By V. Andreotti
Andreotti illustrates how postcolonial thought is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an available and helpful evaluation and comparability of theoretical debates concerning opinions of Western/Northern hegemony.
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Extra resources for Actionable Postcolonial Theory in Education
2 He claims that Orientalism turned the lights of the sixteenth and the seventeenth centuries off and re-defined Europe in time and space: the eighteenth century, the emergence of the nation-state after the French Revolution and the colonization of Africa and Asia. 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.
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). As a result, the establishment of cultural supremacy reflecting the perceived fixed identities of colonizer and colonized is a necessary feature of colonial domination. Homi Bhabha’s Contribution 29 Culture as a Verb and Authenticity Bhabha’s conceptualization of culture is of extreme significance for education.
It arises from “emancipation” or liberation from subjection and can be exercised as a counterpower launched from an uncontaminated space (from outside the hegemonic system). Therefore, the most consistent strategy is oppositional politics. Although seen as problematic by his critics, Bhabha’s analysis based on post-structuralism and psychoanalysis blurs the binary opposition of colonizer and colonized and constructs a robust critique of essentialism and multiculturalism, which are characteristics of mainstream discourses in education.
Actionable Postcolonial Theory in Education by V. Andreotti