (2019). A comparative feminist reflection on race and gender. Philosophy East and West, 69(2), 627–637. https://doi.org/10.1353/pew.2019.0046Rosenlee, L., Donahue, A., Kim, D., Maldonado, N., & Sealey, K. (2020). Symposium: Why historicize the canon? Journal of World Philosophies, 5(1), 121–176. https://doi.org/10.2979/jourworlphil.5.1.08Rosero, J. (2020). Filosofía intercultural: Dificultades y desafíos en la enseñanza de la filosofía. Utopía y Praxis Latinoamericana, 25, 50–64. https://doi.org/10.5281/zenodo.3931046Rosero, J. (2021). La filosofía y su enseñanza: Consideraciones desde la filosofía intercultural. En J. Rosero (Ed.), Desafíos para una filosofía intercultural nuestroamericana (pp. 95–138). Universidad del Cauca.Rosero, J. (2022). Normalización filosófica o la naturalización de la colonialidad filosófica: Consideraciones desde la filosofía intercultural. Cuestiones de Filosofía, 8(31), 113–132. https://doi.org/10.19053/01235095.v8.n31.2022.15110Rošker, S. (2020). Chinese philosophy, «postcomparative» approaches and transcultural studies: A reply to Vytis Silius. Asian Studies, 8(3), 305–316. https://doi.org/10.4312/as.2020.8.3.305-316Santos, B. de S. (2019). El fin del imperio cognitivo: La afirmación de las epistemologías del Sur. Trotta.Santos-Herceg, J. (2010). Conflicto de representaciones: América Latina como lugar para la filosofía. Fondo de Cultura Económica.Schepen, R. (2017). Intercultural philosophy and education in a global society: Philosophical divides are dotted lines. Ethics and Education, 12(1), 95–104. https://doi.org/10.1080/17449642.2016.1272749Schepen, R. (2022). Kimmerle’s intercultural philosophy and beyond: The ongoing quest for epistemic justice. Routledge.Schepen, R., & Graness, A. (2019). Heinz Kimmerle’s intercultural philosophy and the quest for epistemic justice. The Journal for Transdisciplinary Research in Southern Africa, 15(1), a554. https://doi.org/10.4102/td.v15i1.554Seltzer, D. (2018). Taking back philosophy—Through reform, not revolution. Expositions, 12(2), 72–82.Sesanti, S. (2016). Africanising the philosophy curriculum through teaching African culture modules: An African Renaissance act. South African Journal of Philosophy, 35(4), 429–443. https://doi.org/10.1080/02580136.2016.1242207Silius, V. (2020). Diversifying academic philosophy: The post-comparative turn and transculturalism. Asian Studies, 8(2), 257–280. https://doi.org/10.4312/as.2020.8.2.257-280Silva, G. (2018). Professional philosophy, «diversity», and racist exclusion: On Van Norden’s Taking back philosophy: A multicultural manifesto. Expositions, 12(2), 83–92. https://epublications.marquette.edu/phil_fac/780Silva, G. (2019). Comparative philosophy and decolonial struggle: The epistemic injustice of colonization and liberation of human reason. The Southern Journal of Philosophy, 57(1), 107–134. https://epublications.marquette.edu/phil_fac/781/Soldatenko, G. (2015). A contribution toward the decolonization of philosophy: Asserting the coloniality of power in the study of non-Western philosophical traditions. Comparative and Continental Philosophy, 7(2), 138–156. https://doi.org/10.1179/1757063815Z.00000000059Soldatenko, G. (2022). Reflections for comparative method from a Latin American philosophical perspective. En S. Burik, R. Smid, & R. Weber (Eds.), Comparative philosophy and method (pp. 119–137). Bloomsbury.Da Silva, T. T. (2001). Espacios de identidad: Nuevas visiones sobre el currículum (E. Antelo, Trad.). Octaedro. (Obra original publicada 1999).Torres-Santomé, J. (1991). El currículum oculto. Ediciones Morata.Torres-Santomé, J. (2011). La justicia curricular: El caballo de Troya de la cultura escolar. Ediciones Morata.Van Norden, B. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press.Van Norden, B. (2019). Response to comments by Bret Davis, David Kim, and Lisa Rosenlee on Taking back philosophy. Philosophy East and West, 69(2), 637–647. https://doi.org/10.1353/pew.2019.0047Walsh, C. (2012). «Other» knowledges, «other» critiques: Reflections on the politics and practices of philosophy and decoloniality in the «other» America. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(3). https://doi.org/10.5070/T413012880Wolff, E. (2016). Four questions on curriculum development in contemporary South Africa. South African Journal of Philosophy, 35(4), 444–459. https://doi.org/10.1080/02580136.2016.1242200Adleberg, T., Thompson, M., & Nahmias, E. (2014). Do men and women have different philosophical intuitions? Philosophical Psychology, 27(3), 420–439. https://doi.org/10.1080/09515089.2012.732035Alvarado, M. (2014). La ausencia femenina en la normalización de la filosofía argentina. Notas al epistolario de Francisco Romero. Revista de Estudios de las Mujeres, 2, 25-40. https://revistaseug.ugr.es/index.php/revmujeres/article/view/9309Alvarado, M. (2017). Interrupciones en Nuestra América, con voz de mujeres. En A. De Oto, et al. (Eds.), Metodologías en contexto (pp. 107–122). CLACSO. https://www.clacso.org.ar/libreria-latinoamericana/libro_detalle.php?id_libro=1277Alvarado, M. (2019). (In)ciertos feminismos. Cuyo. Anuario de Filosofía Argentina y Americana, 36, 149–174. https://revistas.uncu.edu.ar/ojs/index.php/cuyofha/article/view/2886Antony, L. (2012). Different voices or perfect storm. Journal of Social Philosophy, 43(3), 227–255. https://doi.org/10.1111/j.1467-9833.2012.01565.xAntony, L. (2016). Bias: Friend or foe? En M. Brownstein & J. Saul (Eds.), Implicit bias and philosophy. Volume 1: Metaphysics and epistemology (pp. 157–190). