By Vanessa Andreotti
Actionable Postcolonial concept in Education illustrates how postcolonial conception should be positioned to paintings in schooling. It bargains an available and convenient assessment and comparability of postcolonial conception and different theoretical debates with regards to evaluations of Western ethnocentrism and hegemony. It additionally bargains examples that illustrate how a discursive strand of postcolonial thought has been utilized effectively within the contexts of academic research/critique and in pioneering pedagogical tasks. Andreotti encourages educators and researchers in schooling to have interaction with postcolonial theoretical frameworks and their implications for study and academic perform.
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Additional info for Actionable Postcolonial Theory in Education (Postcolonial Studies in Education)
Bearing in mind the need to reject the possible equality of the colonized, and the fact that this results in the creation of a self-image of superiority for the colonizing subject, the image of the colonized as inferior, therefore, may be seen as the cause and effect of the system of colonization. Thus, the existence of strategies of hierarchization and marginalization may be better understood in the management of colonial societies to objectify, normalize, and discipline colonial subjects (Bhabha 1994).
The implication is that no representation can exist in isolation from its cultural or ideological categories— all systems of representation are imbricated in other systems of representation, and not dependent on anchored, objective external referents outside discourse—which makes the idea of authenticity indefensible. This notion is particularly important in the analysis of how ethnic minority cultures are represented or self-represent in education. Bhabha suggests that colonial discourse fails to produce stable and fixed identities, as different systems of representation are involved in this construction, showing the existence of hybridity in the construction of any representation.
Ahmad (1992), for example, opposes the notion that Third World societies have a common ground in their experience of colonialism and that Western colonial discourses are stable throughout history. indd 16 8/25/2011 2:16:07 PM Contextualizing Postcolonialisms 17 restricted to something called the ‘the Second World’ but is simply the name of a resistance that saturates the globe today, as capitalism itself does” (Ahmad 1992, 103). Gandhi (1998) helps contextualize postcolonialism in relation to Marxist interrogations of empire that provide a better interface with postcolonialism by conceptualizing colonialism as a constitutive dimension of the globalization of capital.