This work contributes to the philosophical debate on the normative dimension of postcolonial education in Zimbabwe. The work is a reaction to revelations made by the Commission of Inquiry into Education and Training of 1999 and its concomitant recommendations. Among its many observations, the Commission noted that there was a worrisome development concerning the normative dimension of the country's education, which needed to be addressed by the introduction and strengthening of an indigenous moral theory of unhu/ubuntu (...) in the education system. The work examines this recommendation in the light of developments brought about by modernity and their effects on value theory in modern education. It cautions, though without being pessimistic, that while the desire for what is one's own is indeed understandable, the changes in social ontology brought about by modernity render a successful revitalization of the traditional African values difficult. This work argues that the moral problem facing Zimbabwe could have very little, if anything, to do with the purported lack of an indigenous value theory in the education system, but is simply a manifestation of the effects of the ideological weight of Western modernity on the African communalistic value system. (shrink)

This book illustrates how postcolonial theory can be put to work in education. It offers an accessible and handy overview and comparison of postcolonial theory and other theoretical debates related to critiques of Western ethnocentrism and hegemony. It also offers examples that illustrate how a discursive strand of postcolonial theory has been applied successfully in the contexts of educational research/critique and in pioneering pedagogical projects. This book supports educators and researchers in education to engage with (...) postcolonial theoretical frameworks and their implications for research and educational practice. (shrink)

In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border (...) thinking’ that become useful to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected to discuss Cobern and Loving's ‘Defining “Science” in a Multicultural World: Implications for science education’ and Siegel's ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity. (shrink)

This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based (...) pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of _Environmental Education Research. _. (shrink)

This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the comparative work of a prominent contemporary Chinese philosopher, Zehou Li (李泽厚). It concludes with some (...) observations about the challenges that face a postcolonial comparative philosophy of education. (shrink)

This book functions as a set of theoretical, empirical, and pedagogical challenges to two fields of scholarship.

Paul Hirst’s defence of liberal education and his forms of knowledge thesis are likely to seem out of step with contemporary calls to decolonize knowledge by ‘delinking’ it from ‘Western’ Enlightenment traditions. In view of the decolonial challenge, and emphasizing too that Hirst’s work should be located in its time, we consider the extent to which his account of liberal education still has a place in the postcolonial era. We outline Hirst’s defence of liberal education and (...) how it changed over time, and show how philosophy of education in the tradition in which he has been so influential departed from Hirst’s account of liberal education, with some of these trends anticipating postcolonial imperatives. While there is a pressing need for attention to the significance of colonialism in philosophy of education, the discipline has moved on and diversified considerably over the last half century, including by developing more expansive conceptions of liberal education with the potential to contribute to the postcolonial project. Some elements of Hirst’s defence of liberal education are compatible with the postcolonial project, but it would need adjustment to make it relevant to the postcolonial era. After addressing the postcolonial critique of liberal thought in general as complicit in colonialism, we conclude by assessing what contribution Hirst’s conception of liberal education could make to the postcolonial project, noting a degree of openness to aspects of the decolonial project. (shrink)

This contribution develops a defence of a universalist conception of Global Citizenship Education against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’, which are neither universally accepted nor universally (...) valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global Western regime. The third critique focuses on the epistemological preconditions of GCE. It assumes that GCE relies on a particular, culturally embedded ‘Western epistemology,’ which perpetuates historically grown global educational and epistemic injustices by dominating and subjugating alternative epistemological approaches. With respect to the first critique I argue that it is to a certain extent sociologically plausible, but wrong when it is applied to the educational and political legitimacy of GCE. The second critique overestimates the consensus within the ‘Western tradition’ and underestimates the transnational dissemination of universalist ideals and values as well as its own reliance on universalist validity claims. I argue that in order to provide a plausible criticism of historically grown global educational and political injustices, it is imperative for GCE to integrate central insights provided by the postcolonial critique, without giving up on universalist ideals and values. The third critique is, according to my argumentation, based on flawed epistemological assumptions, which do not withstand critical scrutiny. Instead of identifying epistemic and scientific claims as the expressions of a particular ‘culture’ or geographical location, I defend the position that philosophical and scientific research should ideally be conceived as a democratic and universalist project, whose emancipatory potential can only be realized on the basis of a universalist epistemology. (shrink)