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198738916.003.0008Ávila, I. (2020). Mujeres y filosofía. Ideas y Valores, 69(173), 9–36. https://doi.org/10.15446/ideasyvalores.v69n173.82245Bailey, A. (2014). Navigating epistemic pushback in feminist and critical race philosophy classes. APA Newsletter on Feminism and Philosophy, 14(1), 3–7.Baron, S., Dougherty, T., & Miller, K. (2015). Why is there female under-representation among philosophy majors? Ergo, 2(14), 330–365. https://doi.org/10.3998/ergo.12405314.0002.014Beebee, H. (2013). Women and deviance in philosophy. En K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change? (pp. 61–79). Oxford University Press.Benétreau-Dupin, Y., & Beaulac, G. (2015). What data can and cannot tell us about the underrepresentation of women in philosophy. Ergo, 2(3), 59–81. https://doi.org/10.3998/ergo.12405314.0002.003Berges, S. (2013). Teaching Christine de Pizan in Turkey. Gender and Education, 25(5), 595–604. https://doi.org/10.1080/09540253.2013.810713Berges, S. (2015). On the outskirts of the canon. Metaphilosophy, 46(3), 380–397. https://doi.org/10.1111/meta.12136Bettcher, T. (2019). What is trans philosophy? Hypatia, 34(4), 644–667. https://doi.org/10.1017/hyp.2019.46Buckwalter, W., & Stich, S. (2010). Gender and philosophical intuition. Mind & Language, 25(5), 445–469. https://doi.org/10.1111/j.1468-0017.2010.01398.xCely, F. (2022). Mujeres y filosofía. En Mujeres, poder y conocimiento (pp. 129–199). Herder.Claire, L., Meskhidze, H., Wilson, S., Batchelor, N., Bloch, S., & Cahill, A. (2017). Using focus groups to explore the underrepresentation of female-identified undergraduate students in philosophy. Feminist Philosophy Quarterly, 3(4), Article 4. https://doi.org/10.5206/fpq/2017.4.4Crenshaw, K. (2012). Cartografiando los márgenes: Interseccionalidad, políticas identitarias y violencia contra las mujeres de color. En R. Platero (Ed.), Intersecciones: Cuerpos y sexualidades en la encrucijada (pp. 87–122). Edicions Bellaterra.Davis, A. (2004). Mujeres, raza y clase. Ediciones Akal.Davis, E. (2021). A tale of two injustices: Epistemic injustice in philosophy. En J. Lackey (Ed.), Applied epistemology (pp. 215–250). Oxford University Press. https://doi.org/10.1093/oso/9780198823850.003.0011Davis, E. (2016). Typecasts, tokens, and spokespersons. Hypatia, 31(3), 485–501. https://doi.org/10.1111/hypa.12245Demarest, H., Robertson, S., Haggard, M., Martin, M., & Bickel, J. (2017). Predicting continuation for women in philosophy. Analysis, 77(3), 525–541. https://doi.org/10.1093/analys/anx044Dembroff, R. (2018). Real talk on the metaphysics of gender. Philosophical Topics, 46(2), 21–50. https://doi.org/10.5840/philtopics201846217Dembroff, R. (2020). Cisgender commonsense and philosophy's transgender trouble. TSQ: Transgender Studies Quarterly, 7(3), 374–393. https://doi.org/10.1215/23289252-8544936Di Bella, L., Miles, E., & Saul, J. (2016). An examination of implicit and explicit gender stereotypes in philosophy. En M. Brownstein & J. Saul (Eds.), Implicit bias and philosophy, Volume 1: Metaphysics and epistemology (pp. 189–216). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198766184.003.0009Dougherty, T., Baron, S., & Miller, K. (2015). Why do female students leave philosophy? Hypatia, 30(2), 467–474. https://doi.org/10.1111/hypa.12141Dotson, K. (2012). A cautionary tale: On limiting epistemic oppression. Frontiers: A Journal of Women Studies, 33(1), 24–47. https://doi.org/10.5250/fronjwomestud.33.1.0024Dotson, K. (2012). How is this paper philosophy? Comparative Philosophy, 3(1), 3–29. https://doi.org/10.31979/2151-6014(2012).030107Figdor, C., & Drabek, M. (2016). Experimental philosophy and the underrepresentation of women. En W. Buckwalter & J. Sytsma (Eds.), A companion to experimental philosophy (pp. 590–602). Wiley-Blackwell. https://doi.org/10.1002/9781118661666.ch43Friedman, M. (2013). Women in philosophy. En K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change? (pp. 21–40). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199325603.003.0002Gines, K. T. (2011). Being a Black woman philosopher: Reflections on founding the Collegium of Black Women Philosophers. Hypatia, 26(2), 429–437. https://doi.org/10.1111/j.1527-2001.2011.01186.xGrimshaw, J., & Fricker, M. (2002). Philosophy and feminism. En N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (2.ª ed., pp. 552–566). Blackwell.Hagengruber, R. (2015). Cutting through the veil of ignorance: Rewriting the history of philosophy. The Monist, 98(1), 34–42. https://doi.org/10.1093/monist/onu009Hagengruber, R. (2020). Retrieving the history of women philosophers and its methodical implications. En R. Hagengruber & S. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 9–22). Springer. https://doi.org/10.1007/978-3-030-44421-1_2Haslanger, S. (2008). Changing the ideology and culture of philosophy. Hypatia, 23(2), 210–223. https://doi.org/10.1111/j.1527-2001.2008.tb01195.xHermanson, S. (2017). Implicit bias, stereotype threat, and political correctness in philosophy. Philosophies, 2(2), 7. https://doi.org/10.3390/philosophies2020007Hermanson, S. (2017). In search of gender effects on the job market and early career publishing in philosophy. Frontiers in Psychology, 8, 953. https://doi.org/10.3389/fpsyg.2017.00953Holroyd, J., & Saul, J. (2018). Implicit bias and reform efforts in philosophy. Philosophical Topics, 46(2), 71–102. https://doi.org/10.5840/philtopics201846215Honneth, A. (2009). Crítica del agravio moral. Fondo de Cultura Económica.Hooks, B. (2020). ¿Acaso no soy yo una mujer? Mujeres negras y feminismo. Consonni.Huerta, V. (2022). Las filósofas en la universidad. Protrepsis, 11(21), 87–110. https://doi.org/10.35487/protrepsis.v11i21.2022.991Hutton, S. (2015). Blue-eyed philosophers born on Wednesdays. The Monist, 98(1), 7–20. https://doi.org/10.1093/monist/onu004Hutton, S. (2019). Women, philosophy and the history of philosophy. British Journal for the History of Philosophy, 27(4), 684–701. https://doi.org/10.1080/09608788.2018.1563766Hutton, S. (2020). «Context» and «Fortuna» in the history of women philosophers. En S. Thorgeirsdottir & R. Hagengruber (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 27–41). Springer. https://doi.org/10.1007/978-3-030-44421-1_3Hutton, S. (2021). El renacimiento de las mujeres filósofas. Revista Horizonte Independiente, 2(1), 19–33. https://doi.org/10.52191/rhi.v2i1.145Iliadi, S., Theologou, K., & Stellios, S. (2018). Is the lack of women in philosophy a universal phenomenon? Hypatia, 33(4), 700–716. https://doi.org/10.1111/hypa.12426Jenkins, F. (2014). Epistemic credibility and women in philosophy. Australian Feminist Studies, 29(80), 161–170. https://doi.org/10.1080/08164649.2014.896898Kidd, I. J. (2017). Resisters, diversity in philosophy, and the demographic problem. Rivista di estetica, 64(3), 153–170. https://doi.org/10.4000/estetica.2304Lugones, M. (2008). Colonialidad y Género. Tabula Rasa, (9), 73–102.Ministerio de Educación Nacional (MEN). (2016). Enfoque e Identidades de género para