Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Critical Education and Postcolonialism

  • Vanessa de Oliveira Andreotti
  • Lynn Mario T. M. de Souza
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_182

Introduction

Educators and scholars use the phrase “critical education” to refer to many different forms of critique that may be similar to or incommensurable with each other. Even when referring to postcolonial orientations to critical education, there are still a variety of perspectives grounded on different interpretations of criticality and of postcolonialism itself. Part of the problem with trying to disentangle similarities and incommensurabilities of perspectives is that the dominant academic culture creates aspirations for universal forms of consensus on definitions and “ways forward.” When these aspirations are at work, differences are perceived as obstacles to what is perceived as “progress.” However, from a different perspective, working through incommensurabilities, paradoxes, complexities, and contradictions – working with and through difference – can also be seen as essential and generative in terms of intellectual depth and accountability. This is already an illustration...

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References

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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  • Vanessa de Oliveira Andreotti
    • 1
  • Lynn Mario T. M. de Souza
    • 2
  1. 1.University of British ColumbiaVancouverCanada
  2. 2.University of Sao PauloSao PauloBrazil