This article draws from my current research on the challenges that the concept ‘citizenship’ brings to postcolonial Africa. The article takes Zimbabwe as a case study with the view to interrogate how the decade-long crisis has been obfuscated by the elites' manipulation of the education system which has left it redundant for envisioning both postcolonial and world citizenship. First, this article seeks to outline the challenge of enunciating the crisis. Second, it outlines and discusses how the limits (...) of postcolonial education reforms and the demand for a patriotic citizenry have stemmed from the political ideologues' deployment of ‘patriotic history’ to mobilise citizens' allegiance to the party-state. Third, the article situates the citizenship education debate within the broader discourse of democratic citizenship and argues that the Zimbabwean crisis can be meaningfully addressed, among other measures, by taking citizenship education seriously and making schools and institutions of higher learning sites for democratic engagement. (shrink)

This book foregrounds postcolonial theory as a lens through which to explore the concept of 'global heritage' and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, eampirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to 'prove itself' in the Western (...) school. Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world. This book will appeal to scholars, researchers, and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume. (shrink)

This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural (...) violence’ is critiqued as obfuscating individual responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a ‘pedagogy for the privileged’ and ‘pedagogy of discomfort’ that both might better support a decolonial praxis for critical peace education in theory and practice. (shrink)

In his landmark work, Democracy and Education, John Dewey (1916/1980) proposed that "democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience" (93). Given this, he argued, the role of the system of public education in a democracy must not only facilitate individual development, but do so in a way that simultaneously attends to the larger social good. Preparation for vocation was central to this effort, understood not as (...) narrow technical training, but rather as "such a direction of life activities as renders them perceptibly significant to a person, because of the consequences they accomplish, and also useful to his associates" (316). The threat .. (shrink)

In this article, I examine the sustainability of employing Philosophy for Children (P4C) to address the ongoing ecological crises affecting Guam. I argue that although P4C aims to foster a more ecological form of living, its failure to cultivate contemplation and dialogue grounded in specific ecosystems renders it incapable of fostering generative and sustainable inquiry that pushes against the serializing forces of capitalism and colonialism. I further draw on Austronesian seafaring traditions and the works of Indigenous CHamorus to reconceptualize the (...) community of philosophical inquiry as a community of philosophical wayfinding. Within such a community, the participants navigate an ocean of harmful ideas in an empowering and sustainable manner by emphasizing the local mental, social, and environmental conditions of their inquiry. I begin by first motivating the question of P4C's ecological sustainability for Guam through the history of capitalism's and the Brown Tree Snake's co-colonization of CHamoru subjectivity. I specifically use Félix Guattari's The Three Ecologies to identify the semiotics of power through which capitalism pollutes CHamoru Ecology to further Americanize CHamoru existential cartographies. While P4C offers a potential pathway for creating new subjectivities, I argue that the community of philosophical inquiry's abstract nature turns it into a source of capitalist expansion on Guam. Finally, I draw from Austronesian seafaring and CHamoru ecopoetry to reimagine the community of philosophical inquiry as a more locally grounded and impactful practice, capable of addressing Guam's ecological crisis through the creation of invested subjectivities. (shrink)

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary s...

This study employs a postcolonial lens to explore social studies education curriculum in the Commonwealth of the Northern Mariana Islands (CNMI). By using a web-based open-ended questionnaire and an exhaustive recruitment strategy, every middle and high school social studies teacher in the CNMI had an opportunity to participate in this study. Questionnaire responses and follow-up interviews reveal the ways in which social studies education in the CNMI is convergent and divergent with mainland iterations of social studies and (...) the complexity of continual normative renegotiation of education given its colonial relationship with the United States. (shrink)

Edward Said pointed to the problem of Orientalism that develops when the West creates a fictitious imagined version of Eastern religion and culture. Said’s notion of Orientalism focuses on the general distorted representation of Eastern religion and culture by the West. Homi Bhabha extends Said’s notion of Orientalism to reveal the tension of the inevitable hybridity between the East and the West. Here, cultural practices develop in the space of hybridity with the intention to promote a feeling of coherence as (...) opposed to with the objective to deform or distort religion and culture. Thus, the intention in a space of hybridity is often not to engage in Orientalism. Instead, the goal is to develop something new in a hybrid form. An opportunity arises in philosophy of education to adequately confront the problem of Orientalism that may develop in a space of hybridity. The author proposes a philosophical postcolonial framework that engages in a creative process that does not further Orientalism but rather develops something new with an ethic of hybrid responsibility for religion and culture. To illustrate this, the author uses Kuchipudi Indian Classical Hindu dance as an example. (shrink)

