Actionable Postcolonial Theory in Education (Postcolonial by V. Andreotti

By V. Andreotti

Andreotti illustrates how postcolonial concept is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an available and worthwhile review and comparability of theoretical debates on the topic of reviews of Western/Northern hegemony.

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Extra resources for Actionable Postcolonial Theory in Education (Postcolonial Studies in Education)

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He combines psychoanalysis and post-structuralism to approach colonial discourse (as the discourse of the colonizer— not referring temporally to all discourse existent during colonization), whose objective he defines as being “to construe the colonized as a population of degenerate types on the basis of racial origin, in order to justify conquest and to establish systems of administration and inclusion” (Bhabha 1994, 70). Therefore, he suggests that postcolonial critique bears witness to the unequal and uneven forces of cultural representation involved in the contest for political and social authority within the modern world order [and that] they formulate their critical revisions around issues of cultural difference, social authority and political discrimination in order to reveal the antagonistic and ambivalent moments within the rationalizations of modernity.

But of course, coloniality linked to Orientalism is only a part of the problem. The rules of the game had already been established by then. ) emerged in the conceptual map of Christian cosmology and in the commercial map of mercantile capitalism. (29) In conclusion, the assumption of a flat relationship of domination and subordination between the West and the East is the major problem with “Orientalism,” an issue that Said addresses in his later work. The problematic nature of this flat relationship is the starting point for Homi Bhabha’s work.

It’s not subaltern. (Spivak 1992, cited in De Kock 1992, 35) However, similar to Bhabha, her style of writing and mode of critique make it very difficult to classify or present a clear- cut picture of her work, which is much more related to finding contradictions (aporias) to open up debates than to propose coherent and consistent solutions. 38 Actionable Postcolonial Theory in Education On the other hand, her mode of analysis enables the emergence of productive ways of interrogating educational theories and practices, especially those concerned with globalization and social responsibility, and creates opportunities for the transformation of education toward more ethical encounters with Otherness.

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