Author: Hickling-Hudson Anne
Publisher: Springer Publishing Company
ISSN: 0020-8566
Source: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue internationale de l'éducation, Vol.52, Iss.1, 2006-03, pp. : 201-218
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote life-affirming practices in educational change.
Related content
“Mind the gap”: cultural revitalisation and educational change
School Effectiveness and School Improvement, Vol. 20, Iss. 4, 2009-12 ,pp. :