Following Namita Goswami’s call for a “non-antagonistic understanding of difference” in Subjects That Matter: Philosophy, Feminism, and Postcolonial Theory (2019), I want to challenge the canon of white feminism that still lingers in the emerging discourses on trauma care and trauma recovery, specifically utilizing concepts from Critical Disability Theory and, to some degree, Critical Trauma Studies. As Joy DeGruy asks in Post Traumatic Slave Syndrome [PTSS]: “debilitating beliefs and assumptions are... part of the legacy of trauma.... How are such (...) effects of trauma transmitted through generations?” and in the spirit of Spivak’s aesthetic education as Goswami cites her, I make an effort here to “bring to crisis” the meaning of trauma, beyond its psychotherapeutic connotations, especially as it may be rooted in the collective, as well as to demonstrate the connections between the inherited trauma of anti-black oppression to the legacy of slavery. This challenge begs the following questions: whose trauma matters? And to what end? (shrink)

Homi Bhabha, a postcolonial scholar influenced by the work of Franz Fanon and Edward Said, indicates that identities stimulate a need to negotiate in spaces that result in the remaking of boundaries. There is a call to expose the limitations of the East and the West in an effort to acknowledge the space in-between that interconnects the past traditions and history, with the present and the future. This study applies Homi Bhabha’s theory of hybridity to determine whether the term (...) liturgical is appropriate to describe Kuchipudi Indian classical Hindu dance. Presented are the elements of Kuchipudi dance and liturgical dance, and then contemplative dance is discussed as an appropriate medium in the space of hybridity between Kuchipudi dance and liturgical dance. (shrink)

Due to the economic and social effects of globalization democracy is currently in crisis in many states around the world. This book suggests that solving this crisis requires rethinking democratic education. It argues that educational public policy must cultivate democratic relationships not only within but also across and between states, and that such policy must empower citizens to exercise democratic control in domestic as well as in inter- and transnational politics. -/- Democratic Education in a Globalized World articulates (...) and defends democratic conceptions of global citizenship education and educational justice on the basis of a democratic understanding of global justice. It will be of interest to researchers across the fields of education, political theory, philosophy, development and postcolonial studies. (shrink)

The latest buzz word within the intersecting terrain of postcolonial pedagogy and social and applied epistemology seems to be the notion of ‘reparation’ – or, to be more precise, reparation pertaining to past and ongoing epistemic injustice and harm. Reparations are frequently taken to involve decolonisation of both education and knowledge. The present contribution examines the plausibility and applicability of the notions in question.

