"Am I a Scholar?”: Time, Knowledge, and Decoloniality

Abstract

In this article, the author interrogates the question, “Am I a scholar?” by examining how colonial legacies and temporal structures shape who is deemed a scholar in global higher education. While existing studies provide valuable insights into the struggles of marginalized scholars in specific national contexts, they often overlook the temporal dimensions of academic labor and the decolonial implications of these time structures. Drawing on personal experiences and decolonial theory, the author explores how colonial histories of time intersect with the geopolitics of knowledge, particularly in relation to marginalized scholars and institutions. It expands the conversation beyond psychological and social dynamics to address the broader transnational temporal forces shaping academic recognition. A key focus is the critical role of care as a scholarly practice, emphasizing radical self-care and collective well-being as pathways for healing and transformation. In conclusion, the author urges readers to reimagine a more inclusive academic environment challenging dominant temporal paradigms and honoring diverse ways of knowing and being.