Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Postcolonialism, Development, and Education

  • Dip KapoorEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_188

Introduction

This entry considers the colonial contexts of development, including development as neocolonialism in the postindependence period, followed by a consideration of the role(s) of education designed for development and the attendant academic or literary postcolonial critiques of postwar development and education. Often neglected in academic postcolonial scholarship, anti-/decolonial postcolonialism emergent from the works of scholar activists and indigenous and land-based sovereignty politics and related conceptions and practices of development and education in the postcolony are also given due consideration.

Colonial Developmental Contexts and Civilizing Missions

The French Enlightenment political philosopher Antoine-Nicolas de Condorcet in his book, Outlines of a Historical View of the Progress of the Human Mind, proffered the following questions: Will all nations one day attain that state of civilization which the most enlightened, the freest, and the least burdened by...

This is a preview of subscription content, log in to check access.

References

  1. Cabral, A. (1979). Unity and struggle: Speeches of Amilcar Cabral. New York: Monthly Review Press.Google Scholar
  2. Duffield, M., & Hewitt, V. (Eds.). (2013). Empire, development and colonialism: The past in the present. Suffolk: James Currey.Google Scholar
  3. Escobar, A. (1995). Encountering development: The making and unmaking of the third world. Princeton, NJ: Princeton University Press.Google Scholar
  4. Fanon, F. (1963/2005). The wretched of the earth (trans: Farrington, C.). New York: Grove Press.Google Scholar
  5. Galeano, E. (1973). Open veins of Latin America: Five centuries of the pillage of a continent. New York: Monthly Review Press.Google Scholar
  6. Guha, R. (Ed.). (1982). Subaltern studies 1. New Delhi: Oxford University Press.Google Scholar
  7. Harvey, D. (2003). The new imperialism. London: Oxford University Press.Google Scholar
  8. Levy, J., & Young, I. (Eds.). (2011). Colonialism and its legacies. Lanham, MD: Lexington Books.Google Scholar
  9. Marcos, S. (2001). In Juana Ponce de Leon (Ed.), Our word is our weapon: Selected writings. New York: Seven Stories Press.Google Scholar
  10. Mariátegui, J. (1996). The heroic and creative meaning of socialism: Selected essays of Jose Carlos Mariátegui. Amherst, MA: Humanities Press.Google Scholar
  11. McCowan, T., & Unterhalter, E. (Eds.). (2015). Education and international development: An introduction. London: Bloomsbury Publishing.Google Scholar
  12. McEwan, C. (2009). Postcolonialism and development. London: Routledge.Google Scholar
  13. Meyer, L., & Alvarado, B. (Eds.). (2010). New world of indigenous resistance. San Francisco, CA: City Lights Books.Google Scholar
  14. Nandy, A. (1983). The intimate enemy: Loss and recovery of self under colonialism. Oxford, UK: Oxford University Press.Google Scholar
  15. Peet, R., & Hartwick, E. (1999). Theories of development. London: The Guilford Press.Google Scholar
  16. Quijano, A. (2000). Coloniality of power and eurocentrism in Latin America. International Sociology, 15(2), 215–232.CrossRefGoogle Scholar
  17. Rist, G. (2002/2014). The history of development: From Western origins to global faith. London: Zed.Google Scholar
  18. Rodney, W. (1972). How Europe underdeveloped Africa. London: Bogle-L’Ouverture.Google Scholar
  19. Sankaran, K. (2008). Globalization and postcolonialism: Hegemony and resistance in the 21st Century. Lanham: Rowman & Littlefield.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.University of AlbertaEdmontonCanada