Dominance of Western theories in Academia: A critical analysis

 

INTRODUCTION

In academics, theories serve as the backbone for understanding and interpreting societal, political, economic, and cultural phenomena. However, a closer look at the dominant narratives in academia reveals a significant tilt toward western theories. For decades, western framework has shaped global academic discourse, often sidelining indigenous, non-western, or alternative perspectives. Knowledge is intrinsically connected to power in the sense that the former is a manifestation and exercise of the latter. When transferred to the current idea of the production of valid knowledge, it exposes the colossal influence of eurocentrism and western epistemologies. While western theories have contributed immensely to human knowledge, their dominance raises critical questions about inclusivity, representation, and the universality of knowledge.

Understanding the Western dominance

The dominance of Western theories in academia can be traced back to colonial history.The primary initiator of coloniality of knowledge was colonialism. Europe's military conquest of almost the entire non-European world created the conditions of possibility for Europe to impose coloniality of knowledge by forced miseducation of colonized peoples. Colonialism allowed Europeans to position their own knowledge as the only true or "scientific" knowledge, erasing other forms of knowledge by categorizing them as folklore, superstitions, backwards and unable of renewal, self-correction, and innovation.

The colonizers not only controlled resources but also introduced their education systems and epistemologies, marginalizing local knowledge systems. Even post-colonial societies often retained these frameworks, creating a legacy of intellectual dependency on Western ideas. British Imperialism also firmly entrenched English as the Global Academic language, granting a strong advantage to native English speakers, which further entrenched Western theories in academia. The most prominent academic institutions, publishing houses, and research journals are primarily located in Western countries, shaping the standards for what is considered “valid” knowledge.

As per the QS World University Rankings (2020), 29 of the top 100 universities are located in the United States, while the United Kingdom comes second with 18 universities in the list. Asia has 25 universities among the top 100, 23 of which are in economically developed regions such as China's coastal cities (6), Japan (5), Korea (5), Hong Kong (5), and Singapore (2). Continental Europe has 16 universities ranked within the top 100, Australia six, Canada three, Latin America one. The highest ranked university in Africa is ranked 198. An analysis of the globally highest ranked journals shows that among the top 100 journals of all disciplines, 63 are based in the US, 32 in the UK, and the remaining 5 are based in Continental Europe. This creates a barrier for scholars from non-Western countries who may face challenges in publishing their work or participating in global academic discussions. Each of these indicators shows, a clear pattern that The US is at the center of global academia, followed by the UK and Western Europe. Developed areas in Asia, along with Canada and Australia, are in a secondary position, while Africa is the most on the outside. Western dominance creates gatekeepers who restrict access to the discipline for scholars from the non-West/Global South.

Limitations of Western-centric theories: 

Global academia is Western-centric not only due to the dominance of Western-centric theories, but also due to the centrality of the West within the international system. In other words, the modern international system and academia is constructed upon imperialist, exploitative, and unequal forms of relationships predominantly controlled by the Global North, positioning the West at the center of the political universe.

Western dominance, along with the power and knowledge that it creates, was originally formed by Western countries. This discourse continues to ignore the role and influence of non-Western countries. Essentially, it overlooks the perspectives, contributions, and agency of these regions in shaping global knowledge.

Western knowledge are mostly derived from Eurocentric ideals and behaviors based on European experiences. The disadvantage of Eurocentrism is that European perspectives are frequently presented as globally applicable. The dominance of Western theories in academia has led to a narrow and incomplete understanding of the world. 

Western theories often reflect the historical, cultural, and political contexts in which they were developed. For example, Western political theories, such as democracy and liberalism, were shaped by the political history of Europe and North America. While these theories have made important contributions to the understanding of governance, they are not always applicable to non-Western societies with different historical experiences and political systems.

 Western economic theories, such as capitalism and neoliberalism, have been exported worldwide and often dominate global economic policy discussions. However, these theories are not always suitable for addressing the economic challenges faced by developing countries.

Similarly,  English has undeniably become the global academic language, itself due to British imperialism and contemporary US hegemony, creates conditions that facilitate the articulation of native English speaker's thinking in its full sophistication, whereas it creates barriers to the articulation, circulation, and recognition of non-native English speakers' thought.

The Need for Decolonizing Academia

It is not surprising that many critical scholars in academia have called for “broadening” the theoretical scope of academic disciplines beyond “the current West-centrism”.  One of the early responses to this call was to refocus on the histories, cultures, and philosophies of non-Western societies and integrate them into the development of academic theories.

While Western theories have dominated academia, there are many rich and diverse intellectual traditions outside the West that offer valuable insights into understanding the world. These alternative theories are often rooted in specific historical, cultural, and social contexts, making them more relevant to the realities of non-Western societies.

As awareness of the limitations of Western theories grows, scholars around the world are increasingly calling for a more inclusive and diverse approach to knowledge production. Homi K. Bhabha have challenged the idea that Western knowledge systems are universal and have emphasized the importance of recovering and valuing non-Western voices and perspectives.

Indigenous cultures around the world have developed sophisticated systems of knowledge that are deeply connected to the land, nature, and community. For example, in Africa, the concept of Ubuntu emphasizes collective responsibility, interconnectedness, and the importance of community over individualism. Similarly, in India, texts like the Arthashastra by Kautilya provide a unique perspective on governance and political strategy that differs significantly from Western political theories.

Towards a Balanced Academic Landscape

The dominance of Western theories in academia is not inherently about the superiority of Western thought but the systemic barriers that prevent other voices from being heard. This domination of west in academia has led to a narrow and incomplete understanding of the world. 

By decolonizing intellectual spaces, we not only democratize knowledge but also pave the way for innovative solutions to global challenges—solutions that are rooted in diverse experiences and wisdom. The academic world must recognize that no single culture or region holds a monopoly on truth. After all, the quest for knowledge is universal.

Blog written by Karishma Giri .

References

Acharya, A., B. Buzan. Non-western international relations theory: perspectives on and beyond Asia.

London: Routledge, 2010.

Schopf, M.Caroline (2020), Conversations on the Global South - The Coloniality of Global Knowledge Production: Theorizing the Mechanisms of Academic Dependency, Social Transformations Journal of the Global South,Volume 8, Article 2

Soo-Eun, YONG- (2020), Non-Western International Relations Theorisation: Reflexive Stocktaking, https://www.e-ir.info/2020/04/12/non-western-international-relations-theorisation-reflexive-stocktaking/

Fonseca, Melody (2019), Global IR and Western Dominance: Moving Forward or Eurocentric Entrapment?, https://doi.org/10.1177/0305829819872817

L. Utecht, Jenna (2023), Comparative Discussion of Western and Non-Western Communication Theories, https://www.linkedin.com/