The book uses marginality as a critical discourse to outline ways colonial and postcolonial education policies in sub-Saharan Africa created and perpetuated it and deprived some groups from realizing the democratic equality role of education. It provides new ideas for integrating policies to address the educational needs of marginalized children.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.2 (2004) 105-115 [Access article in PDF] Intimacy and Monumentality in Chandigarh, North India: Le Corbusier's Capitol Complex and Nek Chand Saini's Rock Garden Sharon Irish School of Architecture University of Illinois, Urbana-Champaign Chandigarh's Le Corbusier: The Struggle for Modernity in Postcolonial India, by Vikramaditya Prakash. Seattle: University of Washington Press, 2002, 179pp., $35.00 cloth. The seventh century poet and philosopher Dharmakirti (...) wrote of the path we each must make: No one behind, no one ahead, The path the ancients cleared has closed. And the other path, everyone's path, easy and wide, goes nowhere. I am alone and find my way.1The image in Figure 1 shows the bottom of a concrete ramp that angles back upon itself as it connects two levels of the government complex in Chandigarh and ends in a grassy hillside that has several dirt paths cutting across it. The concrete ramp begins just to the left of Le Corbusier's Assembly Hall (Figure 2). What I hope is evident from just two images is the contrast between the curving, unplanned path that pedestrians have made as they leave the bottom of the ramp, and the axial, monumental path implicit in the organization of the large concrete plaza in front of the Assembly Hall. One is informal and intimate because of the many footprints that have worn away the grass; the other is formal and monumental in its carefully controlled framing of a sculptural presence. They are two very different paths, offering different rewards as we wander upon them.As Vikramaditya Prakash's book, Chandigarh's Le Corbusier, emphasizes, the Capitol Complex derived from Le Corbusier's personal mythology, transmogrified somewhat by the site, the politics, and the climate. Le Corbusier "considered it the true mission of modern architecture to reestablish the aesthetic and poetic forms necessary for the liberation and deliverance of...modern man."2 Le Corbusier's monumentalism, then, was imposed on Chandigarh's landscape and the inhabitants with the assumption that he knew best what architecture was appropriate for "liberation." While there are many aspects of his designs to appreciate and admire, his buildings only indirectly address the visitor, preferring uncanny to intimate relationships.3 [End Page 105] Click for larger viewFigure 1 The bottom of the ramp leading into a path toward the Trench of Consideration, Capitol Complex, Chandigarh. Photo by the author. Click for larger viewFigure 2 Façade of the Assembly Building, Le Corbusier, 1953-61, Chandigarh. Photo by the author. [End Page 106]For six months in 1999, I lived in Chandigarh within a few blocks of Le Corbusier's government complex and another compelling place, the nearby and unrelated Rock Garden. While the paths at the Government Complex are, for the most part, empty, those in the Rock Garden are not and provide chances for intimate interactions that are only hinted at underneath Le Corbusier's concrete ramp. Poignant informality in Le Corbusier's government sector exists in areas that were never completed according to plan.4 Its predominant monumentality provides a useful contrast to the intimate spaces of the Rock Garden.In the 1950s, two men, Le Corbusier and Nek Chand Saini, began two very different projects within a kilometer of each other in Chandigarh. Le Corbusier's Capitol Complex started in the very highest government circles with Prime Minister Jawaharwal Nehru: the plan was to build a new state capital for a newly divided Punjab in a newly independent India. In architectural history, Chandigarh is well known and well studied due to its planning and design. Nek Chand's Rock Garden (under construction since 1958, and open to the public since 1976) began as an illegal private project by one man to give form to his imagination. This essay is my impressionistic response to these two projects.Monumental buildings often function powerfully as icons or as proud isolated structures. Visited on ceremonial occasions, they can provide visually compelling backdrops to large-scale... (shrink)

This article suggests a new field of curriculum studies called “Curriculum Studies as Post Oriental Text” as an emerging inquiry of the global postcolonial curriculum studies. Based on readings of postcolonial theories, analysis of empirical studies of Asian curriculum practices, and author’s longtime postcolonial observation of South Korean curriculum scholarship, the article discusses five topics in details with a hope that more diverse and transgressive inquiry of Asian postcolonial curriculum studies will be developed and expanded among (...) scholars of education in Asia. (shrink)

There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development according to UNESCO’s Incheon declaration in 2015. This paper draws on an institutional ethnography of a globally interconnected old colonial school’s inclusive pedagogic work in postcolonial India. The school’s work has been much (...) celebrated in existing research by academics, global donor agencies and also by the Indian government’s Sarva Shikshya Abhiyan office. This paper analyses how the school conceptualized a distinct inclusive pedagogy to educate the hearts and the minds of children driven by local community needs for social inclusion within a context of extreme inequality. This paper argues that the school’s conception of inclusive education addressing the diverse learning needs of children developed as a syncretic cultural formation drawing on its institutional mission for social justice, as well as indigenous history of educational reform and philosophy of community engagement. In doing so, this paper engages with the ‘philosophy of context’ and draws on the ‘southern theory’ of inclusive education as envisioned by Rabindranath Tagore, indigenous education reformer and Nobel Laureate poet activist during early twentieth-century colonial British India, who challenged both local and global inequality through his creative and educational work. (shrink)

RACINE L and PERRON A.Nursing Inquiry2012;19: 190–201 Unmasking the predicament of cultural voyeurism: a postcolonial analysis of international nursing placementsThe growing interest in international nursing placements cannot be left unnoticed. After 11 years into this twenty‐first century, violations of human rights and freedom of speech, environmental disasters, and armed conflicts still create dire living conditions for men and women around the world. Nurses have an ethical duty to address issues of social justice and global health as a means to (...) fulfil nursing’s social mandate. However, international placements raise some concerns. Drawing on the works of postcolonial theorists in nursing and social sciences, we examine the risk of replicating colonialist practices and discourses of health in international clinical placements. Referring to Bakhtin’s notions of dialogism and unfinalizability, we envision a culturally safe nursing practice arising from dialogical encounters between the Self as an Other and with the Other as an Other. We suggest that exploring the intricacies of cultural and race relations in everyday nursing practice are the premises upon which nurses can understand the broader historic, racial, gendered, political and economic contexts of global health issues. Finally, we make suggestions for developing culturally safe learning opportunities at the international level without minimizing the impact of dialogical cultural encounters occurring at the local and community levels. (shrink)

