Download Actionable Postcolonial Theory in Education (Postcolonial by Vanessa Andreotti PDF

By Vanessa Andreotti

Actionable Postcolonial idea in Education illustrates how postcolonial concept will be positioned to paintings in schooling. It deals an available and convenient evaluation and comparability of postcolonial idea and different theoretical debates on the topic of reviews of Western ethnocentrism and hegemony. It additionally deals 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 learn and academic perform.

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In subsequent chapters I explore in more detail, the works of Homi K. Bhabha and Gayatri C. Spivak in terms of their potential contributions to educational research and practice. Orientalism Foucault’s insight that knowledge is not innocent but profoundly connected with the operations of power—what he calls the “relations between discursive formations and non-discursive domains (institutions, political events, economic practices and processes)” (Foucault 1972, 162)—is what informs the text of Orientalism, Said’s first book, published in 1978.

They also share a discursive orientation toward language and representation (which is emphasized to different degrees), and an explicit concern with the discursive constitution of subjectivities by modernist ideals, liberal humanism and, in the case of postcolonialism, imperialism. , after colonialism, modernity, or structuralism); a negation of or rupture with past traditions; a regeneration and reconstitution of past traditions; a relationship of dependence and continuity with past traditions; and all of the above at the same time.

In the next section of this chapter, I explore aspects of Edward Said’s seminal text Orientalism presented here as foundational to the postcolonial approach I adopt in this book. In subsequent chapters I explore in more detail, the works of Homi K. Bhabha and Gayatri C. Spivak in terms of their potential contributions to educational research and practice. Orientalism Foucault’s insight that knowledge is not innocent but profoundly connected with the operations of power—what he calls the “relations between discursive formations and non-discursive domains (institutions, political events, economic practices and processes)” (Foucault 1972, 162)—is what informs the text of Orientalism, Said’s first book, published in 1978.

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