Decolonizing Philosophies of Education

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

“…(Santos 2016b, p.18) Postcolonialism claims that colonial discourses, domination and oppression continue beyond the end of historical colonialism, that there is an ongoing legacy of colonial relations of inequality and Western privilege. Abdi (2012) points out that '… colonialism was first and foremost, psycho-cultural and educational.' It was only after these 'critical points of conquest' that subjugation and oppression of people in economic, political and technological domains could spread (Abdi 2012:3).…”

“…Their diversity is not recognised as an asset and they are denied a role of active contributor and potential transformer. This denial of diversity of knowledge and practices is a constitutive and persistent feature of postcolonialism and positions certain learners as 'deficient' and 'inferior' (Abdi 2012;Santos, Nunes and Meneses 2007). Rather than automatic disqualification of whatever does not fit with the dominant epistemological canon, Santos argues for the acknowledgement of the principle of the incompleteness of all knowledges which allows for pragmatic discussion among alternatives and the criteria on which judgements and hierarchies are being established.…”

Disrupting colonial discourses in the geography curriculum during the introduction of British Values policy in schools

“…' (1988) regarding Malawians associated with the text under analysis, and those studying it. Adding the educational dimension to the term 'global citizenship' , significant international research of a critical kind by Willinsky (1998), Banks (2004Banks ( , 2008, Abdi (2012), Andreotti (2006Andreotti ( , 2011 and Andreotti and de Sousa (2012) inform the inquiry. Likewise, undergirding the current investigation are critiques of colonial discourses of global citizenship education found in the rich critical studies forming the 2011 Special Issue of Globalisation, Societies and Education.…”

Co-Created Learning: Decolonizing Journalism Education in Canada

“…Although the article embraces these decolonizing initiatives, it proposes that we move beyond representation and cultural sensitivity training to incorporate decolonizing social justice education that embeds Indigenous knowledge related to media, communication, and journalism across the curricula and treats these epistemologies as equal to the Western paradigms that currently dominate the field. In doing so, we can move toward what Abdi (2012) calls "cocreated learning." In journalism education, this requires the presentation of an "ecology of knowledges."…”

“…According to Abdi (2012), "Colonialism was first and foremost, psycho-cultural and educational," so decolonizing educational praxis disturbs "the structural as well as the functional coherence of official knowledges and learning discourses and their selectively dysfunctional scribbling of totalizing Eurocentric metanarratives" (p. 12). Journalism education is one kind of official knowledge, so the first step toward decolonizing journalism education should be recognition of how and what Eurocentric influences organize current curricula and what and whose knowledges and experiences are silenced.…”