South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, (...) we developed four analytical criteria: (a) constructions of Subject/Other, (b) discourses of inclusion/exclusion, (c) silencing of voices, and (d) narratives of re/colonization. Focusing on two major historical themes in the textbooks?the Discovery of New Trade Routes and the Industrial Revolution?we postulate the need to pluralize historical consciousness, reflect the contributions of the East to world history, and rethink curriculum and teaching practices. (shrink)

Decolonizing aesthetics requires a philosophical reexamination of art and cultural representation to address ethical conflicts and the legacy of colonial biases. This study explores the suppression and marginalization perpetuated by colonial aesthetics, with a focus on gender, race, and cultural diversity. Drawing on postcolonial theories, the research highlights the disparities and systemic exclusions within artistic traditions, advocating for decolonized practices that restore and celebrate suppressed cultural expressions. Case studies such as Indigenous Futurism and exhibitions promoting the art of formerly (...) colonized communities illustrate the practical application of decolonization efforts. Using primary data analyzed through Smart PLS software, the study examines correlations and causal relationships between decolonization initiatives and shifts in aesthetic valuation. The findings reveal both challenges and opportunities in dismantling colonial legacies, emphasizing the role of art education, public workshops, and community engagement in fostering awareness and inclusivity. Artists and institutions play a pivotal role in promoting decolonized aesthetics by addressing historical biases and amplifying marginalized voices. Decolonization emerges as an ongoing ethical and cultural practice aimed at dismantling colonial power structures in art and aesthetics, ensuring a more equitable representation of global artistic traditions. (shrink)

This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school’s interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of (...) teaching them the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenship education that emphasize critical consciousness. (shrink)

In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its (...) very possibility have been, and continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the repressive doctrine complicit in apartheid education that it claims to replace. More substantially still, African Philosophy of Education, by labeling itself uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider world but also from any critical interrogation. (shrink)

‘Police arrested suspected criminals in a satanic place masquerading as a church … There is no church there, but there is Satanism … Those people are not praying for anything, but they have hypnotised abantu [people]’. Informed by a decoloniality lens in relation to motifs such as coloniality of power and knowledge and being, I argue that mafiarised religions in South Africa thrive through psychic capture theology. Some emerging religious movements subject their followers to unthinkable practices, which makes outsiders question (...) the way in which both religious leaders and adherents operate outside the conventionally accepted practice of religion, and, instead, indulge in practices characterised by manipulation, corruption and mental destabilisation. I respond to two questions: What are the trajectories of a religion that zombifies, and how can the social pathologies of psychic capture theology be addressed? I respond to these questions with special reference to the Seven Angels Ministry and Penuel Mnguni. I argue that some emerging ministries strive to destroy the psychic ability of adherents, to achieve strategic distance that dehumanises, removes people from the zone of being, and causes them to question their ontological density. I end the article by arguing that there is a need for religion to be regulated, and reintroduced, to challenge religious mafias that thrive through mental destabilisation. In doing so, religion can be reconfigured and have relevance in a postcolonial state, such as South Africa, especially in contexts where the rationale of religious discourses is questionable.Contribution: The article contributes to knowledge in the sense that it calls for religion to be problematised and reconstructed within education and sociological space when it dehumanise and removes people from the zone of being. Through this approach, the article fits with the scope for the journal that calls for interdisciplinary approach to the study within the international contexts. (shrink)

This study explores young students’ negotiation of their citizenship identities at the intersection of their class, gender, religious and ethnic identifications in the conflict-affected setting of Pakistan. While much of the global literature on global citizenship education (GCE) primarily takes into account the perspectives of middle-class or elite students located in richer economies, the current study is centred on a socio-demographically diverse group of young people in a low-income setting. With a specific focus on their negotiation of issues around (...) diversity and justice, students’ narratives generated important recommendations for a transformative and historically nuanced postcolonial/decolonial approach to global citizenship engagement that should be considered more broadly. The study illuminates the ways the global/local historical, cultural, political and economic factors influence individual relationship with GCE and offers useful pedagogical and policy implications for GCE ‘from below’. (shrink)