los lineamientos política de educación superior inclusiva. https://www.mineducacion.gov.co/1759/articles-357277_recurso_3.pdfMizrahi, M., & Dickinson, M. (2022). Philosophy’s gender gap and argumentative arena. Synthese, 200(110), 1–19. https://doi.org/10.1007/s11229-021-03366-yNorlock, K. (2012). Gender perception as a habit of moral perception: Implications for philosophical methodology and introductory curriculum. Journal of Social Philosophy, 43(3), 347–362. https://doi.org/10.1111/j.1467-9833.2012.01568.xPaxton, M., Figdor, C., & Tiberius, V. (2012). Quantifying the gender gap in philosophy. Hypatia, 27(4), 949–957. https://doi.org/10.1111/j.1527-2001.2012.01306.xPetticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887Piovarchy, A. (2020). Philosophy’s undergraduate gender gaps and early interventions. Ergo, 6(26), 761–790. https://doi.org/10.3998/ergo.12405314.0006.026Observatorio de Género y Filosofía en Colombia. (2021). Equidad de género en programas de filosofía en Colombia: Participación docente. Red Colombiana de Mujeres Filósofas. https://diotima.net.co/observatorio/Rée, J. (2002). Women philosophers and the canon. British Journal for the History of Philosophy, 10(4), 641–652. https://doi.org/10.1080/09608780210157368Rivera, M., & Acevedo, D. (2021). Participación de las mujeres en la historia de Ideas y Valores. Ideas y Valores, 70(Suplemento 7), 145–171. https://doi.org/10.15446/ideasyvalores.v70nSup7.99300Roemer, J. (1998). Igualdad de oportunidades. Isegoría, (18), 71–87. https://doi.org/10.3989/isegoria.1998.i18.281Saul, J. (2012). Ranking exercises in philosophy and implicit bias. Journal of Social Philosophy, 43(3), 256–273. https://doi.org/10.1111/j.1467-9833.2012.01566.xSaul, J. (2013). Implicit bias, stereotype threat and women in philosophy. En F. J. Jenkins & K. Hutchison (Eds.), Women in philosophy: What needs to change? (pp. 39–60). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199325603.003.0003Shapiro, L. (2016). Revisiting the early modern philosophical canon. Journal of the American Philosophical Association, 2(3), 365–383. https://doi.org/10.1017/apa.2016.23Schwitzgebel, E., & Jennings, C. (2017). Women in philosophy. Public Affairs Quarterly, 31(2), 83–106. https://www.jstor.org/stable/44809114Thompson, M. (2017). Explanations of the gender gap in philosophy. Philosophy Compass, 12(3), e12408. https://doi.org/10.1111/phc3.12408Thompson, M., Adleberg, T., Sims, T., & Nahmias, E. (2016). Why do women leave philosophy? Philosopher’s Imprint, 16(6), 1–36. http://hdl.handle.net/2027/spo.3521354.0016.006Torres, O. (2018). La situación de la mujer en los estudios de filosofía. Investigaciones Feministas, 9(2), 327–342. https://doi.org/10.5209/infe.62279Verge, T. (2021). Gender equality policy and universities. Journal of Women, Politics & Policy, 42(3), 191–206. https://doi.org/10.1080/1554477X.2020.1856766Waithe, M. (2015). From canon fodder to canon-formation. The Monist, 98(1), 21–33. https://doi.org/10.1093/monist/onu017Waithe, M. (2020). Sex, lies, and bigotry: The canon of philosophy. En R. Hagengruber & H. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 69–92). Springer. https://doi.org/10.1007/978-3-030-44421-1_5Witt, C. (2020). The recognition project: Feminist history of philosophy. En R. Hagengruber & H. Thorgeirsdottir (Eds.), Methodological reflections on women’s contribution and influence in the history of philosophy (pp. 55–68). Springer. https://doi.org/10.1007/978-3-030-44421-1_4Yancy, G. (2008). Situated Black women’s voices in/on the profession of philosophy. Hypatia, 23(2), 155–159. https://doi.org/10.1111/j.1527-2001.2008.tb01185.xYancy, G. (2012). Reframing the practice of philosophy: Bodies of color, bodies of knowledge. State University of New York Press.Young, I. M. (2011). Responsabilidad por la justicia. Morata.Abundez-Guerra, V. F. (2018). How to deal with Kant’s racism—In and out of the classroom. Teaching Philosophy, 41(2), 131–152. https://doi.org/10.5840/teachphil201841210Alcoff, L. M. (2017). Philosophy and philosophical practice: Eurocentrism as an epistemology of ignorance. En I. J. Kidd, J. Medina, & G. Pohlhaus Jr. (Eds.), The Routledge handbook of epistemic injustice (pp. 397–408). Routledge. https://doi.org/10.4324/9781315212043-33Alcoff, L. M. (2012). Alien and alienated. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 23–44). State University of New York Press.Allais, L. (2016). Problematising Western philosophy as one part of Africanising the curriculum. South African Journal of Philosophy, 35(4), 537–545. https://doi.org/10.1080/02580136.2016.1247247Allais, L. (2016). Kant’s racism. Philosophical Papers, 45(1–2), 1–36. https://doi.org/10.1080/05568641.2016.1187487Basevich, E. (2020). Reckoning with Kant on race. The Philosophical Forum, 51(3), 221–245. https://doi.org/10.1111/phil.12266Boxill, B. (2017). Kantian racism and Kantian teleology. En N. Zack (Ed.), The Oxford handbook of philosophy and race (pp. 44–53). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190236953.013.4Camilloni, A. W. de. (2001). Modalidades y proyectos de cambio curricular. En Organización Panamericana de la Salud & Facultad de Medicina, Universidad de Buenos Aires (Eds.), Aportes para un cambio curricular en Argentina 2001 (pp. 23-52). OPS/OMS; Facultad de Medicina, UBA.Cherry, M. (2023). The Kant and race debate. The Southern Journal of Philosophy, 61(1), 51–62. https://doi.org/10.1111/sjp.12495Curry, T. J. (2023). Inventing failure: Being Black and male in liberal arts graduate programs such as philosophy. En E. Shephard & W. Farmer (Eds.), The Black student’s pathway to graduate study and beyond: The making of a scholar (pp. 117–140). Information Age Publishing.Curry, T. J. (2011). On derelict and method: The methodological crisis of Africana philosophy’s study of African descended people under an integrationist milieu. Radical Philosophy Review, 14(2), 139–164. https://doi.org/10.5840/radphilrev201114215Dotson, K. (2012). How is this paper philosophy? Comparative Philosophy, 3(1), 3–29. https://doi.org/10.31979/2151-6014(2012).030107Eberl, O. (2019). Kant on race and barbarism. Kantian Review, 24(3), 385–413. https://doi.org/10.1017/S1369415419000077Edelstein, G., & Litwin, E. (1993). Nuevos debates en las estrategias metodológicas del curriculum universitario. Revista Argentina de Educación, 11(19), 79–86.Flory, D. (2017). Race, history, and affect: Comments on Peter K. J. Park’s Africa, Asia, and the history of philosophy. Journal of World Philosophies, 2(2), 48–57. https://scholarworks.iu.edu/iupjournals/index.php/jwp/article/view/629Freter, B. (2018). White supremacy in Eurocentric epistemologies. Synthesis philosophica, 33(1), 237–249. https://doi.org/10.21464/sp33115Gani, J. (2017). The erasure of race. Millennium: Journal of International Studies, 45(3), 425–446. https://doi.org/10.1177/0305829817696575Gracia, J. J. E. (2012). Philosophical canons and philosophical traditions: The case of Latin American philosophy. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 87–102). State University of New York Press.Grant, E. (2007). A history of natural philosophy: From the ancient world to the nineteenth century. Cambridge University Press. https://doi.org/10.1017/CBO9780511999871Greco, F. (2024). An unspoken synecdoche: The history of philosophy and its epistemic injustice. En L. Schützle, B. Schellhammer, A. Yadav, C.-J. Kather, & L. Thomine (Eds.), Epistemic injustice and violence: Exploring knowledge, power, and participation in philosophy and beyond (pp. 71–86). transcript Verlag. https://doi.org/10.1515/9783839465742-006Gvirtz, S., & Palamidessi, M. (1998). El ABC de la tarea docente: Currículum y enseñanza. Aique Grupo Editor.Haidery, S. (2021). Is Western philosophy irredeemably racist? En B. Li (Ed.), Logos: The undergraduate journal of philosophy (Vol. XVII, pp. 51–68). Cornell University.Harris, L. (1995). «Believe it or not» or the Ku Klux Klan and American philosophy exposed. Proceedings and Addresses of the American Philosophical Association, 68(5), 133–137. https://doi.org/10.2307/3130865Hidayat, F. (2022). Can White Americans include colors in their canon? Rubikon: Journal of Transdisciplinary Studies, 9(1), 119–133. https://doi.org/10.28989/rubikon.v9i1.1110Holanda, G. H. F. de. (2025). O ensino de filosofia na periferia da civilização: Desafios para uma crítica contracolonial. Revista Cacto – Ciência, Arte, Comunicação em Transdisciplinaridade Online, 5(1), e25011. https://doi.org/10.5281/zenodo.14735278Hord, F. L., & Lee, J. S. (2016). I am because we are: An introduction to Black philosophy. En F. L. Hord & J. S. Lee (Eds.), I am because we are: Readings in Africana philosophy (pp. 9–24). University of Massachusetts Press.Huseyinzadegan, D. (2018). For what can the Kantian feminist hope? Constructive complicity in appropriations of the canon. Feminist Philosophy Quarterly, 4(1), Article 3. https://doi.org/10.5206/fpq/2018.1.3James, G. G. M. (1954). Stolen legacy: The Egyptian origins of Western philosophy. Philosophical Library.Kleingeld, P. (2022). Dealing with Kant’s sexism and racism. En L. Caranti & A. Pinzani (Eds.), Kant and the problem of morality (pp. 20–45). Routledge. https://doi.org/10.4324/9781003182746-3König-Pralong, C. (2019). La colonie philosophique: Écrire l’histoire de la philosophie aux XVIIIe et XIXe siècles. Éditions de l’EHESS. https://doi.org/10.4000/books.ehess.51207Lapointe, S., & Reck, E. (Eds.). (2023). Historiography and the formation of philosophical canons. Routledge. https://doi.org/10.4324/9781003188236LeBlanc, R. (2021). The colour of the transcendental deduction. Patterns of Prejudice, 55(2), 147–171. https://doi.org/10.1080/0031322X.2021.1890519Lu-Adler, H. (2023). Kant, race, and racism: Views from somewhere. Oxford University Press. https://doi.org/10.1093/oso/9780197689219.001.0001Lu-Adler, H. (2022). Kant on lazy savagery, racialized. Journal of the History of Philosophy, 60(2), 253–275. https://doi.org/10.1353/hph.2022.0022Lu-Adler, H. (2022). Kant and slavery—Or why he never became a racial egalitarian. Critical Philosophy of Race, 10(2), 263–294. https://doi.org/10.5325/criphilrace.10.2.0263Major, P. (2025). Structural Eurocentrism in philosophy: An argument for sociometaphilosophy. Metaphilosophy, 56(1), 83–108. https://doi.org/10.1111/meta.12673McCall, C. C., & McReynolds, P. (2021). Decolonizing American philosophy. SUNY Press.McKenna, E., & Pratt, S. (2015). American philosophy: From Wounded Knee to the present (2.ª ed.). Bloomsbury Academic.McClendon, J. H., & Ferguson, S. A. (2011). African American philosophy: A general outline. En W. Edelglass & J. L. Garfield (Eds.), The Oxford handbook of world philosophy (pp. 305–314). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195328998.003.0029Mensch, J. (2017). Caught between character and race: «Temperament» in Kant’s Lectures on Anthropology. Australian Feminist Law Journal, 43(1), 125–144. https://doi.org/10.1080/13200968.2017.1349393Mercier, L. (2022). Warding off the ghosts of race in the historiography of philosophy. Critical Philosophy of Race, 10(1), 22–47. https://doi.org/10.5325/criphilrace.10.1.0022Mills, C. W. (1998). Blackness visible: Essays on philosophy and race. Cornell University Press.Oluwayomi, A. (2022). Not for the faint of heart: Becoming an antiracist philosopher in a society polarized by critical race theory. Eidos: A Journal for Philosophy of Culture, 6(3), 5–23. https://doi.org/10.14394/eidos.jpc.2022.0032Park, P. K. J. (2013). Africa, Asia, and the history of philosophy: Racism in the formation of the philosophical canon, 1780–1830. State University of New York Press.Pascoe, J. (2019). Rethinking race and gender in Kant: Toward a non-ideal, intersectional Kant. Studies in Global Intellectual History, 2(2), 84–99. https://doi.org/10.1080/25232486.2019.1658707Rabossi, E. (2005). Historia y filosofía en el contexto latinoamericano: Algunos comentarios inquietantes. En A. Salles & E. Millán-Zaibert (Eds.), El papel de la historia en la filosofía latinoamericana: Perspectivas contemporáneas (pp. 57–73). State University of New York Press.Ramsauer, L. (2023). Kant’s racism as a philosophical problem. Pacific Philosophical Quarterly, 104(3), 333–354. https://doi.org/10.1111/papq.12436Salazar-Bondy, A. (1969). Sentido y problema del pensamiento filosófico hispano-americano. University of Kansas, Center of Latin American Studies.Sánchez, R. E., Jr. (2023). Reimagining the canon through the lens of Mexican philosophy. En S. Lapointe & E. H. Reck (Eds.), Historiography and the formation of philosophical canons (pp. 9–28). Routledge. https://doi.org/10.4324/9781003188236-2Santos-Herceg, J. (2021). Inmanuel Kant: Del racialismo al racismo. THÉMATA. Revista de Filosofía, 43, 27–38. https://doi.org/10.12795/themata.2021.i63.02Sandford, S. (2018). Kant, race, and natural history. Philosophy & Social Criticism, 44(9), 950–977. https://doi.org/10.1177/0191453718767191Schutte, O. (2012). Attracting Latinos/as to philosophy: Today’s challenges. En G. Yancy (Ed.), Reframing the practice of philosophy: Bodies of color, bodies of knowledge (pp. 71–86). State University of New York Press.Silva, G. (2018). Professional philosophy, «diversity,» and racist exclusion: On Van Norden’s Taking back philosophy: A multicultural manifesto. Expositions, 12(2), 39–53.Silva, T. T. da. (1999). Documentos de identidad: Una introducción a las teorías del currículo. Autêntica Editorial.Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(2), 76–96. https://doi.org/10.4236/ojpp.2023.132006Terada, R. (2017). The racial grammar of Kantian time. European Romantic Review, 28(3), 267–278. https://doi.org/10.1080/10509585.2017.1316353Van Norden, B. W. (2017). Taking back philosophy: A multicultural manifesto. Columbia University Press.Wilson, R. A. (2023). Philosophical silences: Race, gender, disability, and philosophical practice. Journal of Philosophy of Education, 57(4–5), 1004–1024. https://doi.org/10.1093/jopedu/qhad038Yancy, G. (2021). Black disciplinary zones and the exposure of whiteness. Educational Philosophy and Theory, 53(3), 217–226. https://doi.org/10.1080/00131857.2019.1643010Yancy, G. (2018). The practice of philosophy: Truth-telling, vulnerability, and risk. Philosophy Today, 62(4), 1255–1275. https://doi.org/10.5840/philtoday2018122425Yancy, G. (2015). Through the crucible of pain and suffering: African-American philosophy as a gift and the countering of the Western philosophical metanarrative. Educational Philosophy and Theory, 47(11), 1143–1159. https://doi.org/10.1080/00131857.2014.991502Yancy, G. (Ed.). (2012). Reframing the practice of philosophy: Bodies of color, bodies of knowledge. State University of New York Press. ISBN: 9781438441521Zack, N. (2018). Philosophy of race: An introduction (2.ª ed.). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-78729-9Zea, L. (2004). The actual function of philosophy in Latin America (pp. 355–368) & Identity: A Latin-American philosophical problem (pp. 369–378). En J. J. E. Gracia & E. Millán-Zaibert (Eds.), Latin American philosophy for the 21st century: The human condition, values, and the search for identity (pp. 355–378). Prometheus Books. ISBN: 9781591021532Acker, K. (1995). The end of the world of white men. En J. Halberstam & I. Livingston (Eds.), Posthuman Bodies (pp. 57–72). Indiana University Press.Adams, J. D., & Weinstein, M. (2020). Sylvia Wynter: science studies and posthumanism as praxes of being human. Cultural Studies ↔ Critical Methodologies, 20(3), 235-250. https://doi.org/10.1177/1532708619880218Ağın, B. (2020). Posthumanism versus transhumanism: James Tiptree, Jr.’s The Girl Who Was Plugged In. Dil ve Edebiyat Araştırmaları, (22), 277-298. https://doi.org/10.30767/diledeara.685823Araiza Díaz, V. (2022). Las humanidades del Antropoceno desde la mirada de Donna Haraway y Rosi Braidotti. Tabula Rasa, 41, 201-223. https://doi.org/10.25058/20112742.n41.09Baldwin, A. N. (2022). A Decolonial Black Feminist Theory of Reading and Shade: Feeling the University. Routledge.Beauchamp, T. L. (2011). Rights theory and animal rights. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 198–227). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0007Beauchamp, T. L., & Frey, R. G. (Eds.). (2011). The Oxford handbook of animal ethics. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.001.0001Braidotti, R. (2015). Lo posthumano (J. Ibarz, Trad.). Gedisa.Braidotti, R. (2020). El conocimiento posthumano (J. Ibarz, Trad.). Gedisa.Braidotti, R. (2022). Feminismo posthumano (J. Ibarz, Trad.). Gedisa.Britt, C. (2021). Humanism in an age of anti-humanism. In C. Britt & E. Subirats (Eds.), Intellectuals in the society of spectacle (pp. 51–111). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70254-8_3Brown, Z. (2024). Recasting race-conscious admissions: Sylvia Wynter and higher education policy after «Man». Educational Policy, 38(3), 727–740. https://doi.org/10.1177/08959048231218207Bryson, M. (2022). Introduction: The old argument: Humanism and anti-humanism. In M. Bryson (Ed.), The Routledge companion to humanism and literature (pp. 1–8). Routledge. https://doi.org/10.4324/9781003033534-1Chan, S., & Harris, J. (2011). Human animals and nonhuman persons. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 304–331). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0011Clark, S. R. L. (2011). Animals in classical and late antique philosophy. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 35–60). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0003Copp, D. (2011). Animals, fundamental moral standing, and speciesism. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 276–303). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0010Diéguez, A. (2021). Cuerpos inadecuados: El desafío transhumanista a la filosofía. Herder Editorial.Diéguez, A. J., & Roldán, P. (2022). ¿Por qué es filosóficamente relevante el transhumanismo? Ánfora Nova: Revista Literaria, (125-126), 107-119.Driver, J. (2011). A Humean account of the status and character of animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 144–171). