De/colonizing education: examining transnational localities

Unsettling Metaphysics in Science Education

“…As with others (e.g., Madden & McGregor, 2013;Rhee & Subreenduth, 2006), I employ the term de/colonizing as a post-colonial inflection to decolonizing theories and practices to consider the ways in which decolonizing and colonizing discourses cannot be wholly framed in opposition, particularly within spaces like educational institutions (see Higgins & Madden, 2017, 2019 or in fields such as science education (see Higgins & Kim, 2019;Higgins, Mahy, Agasaleh, & Enderle, 2019;Higgins & Tolbert, 2018). As a result, "the process and acts of de/colonizing are not only always an antithesis of colonialism … but rather a convoluted, complex and paradoxical one" (Subreenduth, 2006, p. 619).…”

“…The critique is levied to bring attention to the ways in which (neo-)coloniality comes to problematically shape not only human cultural relations, but also those of other-than-humans, and more-thanhumans who, together, come to collectively constitute the ecology of relationships that is signified by an Indigenous concept of place (Donald, 2012;Grande, 2004Grande, , 2008Marker, 2006;Smith, 1999Smith, /2012. With respect to the latter statement, I align herein with post-colonial notions of ethics as im/possibility to push forth my own decolonizing scholarship; the discursive practices of decolonizing approaches can (but do not always) come to mask colonizing tendencies (see Carter, 2004Carter, , 2010Subreenduth, 2006;Rhee & Subreenduth, 2006;Smith, 2005;Smith, Maxwell, Puke, & Temara, 2016;Spivak, 1993Spivak, /2009. Nonetheless, ethical im/possibility need not be paralyzing; Spivak (1988aSpivak ( , 1993Spivak ( /2009Spivak ( , 1994 reminds of the importance of persistent critical and complicit enactments that work towards "transforming the conditions of impossibility into possibility" (Spivak, 1988b, p. 201), even if/as they are never achieved.…”

The possibilities of postcolonial praxis in education

“…And by advocating critical global perspectives, the authors invite us to decolonize dominant conceptions of 'global' that have privileged Euro-centric forms of knowledge in the field of education (Kumashiro 2001;Smith 1999;Rhee and Subreenduth 2006). A critical global perspective also asks us to rethink the ways in which local/global formations are represented and included in curriculum, teaching, and research contexts.…”

Disrupting mainstream discourse in teacher education through decolonising pedagogies

“…This chapter highlights the imperative to develop and implement more critically nuanced, reflexive and diverse pedagogies in teacher preparation and professional development programmes, so as to better equip educators to understand, develop and implement pedagogies in their classrooms that work towards decolonising education (see Rhee and Subreenduth, 2006;Subedi and Daza, 2008;Subreenduth, 2010). While decolonising and social justice theoretical frames may have originated as the result of different local experiences in the West and the South, and may play out differently given dif-ferent histories, politics and contexts, they are interwoven and work against oppression and marginalisation.…”