Towards Decolonizing Childhood and Knowledge Production

  • Zsuzsa Millei
  • Iveta Silova
  • Nelli Piattoeva


This conclusion builds on the conceptual foundations of our previous collaborative work on decolonizing knowledge production in and about (post)socialist societies. We develop three decolonial strategies to disrupt and complicate accounts of childhood, schooling, and subjectivities framed by and embedded in the epistemologies of modernity, socialist ideologies, and post-socialist “Westernization” projects. First, we highlight how memories of children’s lived experiences—situated in local and personal histories—enable us to multiply cultural imaginaries about childhood. Second, we trace relationalities between seemingly disparate spaces and times of childhoods, disrupting the linearity and singularity of time/space. Finally, we discuss how coloniality of knowledge and being affects the various subjectivities we present about ourselves as children and researchers, and how memory research (re)shapes us in return.


Decolonizing Knowledge Production Duoethnography Border Thinking Mignolo Viruru 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Zsuzsa Millei
    • 1
  • Iveta Silova
    • 2
  • Nelli Piattoeva
    • 3
  1. 1.Institute for Advanced Social ResearchUniversity of TampereTampereFinland
  2. 2.Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA
  3. 3.Faculty of EducationUniversity of TampereTampereFinland

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