Reclaiming Our Excellence
This chapter first discusses conventional perspectives of excellence by exploring literature from educational policy, research, and schooling practices and then conceptually compares these traditional approaches with philosophies, viewpoints, and principl
- PDF / 2,317,893 Bytes
- 171 Pages / 433.75 x 612.28 pts Page_size
- 101 Downloads / 208 Views
Liberatory Practices for Learning Dismantling Social Inequality and Individualism with Ancient Wisdom
Edited by Julio Cammarota
Postcolonial Studies in Education
Series Editors Antonia Darder Loyola Marymount University Los Angeles, CA, USA Anne Hickling-Hudson Faculty of Education Queensland University of Technology Brisbane, Australia Peter Mayo Faculty of Education University of Malta Msida, Malta
Studies utilising the perspectives of postcolonial theory have become established and increasingly widespread in the last few decades. This series embraces and broadly employs the postcolonial approach. As a site of struggle, education has constituted a key vehicle for the ‘colonization of the mind’. The ‘post’ in postcolonialism is both temporal, in the sense of emphasizing the processes of decolonization, and analytical in the sense of probing and contesting the aftermath of colonialism and the imperialism which succeeded it, utilising materialist and discourse analysis. Postcolonial theory is particularly apt for exploring the implications of educational colonialism, decolonization, experimentation, revisioning, contradiction and ambiguity not only for the former colonies, but also for the former colonial powers. This series views education as an important vehicle for both the inculcation and unlearning of colonial ideologies. It complements the diversity that exists in postcolonial studies of political economy, literature, sociology and the interdisciplinary domain of cultural studies. Education is here being viewed in its broadest contexts, and is not confined to institutionalized learning. The aim of this series is to identify and help establish new areas of educational inquiry in postcolonial studies. More information about this series at http://www.palgrave.com/gp/series/14536
Julio Cammarota Editor
Liberatory Practices for Learning Dismantling Social Inequality and Individualism with Ancient Wisdom
Editor Julio Cammarota University of Arizona Tucson, AZ, USA
Postcolonial Studies in Education ISBN 978-3-030-56684-5 ISBN 978-3-030-56685-2 (eBook) https://doi.org/10.1007/978-3-030-56685-2 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors ar
Data Loading...