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0006Du Preez, P., Simmonds, S., & Le Grange, L. (2022). Re/thinking curriculum inquiry in the posthuman condition: A critical posthumanist stance. Education as Change, 26(1), 1–20. https://doi.org/10.25159/1947-9417/11460Du Preez, P., Le Gange, L., Simmonds, S., Bergonzi Martínez, J., & Goñi, G. (2023). Re-pensar la investigación curricular en la condición posthumana: Una postura posthumanista crítica. Revista de Educación, XIV(29), 29-51. https://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/7042Engel, M., & Jenni, K. (2010). Examined lives: Teaching human-animal studies in philosophy. In M. DeMello (Ed.), Teaching the animal: Human-animal studies across the disciplines (pp. 60–103). Lantern Books.Erasmus, Z. (2020). Sylvia Wynter’s theory of the human: Counter-, not post-humanist. Theory, Culture & Society, 37(6), 47–65. https://doi.org/10.1177/0263276420936333Faustmann, L. (2021). Transhumanismo, el último suspiro de Dios: Análisis del proyecto transhumanista desde la filosofía posthumanista posmoderna. Cuadernos salmantinos de filosofía, 48, 283–312. https://doi.org/10.36576/summa.144502Ferrando, F. (2013). Posthumanism, transhumanism, antihumanism, metahumanism, and new materialisms: Differences and relations. Existenz, 8(2), 26–32. https://existenz.us/volumes/Vol.8-2Ferrando.pdfFerrando, F. (2016). The party of the Anthropocene: Post-humanism, environmentalism and the post-anthropocentric paradigm shift. Relations, 4(2), 59–73. https://doi.org/10.7358/rela-2016-002-ferrFerrando, F. (2019). Philosophical posthumanism. Bloomsbury Academic. https://doi.org/10.5040/9781350059500Ferrando, F. (2020). Leveling the posthuman playing field. Theology and Science, 18(1), 1–6. https://doi.org/10.1080/14746700.2019.1710343Ferrando, F. (2021). To be or not to be enhanced? Just ask the moon – In posthuman terms. In M. Ienca & F. Jotterand (Eds.), The Cambridge handbook of posthumanism: A reader (pp. 30–42). Routledge. https://doi.org/10.4324/9781003085205-4Ferrando, F. (2022). Who is afraid of artificial intelligence? A posthumanist take on the AI takeover scenario. In F. P. Grunert (Ed.), HumaniTies and artificial intelligence (pp. 85–90). European Commission. https://doi.org/10.2777/440503Ferrando, F. (2022). Are we becoming God(s)? Transhumanism, posthumanism, antihumanism, and the divine. In B. Green, A. Gouw, & T. Peters (Eds.), Religious transhumanism and its critics (pp. 31–50). Lexington Books.Ferrando, F., & Datta, A. (2022). Dialogue on posthuman life, death and COVID-19. Journal of Posthumanism, 1(1), 107–120. https://doi.org/10.33182/jp.v1i1.1281Ferrando, F., & Rozzoni, S. (2023). Vision quest in posthumanist education: Focuses, praxes and experiences. International Journal of Philosophical Studies, 31(4), 586–611. https://doi.org/10.1080/09672559.2023.2290552Foucault, M. (1982). Las palabras y las cosas: Una arqueología de las ciencias humanas (Trad. E. C. Frost). Siglo XXI Editores.Frey, R. G. (2011). Utilitarianism and animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 172–197). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0007Fukuyama, F. (2003). Our posthuman future: Consequences of the biotechnological revolution. Picador.Garrett, A. (2011). Animals and ethics in the history of modern philosophy. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 61–88). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0004Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2020). The desire for new humanisms. Journal of Disability Studies in Education, 1(1–2), 125–144. https://doi.org/10.1163/25888803-00101003Guryanova, A., & Smotrova, I. (2020). Transformation of worldview orientations in the digital era: Humanism vs. anti-, post- and trans-humanism. In S. Ashmarina, M. Vochozka, & V. Mantulenko (Eds.), Digital age: Chances, challenges and future. ISCDTE 2019. Lecture notes in networks and systems (Vol. 84, pp. 47–56). Springer. https://doi.org/10.1007/978-3-030-27015-5_6Han-Pile, B. (2010). The ‘death of man’: Foucault and anti-humanism. In T. O’Leary & C. Falzon (Eds.), Foucault and philosophy (pp. 118–142). Wiley-Blackwell. https://doi.org/10.1002/9781444320099.ch6Hantel, M. (2018). What is it like to be a human? Sylvia Wynter on autopoiesis. philoSOPHIA, 8(1), 61–79. https://doi.org/10.1353/phi.2018.0003Haraway, D. (1990). A manifesto for cyborgs: Science, technology, and socialist feminism in the 1980s. In L. Nicholson (Ed.), Feminism/Postmodernism (pp. 190–233). Routledge. https://doi.org/10.4324/9780203699546-14Hayles, N. K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. University of Chicago Press.Herbrechter, S. (2018). Posthumanist education? In P. Smeyers (Ed.), International handbook of philosophy of education (pp. 727–745). Springer. https://doi.org/10.1007/978-3-319-72761-5_54Herbrechter, S. (2023). Unlearning to be human? The pedagogical implications of twenty-first-century post-anthropocentrism. In C. Daigle & M. Hayler (Eds.), Posthumanism in practice (pp. 212–226). Bloomsbury Academic. https://doi.org/10.5040/9781350247297.ch-014Horsthemke, K. (2018). Philosophical posthumanism, critical pedagogy, and ecopedagogy. In Animal rights education (pp. 123–140). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-93812-7_7Hottois, G. (2015). Humanismo; transhumanismo; posthumanismo. Revista Colombiana de Bioética, 8(2), 167–192. https://doi.org/10.18270/rcb.v8i2.797Hottois, G. (2016). Rostros del trans/posthumanismo a la luz de la pregunta por el humanismo. Revista Colombiana de Bioética, 10(2), 175–192. https://doi.org/10.18270/rcb.v10i2.1764Humphreys, R. (2023). Introduction: Anthropomorphism and animal ethics. In Animals, ethics, and language (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18047-3_1Hursthouse, R. (2011). Virtue ethics and the treatment of animals. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 119–143). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0005Korsgaard, C. M. (2011). Interacting with animals: A Kantian account. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 91–117). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0005Kuhn, T. S. (1971). La estructura de las revoluciones científicas (Trad. A. Contín). Fondo de Cultura Económica.Le Grange, L., & du Preez, P. (2023). Curriculum studies in the posthuman condition/posthuman curriculum (studies). South African Journal of Higher Education, 37(5), 60–77. https://doi.org/10.20853/37-5-5985McHugh, S. (2022). Human-animal studies. In S. Herbrechter, I. Callus, M. Rossini, M. Grech, M. de Bruin-Molé, & C. J. Müller (Eds.), Palgrave handbook of critical posthumanism (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42676-4_19-1Mora, L. (2021). Sylvia Wynter y el problema del humanismo. Meridional. Revista Chilena de Estudios Latinoamericanos, 16, 160–179. https://doi.org/10.5354/0719-4862.61357Moore, J. W. (2017). The Capitalocene, Part I: On the nature and origins of our ecological crisis. The Journal of Peasant Studies, 44(3), 594–630. https://doi.org/10.1080/03066150.2016.1235036Moore, J. W. (Ed.). (2019). Anthropocene or Capitalocene? Nature, history, and the crisis of capitalism. PM Press.Moreno, J. (2020). Tecnología, agencia y transhumanismo. Universidad Santo Tomás.Morris, C. W. (2011). The idea of moral standing. