Postcolonial perspectives and comparative and international research in education: a critical introduction

Crossley, Michael W; Tikly, Leon

doi:10.1080/0305006042000231329

Cited by 113 publications

(65 citation statements)

References 14 publications

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“…As Crossley & Tikly (2004) observe, the vast majority of education systems that are examined by scholars have their origins in the colonial era. Within the field of comparative education there has been a resurgence of interest in postcolonialism [see, for example, Comparative Education, 2004, 40(2)] not only because of the theoretical and intellectual insights that this can provide but also because, for some societies, the postcolonial legacy has resulted in educational systems that, -..remain elitist, lack relevance to local realities and are often at variance with indigenous knowledge systems, values and beliefs‖ (Crossley & Tikly, 2003, p. 149).…”

Section: Neo-colonialismmentioning

confidence: 99%

Neocolonialism in education: Cooperative Learning in an Asian context

Nguyen

Elliott

Terlouw

et al. 2009

Comparative Education

148

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Section: Neo-colonialismmentioning

confidence: 99%

Neocolonialism in education: Cooperative Learning in an Asian context

Nguyen

Elliott

Terlouw

et al. 2009

Comparative Education

148

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“…Critical and neo-Marxist scholars offer a different account of the influence of international organisations on national policy by stressing economic and political hegemony as a driver of international cooperation in education (for example, Samoff, 2003;Burbules and Torres, 2000b;Tikly, 2004;Crossley and Tikly, 2004). From this perspective, international organisations are controlled by the most powerful core countries of a capitalist world system, and work in their interest; critical scholars have thus tended to be highly sceptical of all forms of international cooperation.…”

Section: International Agendas On Education: Theoretical Perspectivesmentioning

confidence: 99%

Complex collaborations: India and international agendas on girls’ and women's education, 1947–1990

Vaughan

2013

International Journal of Educational Development

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“…Although the term 'postcolonial' is certainly not monolithic (not reducible to a single position), postcolonial approaches share a common commitment to disrupt and resist any form of colonialism and imperialism (Crossley and Tickly 2004). What is distinctive about postcolonial studies is their attempt to reinterpret the historic and political notion of 'colonialism'-a term that is used to denote any form of human exploitation, normalization, repression, and domination.…”

Section: Postcolonial Perspectives In Science Educationmentioning

confidence: 98%

“…Hybridity contests the notion of a 'fixed' and 'essentialized' view of learning, culture and identity-such a view often characterizes the colonial perspective. Instead, a focus on hybridity highlights the complexities and ambiguities of the (colonial) learning experience at the level of identity and cultural difference (Crossley and Tickly 2004).…”

Section: Postcolonial Perspectives In Science Educationmentioning

confidence: 99%

Postcolonial foldings of space and identity in science education: limits, transformations, prospects

Zembylas

Avraamidou

2008

Cult Stud of Sci Educ

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The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption that it is difficult to make meaningful and transformative changes in science education so that educators' efforts take into consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of 'an era of globalization' in order to meet the demands of today's schools. Each of these four essays problematizes various aspects of the social and cultural conditions of science education nowadays using different 'postcolonial' ideas to interpret the implications for science learning and teaching. Although the term 'postcolonial' has certainly multiple meanings in the literature, we use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices and taken-forgranted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.Περίληψη Οι τέσσερεις εργασίες που εξετάζονται εδώ αποτελούν μια αξιόλογη προσπάθεια να συζητηθούν διάφορες πτυχές της μετα-αποικιακής θεωρίας και προσφέρουν εποικοδομητικές ιδέες στις τρέχουσες ακαδημαϊκές και δημόσιες συζητήσεις σχετικά με το αν η διδακτική των φυσικών επιστημών είναι δυνατόν να αντιμετωπίσει τις προκλήσεις της εκπαίδευσης ενός ολοένα αυξανόμενου πολυποίκιλου πληθυσμού μέσα στον 21 ο αιώνα. Αυτές οι εργασίες στηρίζονται στην υπόθεση ότι είναι δύσκολο να γίνουν σημαντικές και μετασχηματιστικές αλλαγές στη διδακτική των φυσικών επιστημών, έτσι ώστε οι προσ-πάθειες των διδασκόντων να λάβουν υπόψη τους τις δραματικές αλλαγές (δηλ. διαφορετική κουλτούρα και φυλετική προέλευση, γλώσσα, οικονομική κατάσταση κτλ.) στην «εποχή της παγκοσμιοποίησης» προκειμένου να ανταποκριθούν στις απαιτήσεις των σύγχρονων σχολείων. Η κάθε μία από τις τέσσερεις εργασίες δημιουργεί προβληματισμό σχετικά με διάφορες πτυχές των κοινωνικών και πολιτιστικών καταστάσεων της σύγχρονης διδακτικής των φυσικών επιστημών, χρησιμοποιώντας διαφορετικές «μετα-αποικιακές» ιδέες για να ερμηνεύσει τις επιπτώσεις στη μάθηση και διδασκαλία τους. Αν και ο όρος «μετα-αποι-κιακός» έχει σίγουρα πολλαπλές έννοιες στη βιβλιογραφία, εδώ χρησιμοποιούμε τον όρο για να περιγράψουμε τη φιλοσοφική θέση αυτών των εργασιών να αμφισβητήσουν μακ-ροχρόνιες και ηγεμονικές πρακτικές και υποθέσεις που θεωρούνται «δεδομένες» στη διδακτική των φυσικών επιστημών. Συγκεκριμένα, ο Yew-Lin Lee εξετάζει την έννοια του ριζώματος του De...

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Postcolonial perspectives and comparative and international research in education: a critical introduction

Cited by 113 publications

References 14 publications

Neocolonialism in education: Cooperative Learning in an Asian context

Neocolonialism in education: Cooperative Learning in an Asian context

Complex collaborations: India and international agendas on girls’ and women's education, 1947–1990

Postcolonial foldings of space and identity in science education: limits, transformations, prospects

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