Publisher's Synopsis
The decades since the 1980s have witnessed the development of "postcolonial studies" as a subdiscipline of literary and cultural studies. The boom in postcolonial studies reflects a renewed interest in the historical legacy of European colonialisms within the arts and social sciences. At the most fundamental level, postcolonialism involves attempts to formulate non Western modes of discourse as a viable means of challenging the West. It seeks to "return the gaze" of the dominating influence of the ideology and discourse of colonialism and its after effects. This volume aims to provide a critical exploration and assessment of the relevance of postcolonialism for education research and practice. In addition, the collection aims to initiate debate and discussions about the significance of postcolonial theory for local, national and international education theory, practice, and policy. The editor, Derek C. Mulenga, looks to promote a dialogue about how we can harness and use the rich and almost subversive insights of postcolonialism for learning, teaching, curriculum and research.;Ideas examined by the international list of contributors include: colonial histories and resistances, identities, mobilities, indigenous knowledges, multiculturalism, and educational canons. This is a collection that graduate studies and practitioners within education and beyond should find useful.