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 255–275). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0009Muñoz, D. (2013). El (no-)lugar del hombre: Nuevas coordenadas para el humanismo. In J. Giraldo, L. Sardiñas, M. Moya, G. Vargas, & D. Muñoz, Humanismo en debate (pp. 115–133). Editorial Bonaventuriana.Muñoz, D. (2015). El test animalista al concepto de persona. In Redescubrir a la persona a través del humanismo (pp. 45–78). Editorial Bonaventuriana.Muñoz, D. (2016). La cuestión animal: Un desafío para el humanismo. In D. Muñoz (Ed.), ¿El fin del hombre? Humanismo y antihumanismo en la filosofía contemporánea (pp. 133–165). Editorial Bonaventuriana.Muñoz, D. (2017). El antihumanismo de Heidegger: Un humanismo pobre. In J. Pulido (Ed.), La pregunta por el humanismo hoy: Tres perspectivas (pp. 75–99). Editorial Bonaventuriana.Muñoz, D. (2020). La dignidad: ¿Un concepto especista? Aproximación en perspectiva posthumanista. In D. Muñoz, L. Flórez, I. Carreño, A. Rodríguez, J. Siciliani, J. P. Suárez, & M. Vergara, La dignidad humana puesta en cuestión: Aportes críticos en torno a una idea fundamental (pp. 43–82). Editorial Bonaventuriana.Muñoz, D. (2020). La humanitas en peligro: El transhumanismo de cara a la cuestión de la técnica en Heidegger. In O. Donato, D. Muñoz, & Á. Rivera (Eds.), Redefinir lo humano en la era técnica: Perspectivas filosóficas (pp. 63–73). Universidad Libre.Muñoz, D. (2020). Transhumanismo: Un giro de tuerca a la pregunta por la técnica de Heidegger. Estudios de Filosofía, 61, 145–166. https://doi.org/10.17533/udea.ef.n61a10Muñoz, D. (2021). Las humanidades en tiempos del Antropoceno: En el umbral entre humanismo y posthumanismo. Tópicos, Revista de Filosofía, 61, 423–448. https://doi.org/10.21555/top.v0i61.1183Nišavić, I. (2023). What we talk about when we talk about humanism, posthumanism, anti-humanism: Educational perspectives. In I. Nišavić, N. Mitranić, & P. Krstić (Eds.), Posthumanism and education: Transgression or interdependence (pp. 9–17). Transnational Press London. https://doi.org/10.33182/tplp-23-4Nussbaum, M. C. (2011). The capabilities approach and animal entitlements. In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 228–252). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0008Odysseos, L. (2023). After rights, after man? Sylvia Wynter, sociopoetic struggle and the ‘undared shape’. The International Journal of Human Rights, 28(8–9), 1251–1278. https://doi.org/10.1080/13642987.2023.2227101Pallister, P. (2022). HuManitarianism: Race and the overrepresentation of ‘Man’. Transactions of the Institute of British Geographers, 47(3), 695–708. https://doi.org/10.1111/tran.12531Pedersen, H. (2004). Schools, speciesism, and hidden curricula: The role of critical pedagogy for humane education futures. Journal of Futures Studies, 8(4), 1–14. https://jfsdigital.org/articles-and-essays/2004-2/vol-8-no-4-june-2004/articles/schools-speciesism-and-hidden-curricula-the-role-of-critical-pedagogy-for-humane-education-futures/Pedersen, H. (2004). Schools, speciesism, and hidden curricula: The role of critical pedagogy for humane education futures. Journal of Futures Studies, 8(4), 1–14. https://jfsdigital.org/articles-and-essays/2004-2/vol-8-no-4-may-2004/articles/schools-speciesism-and-hidden-curricula-the-role-of-critical-pedagogy-for-humane-education-futures/Pedersen, H. (2010). Is ‘the posthuman’ educable? On the convergence of educational philosophy, animal studies, and posthumanist theory. Discourse: Studies in the Cultural Politics of Education, 31(2), 237–250. https://doi.org/10.1080/01596301003679750Pedersen, H. (2023). Post-anthropocentric pedagogies: Purposes, practices, and insights for higher education. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2023.2222087Pérez, J. (2020). De la «muerte del hombre» al transhumanismo: La parresía foucaultiana ante la pretensión de Homo Deus. Pensamiento: Revista de investigación e información filosófica, 76(290 Extra), 657–677. https://doi.org/10.14422/pen.v76.i290.y2020.012Porpora, D. V. (2017). Dehumanization in theory: Anti-humanism, non-humanism, post-humanism, and trans-humanism. Journal of Critical Realism, 16(4), 353–367. https://doi.org/10.1080/14767430.2017.1340010Porter, A. (2023). Transhumanism and posthumanism(s) on education. International Journal of Philosophical Studies, 31(4), 475–500. https://doi.org/10.1080/09672559.2023.2287650Quesada, F. (2018). «Transhumanismo»: ¿Un nuevo humanismo? Un dilema fundamental para la bioética. Revista Estudios, (36), 419–443. https://doi.org/10.15517/re.v0i36.33505Regan, T. (1983). The case for animal rights. University of California Press.Rodríguez, A. (2018). Introduction: On Sylvia Wynter and the urgency of a new humanist revolution in the twenty-first century. American Quarterly, 70(4), 831–836. https://doi.org/10.1353/aq.2018.0066Rose, E. (2019). Neocolonial mind snatching: Sylvia Wynter and the curriculum of man. Curriculum Inquiry, 49(1), 25–43. https://doi.org/10.1080/03626784.2018.1554950Ryder, R. D. (1996). «Speciesism». In P. Singer (Ed.), On the side of animals: Some contemporary philosophers’ views (pp. 3–12). RSPCA.Saab, A. (2022). Posthumanismo: medios, arte, robótica. Universidad Externado de Colombia. https://doi.org/10.18601/9789587907273Saab, A. (2022). Presupuestos metodológicos del posthumanismo para abordar el objeto tecnológico. Cuadernos de Filosofía Latinoamericana, 44(128), 90–105. https://doi.org/10.15332/25005375.8254Siddiqui, J. (2016). Restyling the humanities curriculum of higher education for posthuman times. Curriculum Inquiry, 46(1), 62–78. https://doi.org/10.1080/03626784.2015.1133220Singer, P. (1975). Animal liberation. Harper Perennial.Smythe, S. (2022). The Faure Report, Sylvia Wynter and the undoing of the man of lifelong learning. International Review of Education, 68(5), 773–789. https://doi.org/10.1007/s11159-022-09980-8Snaza, N. (2019). Curriculum against the state: Sylvia Wynter, the human, and futures of curriculum studies. Curriculum Inquiry, 49(1), 129–148. https://doi.org/10.1080/03626784.2018.1546540Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. A. (2014). Toward a posthuman education. Journal of Curriculum Theorizing, 30(2), 39–55. https://journal.jctonline.org/index.php/jct/article/view/411Tamayo, J. (2021). Humanismo, antihumanismo, transhumanismo: Una reflexión filosófica y ética desde la perspectiva de género. In I. Tajahuerce & J. Tamayo (Eds.), Tecnologías en el siglo XXI (pp. 45–70). Dykinson. https://doi.org/10.2307/j.ctv1gm00xd.6Tate, S., & Gutiérrez Rodríguez, E. (2022). Critical race and gender: Dialogues between decoloniality and intersectionality. In S. Tate & E. Gutiérrez Rodríguez (Eds.), The Palgrave handbook of critical race and gender (pp. 1–20). