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Contextualizing Postcolonialisms and Postcolonial Theories

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Part of the Postcolonial Studies in Education book series (PCSE)

Abstract

Postcolonialism and postcolonial theory are contested terms with contested origins and associations. They work in the interface between economic and cultural processes, placing emphasis on how cultural/ epistemological assumptions frame relationships and injustices. For an introduction to postcolonialism in a study in education, the interdisciplinary dimension and transdisciplinary scope of the debates generated in this field demand various levels of translation. Hence, contextualizing postcolonialism and postcolonial theory in the context of this book requires a strategy of situating different perspectives in relation to other perspectives and debates, and in relation to education.

Keywords

  • Knowledge Production
  • Historical Materialism
  • Binary Opposition
  • Grand Narrative
  • Postcolonial Theory

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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  • DOI: 10.1057/9780230337794_2
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Notes

  1. Kwame Anthony Appiah, “Is the Post- in Postmodernism the Post- in Postcolonial?” Critical Inquiry 17.2 (1991): 336–57.

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  2. McEwan, Cheryl. 2009. Postcolonialism and Development. London and New York: Routledge.

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© 2011 Vanessa Andreotti

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Andreotti, V. (2011). Contextualizing Postcolonialisms and Postcolonial Theories. In: Actionable Postcolonial Theory in Education. Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230337794_2

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