Postcolonial Thought: A Theoretical and Methodological Means for Thinking through Culturally Ethical Research

“It is definitely not the priority”: A postcolonial inquiry of social studies education in the Commonwealth of the Northern Mariana Islands

“…It is not so much that mainland iterations of social studies are "authored and authorized by colonialism and western domination" (Prakash, 1994, p. 1475) as it is that social studies is simply marginalized, as it is on the mainland. As previously noted, the respondents of this study were able to interpret, accommodate, and resist colonizer discourses while highlighting new and different contested stories (Bristol, 2012;Razvi et al, 2006). At the same time, teachers generally struggled with an unresolved curricular dialectic where certain content and assessments "doesn't always fit" and where "we take something and try to make it fit" reflects the schism of contemporary discourses and institutions" (Razvi et al, 2006, p. 250).…”

“…The conflation of Liberation Day with the 4 th of July and the "love hate relationship" the CNMI has with the mainland reveals the ongoing resolution of a colonial past and present. Socially just policies and practices through the excavation of relationships that exist among education and culture within a global context (Bristol, 2012;Camicia & Bayon, 2012) is a lofty goal if the social studies curriculum is "just all pieced together" and dependent on teachers who have not received training to do so. Moreover many of the high school teachers focused on content disciplines, rather than integrated social studies, as "mostly white men from the mainland," in addition to a paucity of available to teachers for Chamorro language class.…”

Men and masculinities studies in Vietnam: A brief review

“…It refers to a need to conduct research in the Global South, including Vietnam, in engaging with the local knowledge and voices, which is known as the core values of postcolonialism (Ashcroft et al., 2007). Postcolonialism is a social movement and research approach critiques the universal application of Western frameworks, practices, and theories without consideration of spaces; and places aims to address inequalities produced through these frameworks; and centres the voices and knowledge of marginalised and excluded people (Bauchspies, 2007; Bristol, 2012; Sherry, 2008).…”

“…We are in alignment with Gillen's (2016) argument concerning the need for a postcolonial approach to the study of men and masculinities in Vietnam. This can be achieved through maintaining an on‐going dialogue with their research communities so such communities can be directly involved in knowledge production and benefit from the research (Bauchspies, 2007; Bristol, 2012). Moreover, scholars can practice reflexivity to describe how and to what extent their background, including their engagement with Western epistemologies, methodologies, and research practices, may shape their research questions and approach (Sherry, 2008).…”

Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy

“…The second is identifying research approaches that are more appropriate in diverse contexts, such as forms of narrative inquiry that are related to story-telling traditions in many societies (Webster & Mertova, 2007), including ethnographic story-telling among indigenous and Bedouin peoples (e.g., Taieb, 2014). For Bristol (2012), the postcolonial brings a critique to the current forms of imperialism that define others' identities and knowledge that harnesses education as a colonising instrument, replacing hegemonic practices with other ways of knowledge, such as various indigenous forms.…”