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-91375-9_1Thomas, G. (2018). Wynter with Fanon in the FLN: The «rights of peoples» against the «monohumanism» of «Man». American Quarterly, 70(4), 857–865. https://doi.org/10.1353/aq.2018.0068Tlostanova, M. (2015). Post-anthropocentric antihumanism vs. an other humanism as a humanism of the other. RUDN Journal of Philosophy, 2015(1), 33–48. https://doi.org/10.22363/2313-2302-2015-1-33-48Tooley, M. (2011). Are nonhuman animals persons? In T. L. Beauchamp & R. G. Frey (Eds.), The Oxford handbook of animal ethics (pp. 332–370). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195371963.003.0011Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after Man, its overrepresentation—An argument. CR: The New Centennial Review, 3(3), 257–337. https://doi.org/10.1353/ncr.2004.0015Wynter, S. (2015). On being human as praxis (K. McKittrick, Ed.). Duke University Press. https://doi.org/10.1515/9780822375852Zembylas, M. (2018). The entanglement of decolonial and posthuman perspectives: Tensions and implications for curriculum and pedagogy in higher education. Parallax, 24(3), 254–267. https://doi.org/10.1080/13534645.2018.1496577Zembylas, M. (2021). Sylvia Wynter, racialized affects, and minor feelings: Unsettling the coloniality of the affects in curriculum and pedagogy. Journal of Curriculum Studies, 54(3), 336–350. https://doi.org/10.1080/00220272.2021.1946718Apple, M. W. (1990). Ideology and curriculum. Routledge. https://doi.org/10.4324/9780203241219Aguilera, M. P., Farieta, R. A., & Useda, E. Y. (2019). Flexibilidad curricular y competencias genéricas en los programas colombianos de filosofía. En E. Serna M. (Ed.), Revolución en la formación y la capacitación para el siglo XXI (2.ª ed., Vol. 1, p. 340). Instituto Antioqueño de Investigación.Attewell, P., & Monaghan, D. (2016). How many credits should an undergraduate take? Research in Higher Education, 57, 682–713. https://doi.org/10.1007/s11162-015-9401-zCahapay, M. B. (2021). A systematic review of concepts in understanding null curriculum. International Journal of Curriculum and Instruction, 13(3), 1987–1999. https://ijci.wcci-international.orgCahapay, M. B. (2020). Revisiting the functions of curriculum theory: A foundational ground for the development of procedural model to determine the null curriculum. Indonesian Journal of Curriculum and Educational Technology Studies, 8(2), 97–101. https://doi.org/10.15294/ijcets.v8i2.40086Camilloni, A. W. de. (2001). Modalidades y proyectos de cambio curricular. En Organización Panamericana de la Salud & Facultad de Medicina, Universidad de Buenos Aires (Eds.), Aportes para un cambio curricular en Argentina 2001 (pp. 23-52). OPS/OMS; Facultad de Medicina, UBA.Cerletti, A. (2008). La enseñanza de la filosofía como problema filosófico. Libros del Zorzal.Consejo Nacional de Acreditación. (2021). Lineamientos y aspectos por evaluar para la acreditación en alta calidad de programas académicos. Consejo Nacional de Acreditación – CNA. https://www.cna.gov.co/1779/articles-404750_norma.pdfCreswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.Cuervo Montoya, E. (2017). Del currículum nulo al «currículum proscrito» o de las formas de segregación de contenidos en la práctica escolar. Notandum, (44–45), 15–28. https://doi.org/10.4025/notandum.44.3Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2.ª ed.). Macmillan.Giroux, H. A. (1983). Theory and resistance in education: A pedagogy of the opposition. Bergin and Garvey.Kridel, C. (2010). Null curriculum. En C. Kridel (Ed.), Encyclopedia of Curriculum Studies (Vol. 2, pp. 613-614). SAGE Publications. https://doi.org/10.4135/9781412958806.n330Ministerio de Educación Nacional (MEN). (2010). Decreto 1295 de 2010: Por el cual se reglamenta el registro calificado de programas de educación superior y se dictan otras disposiciones.Ministerio de Educación Nacional (MEN). (2016). Resolución 02041 de 2016: Por la cual se actualiza el procedimiento para el registro calificado de programas de educación superior.Ministerio de Educación Nacional (MEN). (2017). Resolución 18583 de 2017: Por la cual se ajustan las características específicas de calidad de los programas de Licenciatura para la obtención, renovación o modificación del registro calificado, y se deroga la Resolución 2041 de 2016.Moore, A. (2014). Understanding the school curriculum: Theory, politics and principles. Routledge. https://doi.org/10.4324/9780203297595Nizam, A. (2020). Evaluation and improvement of the credit transfer models in the student exchange process. International Journal of Information and Learning Technology, 37(1–2), 1–13. https://doi.org/10.1108/IJILT-12-2018-0136Pinar, W. F. (1979). Curriculum theorizing: The reconceptualists. McCutchan. https://doi.org/10.4324/9781315786698-24Posner, G. (2005). Análisis del currículo. McGraw-Hill Interamericana.Sistema Nacional de Información de la Educación Superior [SNIES]. (2025). Consulta de programas de educación superior. Ministerio de Educación Nacional. https://snies.mineducacion.gov.co/portal/Strickland, L., & Wang, J. (2023). Racism and Eurocentrism in histories of philosophy. Open Journal of Philosophy, 13(1), 76–96. https://doi.org/10.4236/ojpp.2023.131005https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2oai:repositorio.ucaldas.edu.co:ucaldas/267342026-03-21T08:00:28Z

El currículo nulo en los programas de pregrado en filosofía en Colombia: Un análisis de las injusticias epistémicas en los planes de estudio (angloeurocentrismo, sexismo, racismo y antropocentrismo)

Publicaciones similares