The Black Lives Matter campaign has forced a reassessment of monuments that commemorate historical figures in public spaces. One of these, a statue of General Lord Roberts, stands in Glasgow, once the Second City of the Empire. A critical reading of this monument as a memorial text in a landscape of power contrasts the intended heroic depiction of Roberts with the excluded histories of those who were on the receiving end of his actions. I consider possible courses of action in (...) determining what should be done with this memorial, recommending against its removal. Keeping the monument in its privileged public space without further action will not do. Arguing that the Roberts memorial is educationally valuable, despite and because of its celebration of Roberts as a hero of Empire, I defend its potential role in postcolonial and postimperial education. (shrink)

This paper is both a response to the four reviewers in a special symposium on my book Adam Smith’s Pluralism and a substantive discussion of philosophy of education. In it, I introduce what I call “the educative critique,” a mode of analysis similar to Marxist, feminist, or postcolonial critiques, but focusing on the educative role of a text. I argue that choosing education as a theme is itself a solution to interpretive difficulties, not an add-on that only (...) concerns pedagogues and policy-makers. (shrink)

Campaigns to decolonize higher education have focused mainly on decolonizing the curriculum. Although the cultural features of colonialism and its material imperatives and damage were both modes of colonial domination and exploitation, more attention has been paid to the former in recent debates about education, and it tends to dominate arguments about and characterizations of decolonization in higher education, by making knowledge and the curriculum the central focus. We argue the need to attend not only to the (...) cultural consequences of imperialism and the damage to the self so thoroughly emphasized in postcolonial and decolonial theory, but also to the material implications of colonialism and the evolution of Empire, which has persisted in new forms since formal decolonization. Decolonizing higher education and its institutions must also address new forms of Empire which have colonized the university. We argue that unless the material aspects of colonization and decolonization are adequately addressed, the university will not be substantively decolonized. Indeed, so strong is the influence of late capitalism in the form of neoliberalism on the contemporary university that its modes of practice are likely to foster superficial strategies to ‘decolonize’ the curriculum instead of addressing how capitalist structures and practices sustain current forms of coloniality. We discuss how neoliberalism, exemplified in the use of global rankings, shapes the contemporary university in today’s new age of Empire and we defend an approach to decolonizing that widens the focus of current debates beyond decolonization of the curriculum, to which we give qualified support. (shrink)

This book opens the door to the effects of intellectual, educational, and economic colonization of young children throughout the world. Using a postcolonial lens on current educational practices, the authors hope to lift those practices out of reproducing traditional power structures and push our thinking beyond the adult/child dichotomy into new possibilities for the lives that are created with children.

This monograph contrasts two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems around the world, and Bildung-Oriented Education (BOE), once the basis of the school systems of Northern Europe. CBE is assessment-oriented and interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of human capital theory. BOE is instead teaching-oriented (...) and characterises learning holistically as aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. The book first analyses CBE and argues that, in spite of its celebrated ‘scientificity’, it is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, can foster social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. Then, it introduces BOE and articulates and defends an updated version of it from objections raised by critical theorists, poststructuralists and postcolonial thinkers. It argues that BOE is a coherent and flexible model of education that endows students with autonomy and responsibility, can reduce structural forms of oppression and injustice, and can heal social pathologies. (shrink)

__Cultural Studies and Education_ is a timely introduction to cultural studies and the ways in which it can enrich both education scholarship and practice._ An extensive field that in the last few decades has transformed many academic disciplines, cultural studies has yet to be fully considered by educators and education scholars. Cultural Studies and Education redresses this great shortcoming, bringing cultural studies and its implications for education to the fore. The book aims to serve three main (...) purposes. First, it is an introduction for educators and education researchers to some of the most important theoretical debates and analytic frameworks that have shaped the field of cultural studies. Second, it offers an introduction to and examples of three important areas of inquiry in which education and cultural studies overlap: gender and queer studies; postcolonial and ethnic studies; and popular culture and youth studies. Third, it illustrates how education scholars have dealt with the conceptual challenges of cultural studies and how education offers unique perspectives and contributions to the broader debates in the field.". (shrink)